Daycare Program 2

Full Time Program

The Full Time Program operates Monday through Friday from 7:30am to 5:30pm. Families have full access to the programs during our hours of operation, though there is no expectation that the children must arrive or depart at a set time within these hours.

We are licensed to provide full time care for 67 children between the ages of 18 months and 5 years. This includes 15 toddlers (18 months to 30 months) and 24 preschool children (31 months to 44 months). Our programs are open to all families including those in receipt of subsidy from the City of Ottawa.

Within our Full Time Programs we have a Toddler Program, a Junior Preschool Program and a Senior Preschool Program and a Kinder Program which is an enriched alternative to school based Kindergarten.

Full Time Toddler Program

Our Toddler Program is offered to children aged 18 months to 30 months and we have space for 15 children. The Educator-to-child ratio is 1:5 between the hours of 9:00am to 3:30pm but can go to 1:7 outside those hours.

All the children follow the same daily schedule, which is finely tuned to meet their developmental needs. Our innovative Toddler Program is structured with set snack, lunch, nap and outdoor play times, as outlined in the Toddler Schedule below.

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One part time and three full time Educators facilitate the program and provide age-appropriate learning opportunities based on their observations with the children. We are continuously designing fresh and challenging programming to encourage language development, independence and group play to meet the social and emotional needs of your child.

Our curriculum includes developing skills in the areas of language, an introduction to mathematical concepts (such as sorting and grouping), creative arts and physical activity. Our experienced Educators combine meeting the Ministry requirements with a curriculum based on the interests of the children.

The program focuses on valuing and enhancing the unique personality and developmental skills of each toddler in a safe, happy and nurturing environment. We appreciate how difficult it can be for parents to leave their child with us, which is why we’ve created a process that takes into account the needs of both the parents and the toddler and integrates your child into the program in a gradual way.

The core values underlying our Toddler Program are

Our Educator-to-child ratio is 1:5 as we believe small groups allow Educators to get to know each child’s unique personality and skills;
Positive social interactions with the Educators and the other toddlers help build social and self-regulation skills, control over their emotions and confidence;
Toddlers thrive and build independence in an environment that combines self-directed play with Educator guided learning;
Play-based and ELECT-based learning is dynamic and allows toddlers to stretch themselves and push their individual learning boundaries;
Our curriculum is designed to encourage taking initiative, exploring and building self-esteem;
Physical activity and sound nutrition are essential parts of a healthy learning environment.ploration, play and inquiry.

We believe that is important to have a strong connection with our families so that we can work together as a team to nurture our toddlers’ development. You are the experts on your child and your input is important.

We recognize and build on the strengths of families and the love they have for their child, to help enhance our program. We encourage you to share any adventures your child may have had over the weekend, anything you notice that they may enjoy sharing with their friends at day care, any new developments or struggles and any special talents that you would like to share with our program. This helps provide responsive programming that is meaningful to the children.

A variety of activities are provided during morning play that reflect your child’s interests. Through our observations of your child and our interactions with you, we provide environments and experiences to engage our children in active, creative and meaningful exploration, play and inquiry.

Communication

Each day we write a summary of your child’s day with us: what they had for lunch, how long they slept, and other important messages or stories to share.

Diapering & Toilet Learning

Parents are responsible for providing diapers, creams and wipes. Each child has a special bin labelled with their name, where their supplies will be kept. The diapers, supplies that you provide will be used for your child only.

When a child begins to show signs of being ready for toilet learning, we will happily work with you and your child. We have a package of information on toilet learning for you, and will be happy to answer any questions you might have. If you think your child is ready, talk to us. We want to work together and make this learning process as happy and successful as possible.

Nutrition

Meals are a very social time. Self-help skills are encouraged, but of course, help is available for those who need it. The children sit at the same table with the same Educator each day. Children must be sitting while eating and drinking. They are encouraged, but not required, to taste everything. We take into consideration that children’s appetites change from time to time. Their likes and dislikes of certain foods also change. Children drink from cups with or without lids during lunch and snack times. Children’s allergies are posted in the playroom and in the kitchen, so that all of the staff that interact with the children are informed and aware.

Sleep Routine

In our sleep room each child has their own cot. If your child has a soother, special blanket, pillow or soft toy that would make them feel more comfortable, we encourage you to bring it in. The sleep room is darkened, with quiet music and a fan. There is always an educator with the children. Naptime usually starts at 12:15 p.m. and ends at 2:45 p.m. at the latest. Children go into the sleep room in staggered, small groups. We encourage the children to fall asleep on their own, but we will rub backs, etc., to help them settle.

For those who wake up early we have a Wakers’ Program in the playroom. There are quiet activities set up for the children to explore as they wake.

Clothing

Each child needs to have at least one or two extra changes of clothes (shirts, pants, socks) at the daycare so that wet or soiled clothes may be changed, as needed. They will have their own cubby in which to store their extra clothes and a hook to hang their outerwear on.

When children are first toilet learning, 4 to 6 sets of pants, underwear or training pants, extra shoes (we strongly recommend sandals or easily washable shoes for the toilet learning times!) and socks will be needed.

Children need to be prepared to go outside at all times with boots, jackets, hats, sun screen, etc., according to season.

Safety

Safety is always a consideration in our room and children are with the Educators at all times.

Learning Environment and Fostering Developmental Growth

We set up the environment with the set purpose of engaging the children’s need to explore with their minds, bodies and their senses. Play is more than just “fun” for toddlers. It’s how they learn, how they work out who they are, how the world works and where they fit into it. Play is essentially a child’s “work” and helps their brains grow while also being a lot of fun. Play helps build confidence, develop social skills, language and communication, learn about caring for others and the environment and develop physical skills. With this in mind, our daily activities may include creative, sensory, block play, cognitive, music or gross motor focused activities.

Creative activities can consist of anything from gluing to painting. Children are encouraged to explore any way they choose which may be using their hands instead of a brush. We focus on the process not the product.
Sensory play is enjoyed by all the children in the program and they are using this time to develop all their senses, and often a love of getting messy.
Block play is a time to construct and break down things. It is great fun to build a tall tower and then knock it down. It gives us a time to interact with our peers and practice our cooperative skills.
Dramatic play helps children identify with the world around them and helps them and who they are becoming. It also begins building life skills for the future.
Cognitive activities help us start to develop our problem solving skills such as how does the puzzle go together, and to learn new concepts including colours, shapes etc.
Gross Motor activities give us a sense of how are bodies work. We can jump, run, push a ride on toy with our feet and climb the climber, with active play and physical exploration we are gaining self-control and levels of independence.

Curriculum

In our program, we follow How Does Learning Happen? Ontario’s Pedagogy for the Early Years and the Ontario government’s early learning framework, ELECT (Early Learning for Every Child Today). The activities that we provide on a day to day basis stem from the needs and interests of the children. The Educators act as facilitators and expand the program based on what happened the day before or what is happening at the moment. This concept is based on countless hours of observation and documentation. We provide write ups, program plans and photographs for each other as well as for parents and the children. This helps us to communicate what is happening on an ongoing basis. This responsive concept of curriculum “planning” fosters individuality and creativity in each child because it is so flexible.

The hands-on learning environment allows children to change and manipulate their environment according to what they need at any particular time. This enables the children to think and make decisions for themselves, therefore making them feel empowered, which is a huge goal for the children in our Toddler Program. If the children are interested in taking flour from the sensory bin and adding it to the kitchen, they can!

We have three basic rules in this program: safe bodies, safe feelings, and safe equipment. By providing a play-space with fewer restrictions and rules, we believe that the children are more in control of their environment. It is a place that truly belongs to them. This in turn creates a room full of happy children, happy families and happy Educators.

Daily Schedule

7:30	Welcome/ A variety of engaging activities will be provided in all the areas of the program
9:30	Outside activities (diapering and toilet learning routines before going outside)
10:30	Return Indoors (earlier in Fall & Winter)
11:00	Lunch and Socializing/ Hand Washing
11:45	Bathroom routine and free play
12:15	Nap Time
1:30	Waking up/Bathroom routine/Free Play
3:00	Snack Time
5:15	Activities Tidied/Children start dressing for departure
5:30	Centre Closed

* Please note this schedule is a guideline only and subject to change based on the needs of the children.

Full Time Child Care Program Parent Handbook

Please review the handbook.

Fees

The daily rate for the Full Time Toddler Program is $67.99 (2016)

Full Time Junior Preschool Program

The Junior Preschool Program “juniors” is offered to children aged 2.5 to 3.5 years, with a maximum of 16 children. The Educator-to-child ratio for this program is 1:8 from 9:00am to 3:30pm and can go to 1:12 outside those hours. Our juniors’ team consists of one part time and two full time Educators who are warm and friendly and help support and encourage the juniors as they play, learn and grow.

The juniors enjoy a curriculum that includes many hands on activities. As with all Mothercraft programs, the curriculum combines meeting the Ministry requirements with building on what is interesting and exciting to the children as inspiration for learning activities.

Some areas juniors will explore in the program include painting, storytelling, an introduction to science, French language, basic vocabulary, social greetings, music and more. We also explore our community by enjoying walks through our beautiful neighborhood and visits to the parks. Along the way, we talk about the things we encounter and bring ideas and artifacts back to our room to explore.

Additionally, the juniors learn from their Senior Preschool buddies during regular interactions throughout the day and time spent together in the play yard. The interaction supports them in building their independence and self-help skills.

We believe that is important to have a strong connection with our families so that we can work together as a team to nurture our preschoolers’ development. You are the experts on your child and your input is important.

Learning Environment and Fostering Developmental Growth

As Educators we understand and appreciate the fact that every child is unique in how they learn, play and explore the world. In order to better understand specific individual needs, strengths and interests, we get to know the children through observation and our interactions with them. With that in mind, we are able to provide creative and challenging opportunities for your child.

Following the Ontario Governments early learning framework ELECT (Early Learning for Every Child Today) and HDLH (How Does Learning Happen: Ontario’s Pedagogy for the Early Years) our program is designed specifically to encourage your child to learn through play. The room environment allows for exploration with many materials and activities such as sensory materials, creative/art mediums, building blocks of all kinds, dramatic play props, puzzles and games, books and so much more… Throughout or curriculum and our play environment we incorporate the four developmental domains of ELECT; social, emotional, cognition and communication, language and literacy as well as the four foundations of How Does Learning Happen; Belonging, Well-being, Engagement and Expression.

Our program uses a pedagogical approach to teaching in that we strive to understand and support learning in each child as an individual. We do this by forming a positive and responsive relationship with each child as well are their family; providing environments in which children learn through exploration, play and inquiry; encouraging families to share with us their unique strengths, contributions and perspectives. We share what the children are learning through a variety of documentation forms- pictures, stories, questions etc. to showcase and help understand children’s learning and development and to make the children feel proud of themselves.

Junior Preschool Developmental Goals

Language Development

To comprehend more complex directions and instructions
To use clear and structured 5+ word sentences
To expand vocabulary recognition (Day to day vocabulary as well as concept related vocabulary)
To be able to express needs and interests (I am hungry, I am tired, etc)
To ask relevant questions

Physical Growth

Continued development and control of fine motor movement (Manipulating writing materials, blocks, small beads etc.)
To gain body control and balance (Riding larger toys, running, jumping and climbing with balance)
To practice hand-eye coordination (Puzzles, printing)
To be able to dress themselves with little assistance (for the day as well as outdoor clothes and shoes)
To master meal time skills (staying seated in the chair, using appropriate utensils etc.)
To practice and master toilet learning

Social Emotional Development

To practice cooperative play (turn taking and working together)
To explore dramatic play in order to understand the various roles in society (Role Play)
To gain an appreciation for other’s feelings and emotions
To build self-regulation skills (Understanding that your actions affect others)
To continue developing a sense of self-worth and identity

Cognitive Development

To be able to retain new information (Understanding of new concepts such as weather, days of the week, seasons, months)
To develop letter and number recognition (Recognize the letters from their name, recognize every letter from the alphabet)
To develop and increase attention span and task orientation skills (Circle time)
To learn new concepts such as colour, shape, size, opposites etc.
To practice decision making skills in a safe environment (Deciding where to play, who to play with)
To develop problem solving skills (Puzzle’s, cooperative games)

The four constants in our program are meals, rest time, bathroom and outside time.