Preschool Curriculum Statement
At Universal Day Care Centre Inc. (UDC) we believe every person is unique and deserves the absolute best of what we have to offer. Our educators are respectful of children as individuals and understand their interests and input are valuable tools to the learning process. We also know that children learn best through play and we set up our space to maximize play opportunities. It is the practice of our educators to remain fully present and in the moment during their work with children throughout each day. Children will find our educators right down on the floor with them acting as play partners, stepping back and observing their play, sharing their love of books and stories, guiding them through conflict resolution steps and encouraging the development of independence and pro social skills. We help children to become aware of their emotions by sharing words that describe how they may be feeling and promote good listening and communication skills. Children are encouraged to share their feelings with others and work together to solve conflicts that arise during their stay.
UDC is proud to offer a family centered approach and consider our space a home away from home for children and families. We recognize that parents are the experts on their child and work together to find the best way to provide support. Our centre is described as an extension of family and our classrooms are set up to mimic a homelike setting. It is our goal to develop a strong attachment with each child and strong relationships with all our families. Photographs of children with their families are displayed in each room to support and celebrate pride in their culture. It also helps to make them feel welcome and comforted when they are sad. Families are encouraged to call at any time and there are many opportunities available for parents to volunteer such as on our Board of Directors, for fieldtrips and other special events that arise. We want our parents to feel comfortable and confident in leaving their children in our care and it is our intent to work as partners with parents to maintain consistency between home and the centre.
Communication with families occur through emails, phone calls, face to face conversations and if desired individual meetings can be set up for discussion of progress and challenges either in person or by use of a virtual platform. Our caregivers send home journals through a day care management system called FASTOCHE to share observations and photos of the child’s day at the centre. These many forms of communication are used to help form positive relationships with families and to communicate information about their child’s learning and development. Photographs are taken during an activity to show learning in action and appear on bulletin boards and will also display samples of the children’s work to show the final product. Sharing in these ways not only helps to keep the family connected to the centre but also provides information needed for families to talk more in depth with their child about their day at the centre.
UDC educators are advocates for getting children back outside and in touch with nature. We believe that children benefit from being outside and experiencing the challenges and richness nature can add to their physical, cognitive, social, and emotional development. Our groups are often outside on our natural playground where children have the time and space to run, dig, climb, roll, wonder and enjoy the freedom and fresh air. Groups can also be found on mini trips away from our Centre to take advantage of the many parks available to us in the Fort Garry area. There is a great tree to climb in a park just down the street!
Our educators take full advantage of teachable moments as they arise and use them to help explore children’s interests. For example, if a child is studying a worm wiggling its way across the sidewalk our staff may use this opportunity to lead children to observe, to ask questions, and to wonder about the curious little creature. You never know when a project may arise from these teachable moments. We also bring the outside in by collecting many types of insects, leaves, flowers etc. from outdoors and bring then inside to sketch, touch, explore and learn more about.
To help us learn more about the world, different cultures and to celebrate diversity within our centre, we only need look around us. UDC employs educators, and enrolls children, from diverse backgrounds. We are respectful of everyone’s individuality and provide an inclusive environment by ensuring our time and attention are divided equally to all who attend. Educators help children to learn and to respect everyone for their own unique qualities through modelling language and behaviour. UDC also welcomes families to share their traditions with us during special events planned at the centre, such as “Soup night”, “Grandparents Day” family BBQ’s and concerts.
UDC educators use an emergent approach to early learning. Project and activity ideas come from the children during their play, and we expand on them by asking open ended questions too elicit a deeper understanding. We listen to children at play and take notes to help identify other ways to enhance and expand their play. We may offer additional materials in the moment or plan for future activities related to their interests. Brain-storming sessions sometimes occur with the children to identify what they feel they need to fulfill their play sessions. Ample time is provided in our daily schedule for free play with spans of one to two hours at a time to give children a chance to fully engage in their play experiences. An inclusive environment is always maintained at our centre and educators are experienced at adapting activities and projects to meet the needs of all children. Materials are provided to help children reach their full potential and these materials are rotated on a regular ongoing basis.
While maintaining an emergent approach in July and August our educators plan fun activities based on a theme for each week. UDC brings in a variety of outside performers and activities reflective of the families enrolled at the centre, to help expand the children’s knowledge of the world. They enjoy a variety of special events like pony rides, musicians, bouncers, magicians, clowns, dancers, story tellers and the star dome. UDC also collaborates with our James Child Care neighbours in the community to pool resources, plan special events and even share costs to provide the most rewarding experience for all children.
Music is celebrated and used daily within our program. Our educators sing songs and use finger plays at circle time and during the transitions of the day and encourage children to follow along. A variety of soothing culturally diverse music is used at rest time as well as during many planned experiences, and a variety of instruments from all over the world are available for the children to explore. It is our usual practice to employ a music teacher who visits the centre weekly for lessons as well as plans for and participates in our Winter and Spring concert events, where children showcase their learning on this topic.
Our educators support children’s creative development and use of their imagination across the curriculum through creative art, dance and role play. Hands on experiences are provided and activities using open ended materials for creative artwork decided on by the child. Materials are provided and the children use their imaginations to create what they feel is art. Dancing is a much-loved activity and you may often hear that a “dance party” took place during the day. Role play is encouraged and available to the children using a wide variety of culturally diverse dress up clothes, puppets, dolls, and figurines.
Infant Curriculum Statement
Our infant approach very much mirrors our preschool approach as we believe consistency throughout our centre is important for the growth and development of each child. Our infant educators know infants and toddlers learn best through play and exploration of their environment. Infant educators use their daily observations and interactions with the children to tune into the needs and interest of our youngest age group. Materials that are developmentally appropriate and appealing to this age group are provided to help educators discover where the needs and interests lie.
Ample time is needed for play and practice to develop any new skills and our infant schedule is set up to provide the time and opportunities needed. Transitions throughout the day are also approached with a playful aspect using songs and finger plays to guide the children through the next change. The daily schedule can also be altered to meet the need of each individual child. For example, if a child seems irritable, they could be hungry and as such we are able to offer them some of their snack or lunch on demand. Similarly, if a child seems tired or falls asleep at a time other than nap time, we can accommodate them by letting them get the rest that is needed.
UDC educators know attachment is the root of all relationships and take the time to get to know each child for who they are to strengthen their bonds. Educators are often down on the floor and close by for reassurance and to be present when attention is needed. This close proximity helps children to feel safe, as well as to be able to intervene when regular conflicts arise. Interactions between educators and infants are gentle and caring and based on the child’s needs. If a child needs to be frequently picked up or held close, they will be until they are ready to set forth and explore. This can take some time and although we will encourage children to explore and try new activities, we are able to allow them time to do so at their own pace.
The infant and toddler playroom is set up to promote all areas of learning and development and is separated into play areas such as gross motor, sensory, dramatic, literature, science, and music. Reorganization of the room and play materials will occur as often as educators observe changes in the interests or behaviour of the children. Materials and experiences will be planned to reflect current needs as they arise. Infant and toddlers may not always be able to communicate exactly what their needs are so educators use provocation methods to determine what these needs or interest could be. A variety of books, songs and activities are explored along with open ended questions and observations. Afterward, educators will collaborate and review together what happens next.
Activities are then planned based on the developmental level and current needs or interest of the group. For example, educators observe a few children in the group that are having difficulty using their spoons to feed themselves and decide there is a need for children to build on their fine motor skills. Activities that are developmentally appropriate for infants would then be planned to reflect this need. Ideas such as using spoons to pick objects out of the water table, exploring a variety of drawing implements, or pushing straws into playdough etc. Educators use webbing to plan out activities and through careful observations, educators can assess when needs change and activities are then modified to help children reach their next level. Educators also recognise that infants and toddlers benefit from repetition so some needs and interest may be explored for quite some time but there is always room for more than one area to focus on.
To help us learn more about the world, different cultures and to celebrate diversity within our centre, we only need look around us. UDC employs educators, and enrolls children, from diverse backgrounds. We are respectful of everyone’s individuality and provide an inclusive environment by ensuring our time and attention are divided equally to all who attend. Educators help children to learn and to respect everyone for their own unique qualities through modelling language and behaviour. UDC also welcomes families to share their traditions with us during special events planned at the centre, such as “Soup night”, “Grandparents Day” family BBQ’s and concerts. Family photographs are also present in the infant/ toddler program to celebrate each family enrolled.
A wide variety of activities are provided to span over all domains of children’s development. Learning is also taking place through our daily routines and transitions as we act as role models and guide children throughout their day. We read books with the children, sing songs and speak in short sentences to help promote language development; we practice yoga, dance and have lots of gross motor play outdoors to promote physical development; we form positive, supportive relationships with children and use the circle of security theory to enhance their social/ emotional development; and cognitive development is supported through all interactions, planned experiences, free play materials, and loose parts. Our infant and toddlers need lots of repetition before mastery is reached.
Families are informed each day through the journal feature in FASTOCHE, our day care management software system, and this can be received by either text or email. This feature is used to keep families informed of their child’s daily care information in the areas of toileting, eating and sleeping as well as to share brief anecdotes about daily activities. Our educators also use the journal feature to share photos with families to further illustrate the learning opportunities in action.
We build strong relationships with families over time and respect them as the experts on their child. These bonds are strengthened daily through discussion at drop off and pick up times, as well as through our journals, emails and documentation boards that are created by our educators to display pictures and samples of work along with written commentary on the learning that is taking place.