Program Statement
Creative Kids Preschool offers a learning program that is consistent with Ministry of Education policies, pedagogy and curriculum. Some of the Ministry documents we reference in our program include the following: • How Does Learning Happen? (HDLH)Ontario’s Pedagogy for the Early Years • Ontario Early Years Framework • Ontario Early Learning Framework • Think Feel Act: Lessons from Research About Young Children • Early Learning for Every Child Today (ELECT). CKP emphasizes active learning. Since we know that children learn best by pursuing their personal interests and goals, children make their own choices about materials and activities during the program time. As they pursue their choices and plans, children explore, ask and answer questions, solve problems, and interact with peers, program staff, volunteers, students on placement and other adults.
When Self Regulation is referenced in this document it is defined as:
The ability to attain, maintain and change one’s level of arousal appropriately for a task or situation
The ability to control one’s emotions
The ability to formulate a goal, monitor goal progress, adjust one’s behaviors
“The ability to manage social interactions, to co-regulate
To be aware of one’s academic strengths and weaknesses, and have a repertoire of strategies to tackle day to day challenges of academic tacks.
Goal – Promote the health, safety, nutrition and well-being of the children
Children are seen as being competent, capable, curious, and rich in potential. Children’s safety is a consideration in all decision making. We provide a snack based on Health Canada document Eating Well with Canada’s Food Guide. Drinking water is available always. Any allergies or nutrition restrictions will be posted in the kitchen area. The Centre meets and exceeds all health and safety requirements of the Ministry of Education and local government bylaws. Licensing information about our program is posted at the CKP entrance (for example the Health inspection). All staff review The Anaphylactic Policy and are trained in the emergency procedures. There is always at least one staff on location that has the Food Handlers course. You may also speak to our staff at any time to view our complete Health and Safety Policies and Protocols. All Educators are Registered Early Childhood Educators. (RECE.) All Educators are trained in First Aid and CPR and have at least ten hours of professional training per year. All staff must do a Criminal Reference Check upon hire, a Vulnerable Sector Check yearly and submit proof of their updated immunization.
Goal – Support positive and responsive interactions among the children, parents, childcare providers and staff
The Educators are professionals, who connect with children to ensure a safe environment. They plan and extend play, reflect on successes by documenting and communicate regularly with parents. Educators shall use a warm, responsive, and inclusive approach, building positive relationships with the children, families, colleagues, and communities. Teachers ensure the presence of the five essential elements of an “Active Learning” are used: materials, manipulation, choice, language from the child and adult support. These “ingredients of active learning” ensure that materials are age and culturally appropriate, that there are many opportunities for children to freely manipulate the materials; that children can make many choices, discuss their own ideas and pursue their own interests both with other children and with adults; and that children can rely on appropriate adult support to carry out ideas and to be responsible for their own efforts. All staff, students and volunteers will read the Program Statement and sign off in the Policy and Procedures Sign Off binder prior to employment or prior to interacting with children, and when the statement has been modified, and on an annual basis. The Educators are encouraged to contribute to the program plan as it is viewed as a living document.
Goal – Foster the children exploration, play and inquiry
Goal – Provide child initiated and adult supported experiences
The creative part of the program is planned to meet the child’s needs, to develop initiative, imagination and the courage to face situations. A portion of the program is devised whereby the children are given no set patterns to follow when working with loose parts, paint, paper, play dough, markers or another creative media. Dramatic toys (doll centre, blocks, puppets, etc.) stimulate the child’s imagination. Using these toys, the child can enjoy role-playing, building houses, roads, etc. No one tells him/her what must be constructed. We provide an environment that allows children to explore their surroundings and fosters curiosity. In addition to an environment conducive to play-based learning, the teacher provides a safe, caring and healthy environment for our children. We strive to ensure that children feel like they belong, making friends and interacting with their teachers. We understand that each child’s development differs and that factors such as family, community and life experiences influence it. In each case, we aim to integrate all areas of the child’s development into our program in an all-inclusive way for future endeavours.
We understand that pedagogical documentation is a way for our program staff to learn about how children think and learn. Our staff shall make observations of children in the program and use this information to inform their future planning. Documenting shall be an opportunity to make children’s learning and understanding of the world visible— to themselves, to other children, to their parents and other families, to the program staff.
Large group time is held twice during the program time, once is for greeting and discussion and the second for story time. All children are asked to unite together in the area chosen for the meeting but they may distract themselves with small fidget toys or a book of their choosing.
Goal-Plan for and create positive learning environments
Goal –To incorporate Indoor and Outdoor Play into the day considering individual needs
A variety of materials can be found in the following learning areas that are set up throughout the environment: Sensory experiences and discoveries, library, art & writing, puzzles and table toys, dramatic play, games, music and movement and indoor and outdoor gross motor. All materials are rotated and changed based on the children’s interests at the time. ECERS is used as a tool to guide the inclusiveness and culturally sensitive indicators.
Craft materials are available and accessible during the class time allowing children to make choices, encourage exploration and support learning and development. Any creative experience is open ended and encourage imagination.
Indoor and outdoor play are both viewed as important and equal time is given to both, whenever possible. Connecting children to nature is done through actively engaging children in the outdoors, and giving adequate time for outdoor exploration. Children are given the opportunity to explore the valley beside the Boyne River while challenging their physical wellness and extending their learning in meaningful ways. An annual playground inspection is conducted to ensure a safe outdoors environment.
Goal-Foster the engagement of an ongoing communication with parents
Teachers will greet children and their parent by name, and with a smile, at the beginning and end of the day to foster a sense of belonging. Our teachers recognize that parents and families are the most important people in the children’s lives, working in partnership with parents by communicating and by listening closely to understand what families need and want. There is an open-door policy and parents may visit and participate in classroom activities. Regular and ongoing communication with parents is an important component of the day. Communication may be in person, by phone, e-mail, text, or through written and posted communication tools. Communication needs to come from all members of the organization, the Board of Directors, the supervisor and all teachers.
Goal-Involve Local Community Partners and allow those partners to support the children and their families and staff
We provide learning opportunities and practical work experience, in the areas of programming and administration, to members of the community through the recruitment, placement, training of volunteers as well as students on placement.
We also have community partners—individuals, organizations and agencies who support CKP children and families financially or through in-kind support. We collaborate with these partners and continue to create more opportunities to expand these relationships on behalf of our children and families.
Our program is socially involved with the Senior of Riverwood Retirement Home providing positive intergenerational learning.
We run a Fundraiser – raffle annually which is supported with donations from local business.
Goal-Support staff or others who interact with children in relation to continuous professional learning
The CKP board offers financial support and demands staff to have a minimum of 10 hours of professional development per year. CKP offers parent information nights and sponsors guest speakers who are processionals in their field for the enrichment of staff, children’s families, and the community as a whole. Board provides financial support for all staff to be active members of the College of Early Childhood Educators. Consequentially, this is a contract expectation for all staff.
Goal-Document and review the impact of the strategies in the document above on the children
Teacher must review and contribute to the program annually or when it is revised. Teacher will be monitored with the Teacher Review Checklist annually. Monthly Staff Meetings are open forum to discuss all strategies herein between all RECE and Supervisor. All Board Members and staff must review the Program Statement as part of their board election and/or employment initiation.