KCF believes in providing child care environments that contain a variety of complex and open-ended materials, experiences that encourage exploration, experimentation, problem solving and making sense of the world around them. Our Educators strive to arrange flexible indoor and outdoor space and resources where children can feel safe to take risks, explore, build and role play. We balance indoor/outdoor, active play, rest and quiet within each of our program’s daily schedules. Activities within the program emphasize skills such as self-esteem, self-respect, self-regulation and respect for others which allows individual children and groups to interact in a positive and confident manner.
Our School-Age programs offer flexible and responsive programming as a balance to the more structured environment the child attends during the day. Educators work closely with the children to extend their learning and plan the program in a co-operative process while helping children build positive self- esteem and promote self- reflection. The Kids Come First strives to incorporate some type of outdoor or active play with the children on a daily basis. Where it is not possible, due to weather or access to the gym, our Educators will work with the children to plan active games in the program. Our school aged programs are also designed to provide opportunity for quiet time for children to read and/or work on school assignments and/or homework with the support of our Educators.
In our Toddler and Preschool programs each child will experience two hours of outdoor play (weather permitting) daily, indoor activities as well as a time to rest and sleep, quiet and active times; always being mindful of each child’s needs and parental direction.
Each child will be provided with opportunities to learn and play in self-chosen activities, using materials and experiences that encourage exploring, experiencing, questioning and problem solving. Materials are placed at children’s level to allow free choice and children are encouraged to be self-reliant in routines such as dressing, toileting, washing, eating and cleaning. Educators are available for support and will work collaboratively to ensure that children feel safe, secure and healthy.
In addition, our Educators are trained in facilitating and expanding the individual child’s interest with materials and activities, creating an environment that is appropriate for his/her developmental needs and levels. These factors ensure the growth of each child physically, cognitively, socially, emotionally and creatively.
Educators will post a weekly plan that contains observations, plans and documentation to support the children’s learning. The weekly plan highlights proposed activities and learning opportunities that are linked to the ELECT Continuum of Development. In our full day Toddler and Preschool Programs, individual child’s learning is documented in a portfolio that shows the child’s development through play-based learning opportunities.
We see children as competent individuals, capable of complex thinking, curious and rich in potential. We will encourage the children to interact and communicate in a positive way and support their ability to self-regulate .Our program values and builds on the child’s individual interests, strengths and abilities and we will encourage the child to interact and communicate in a positive way which support their ability to self-regulate. (the ability to gain control of bodily functions, manage strong emotions and maintain focus, attention and mindfulness). Kids Come First understands that self-regulation in early development is influenced by a child’s relationship with the adults in the child’s life and experience, including the Educators, families and volunteers. Our Educators will use observation to support children in developing strategies to regulate their emotions, remain calm and understand how behaviours affect others around them.
We will use documentation through observation, planning, reflecting and evaluation and use this as a tool to document children’s learning through their play experiences, as well as sharing information with children and their families.
Our Educators will also develop an Individual Support Plan (ISP) for children with special needs to ensure that appropriate developmental goals are developed and activities are implemented to achieve the goals. IPs are updated regularly with input from Educators, Families and any outside agencies involvement.