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FRIENDLY TIMES CHILD CARE AND FAMILY RESOURCE CENTRE 

PARENT HANDBOOK

Please be advised Policies and Procedures are subject to change to meet the needs of the Centre. Families are encouraged to review the website regularly to stay current with all happenings of the Centre.

FRIENDLY TIMES CHILD CARE CENTRE



How to Contact us:


Should you ever have any questions or concerns please contact the

Executive Director Ms Nicole Julien at :


Mailing Address: Friendly Times Child care Centre

2829 Keele Street

Toronto Ontario

M3M 2G7


Phone: 416-631-7681

Email : [email protected]


An Information Board is located outside of the Preschool Room. All licensing, certification and other information related to the operation of FTCC can be found posted on the Information Board.


PHILOSOPHY


FTCC believes that every child has the capacity and desire to learn and that the world of a child should be one full of opportunities to create and explore in the broadest sense possible.


Friendly Times is a place where your child will not only feel safe, secure and cared for, but the environment conditions are such that your child will be inspired by his/her own innate curiosity and hunger to learn, grow emotionally, socially and intellectually. Friendly Times provides an enriching educational experience for children by providing services beyond those of basic custodial care.


STAFF/ QUALIFICATIONS


The staff at Friendly Times consists of an Executive Director, RECE Teachers and Part time/ Supply Assistant Teachers. All staff are qualified ECE (Early Childhood Education) or ECA (Early Childhood Assistant) teachers Child and Youth Workers or Certified Teachers.


All ECE Teachers are registered members of the College of Early Childhood Educators (CECE).


All staff are trained in First Aid and CPR. All staff/volunteers have also cleared a Criminal Reference Check before hiring



VOLUNTEERS & CO-OP STUDENT PLACEMENTS


Friendly Times participates in a number of programs involving responsible, mature students, including High school and ECE programs. Participating in these programs benefits both the students and Friendly Times: students gain practical experience while presenting new ideas to Friendly Times. Notice of any student placements will be posted. Students/volunteers do not have unsupervised access to the children.


We ask that parents/guardians/caregivers acknowledge the students who are contributing to their child’s childcare program.


FTCC PRESCHOOL PROGRAM                                           Ages 2-3.8 years old


(includes, but is not limited to, the following daily experiences:)

Early Literacy Program

Program activities (based on emergent curriculum)

Circle (reading, singing, etc.)

Creative Art

Outdoor play

Rest period

Free play (cognitive, dramatic and sensory areas, etc.)

Morning and afternoon snacks and lunch

Extra curricular activities; Martial arts Dance, etc

FTCC Kindergarten Before and After School Program             Ages 3.5-5 years old


Exclusively for children who attend Dowsview PS includes but is not limited to, the following daily experiences):

Early Literacy Program

Program activities (based on emergent curriculum)

Circle (reading, singing, etc.)

Creative Art

Outdoor play

Rest period

Free play (cognitive, dramatic and sensory areas, etc.)

Morning and afternoon snacks and lunch

Extra curricular activities; Martial arts Dance, etc


FTCC SCHOOL AGE PROGRAM Ages                                  6-12 years old


Exclusively for children who attend Dowsview PS includes, but is not limited to, the following daily experiences:

Homework club

Free play (variety of games, construction toys, puzzles, computers, etc.)

Group activities

Various arts and crafts

Outdoor experiences

Special Projects/Events

Morning and afternoon snacks

Extra curricular activities ;Martial arts Dance ,etc


HOURS OF OPERATION


FTCC is open from 7:00 a.m. to 6:00 p.m., Monday to Friday, with the exception of the following days:

( Hours of operation subject to change due to pandemic)


New Year’s Day

Civic Holiday

Family Day

Good Friday

Labour Day

Easter Monday

Thanksgiving Day

Victoria Day

Christmas Day

Canada Day

Boxing Day


If for any reason FTCC has to close early for the day Parents will be notified or called before the Centre opens. If there is a disaster on Premises beyond FTCC control, Parents will be called to pick up children from the Centre or informed not to bring children to the Centre.


FTCC is unable to accommodate School Age children on regular school days between 8:30-3:15pm FTCC is not responsible for your children when they are at school. FTCC Teachers are not able check on your children or assist in changing your children etc during regular school hours. If your child becomes ill, Parents/Guardian/Caregivers are to pick them up from the school office


All Parents must keep up to date with FTCC's Hours of Operation by reviewing the Message Board on FTCC's website regularly. FTCC will update Hours of Operation and other important information in the event of a closure etc


ADMISSION


All Families are welcome to apply to enroll their children at Friendly Times Child Care Centre, Children wanting to enroll in our Before and After school programs must be enrolled in Downsview PS. Families will be asked in for an interview, where the Family may ask all questions familiarize themselves with the program and from question and assessing the needs of the family The Executive Director will determine if the Centre can meet the needs of the Family


The following registration forms must be completed prior to the enrollment of a child in a program:

  1. Application Forms
  2. Children’s Registration Form
  3. Children’s Medical Form
  4. Immunization Form
  5. Medical Consent
  6. Allergies Form
  7. Parent Contract
  8. Authorization Pick Up Information Form
  9. Trip Consent Form
  10. Toronto District School Board Information Sharing Consent Form

PART TIME CARE


Part time care is available as long as space is available. In the event part time care becomes unavailable the Family will be given 4 weeks notice that the availability has changed. If the Family chooses to increase days deposits and fees will need to be collected to reserve a fulltime spot.


WITHDRAWAL/YEARLY CONTRACTS


A minimum notice of (4) four weeks must be providing in writing to the Director of Friendly Times in the case of a child being withdrawn from a program.

FTCC Families are required to sign yearly Code of Conduct and Parent Contracts annually to continue enrollment yearly. Families who fail to do so may lose space in the program.


INFORMATION UPDATE


Under the CCEYA, parents are required to provide the centre with the following information:

§ Home address and telephone numbers (including cell phone numbers)

§ Work address, telephone numbers, and name of company

§ Addresses and telephone numbers of the people you have authorized as emergency contacts and/or to pick-up and drop-off children

§ Name and telephone numbers of your family physician

§ Immunization dates

§ Custody arrangements and/or special circumstances To abide by a Custody Order or Separation Agreement, a copy of the official documentation is required. It is the parent’s responsibility to notify the supervisor of any changes to the documentation. Please ensure that all details are included. If a parent is experiencing problems associated with custody and access, please discuss this with the supervisor. Parents are responsible for notifying the supervisor, in writing, if there are any changes to this information.


PRIVACY POLICY


Privacy of personal information is an important principle to Friendly Times Childcare Centre. We are committed to collecting, using and disclosing personal information responsibly and only to the extent necessary for the services we provide. We also try to be open and transparent as to how we handle personal information. Information is never sold to a third party.


ARRIVAL


Upon arrival at FTCC, Children need to be escorted into the Classroom by their Parent/Guardian/Caregiver both Parent/Guardian/Caregiver are expected to notify the Teachers of FTCC by greeting them respectfully. Children will then be signed onto their appropriate attendance. Parent/Guardian/Caregiver are encouraged to share any useful information with the staff of FTCC that will enable the staff to provide the best quality care e.g “Johnny did not sleep well last night “ or Suzy expressed her excitement to play in the water table today” This allows the Teachers to plan ahead to provide the best care.


All children attending Downsview Public School should arrive at Friendly Times by 8:20 a.m on regular school days. During the days when there are no school classes, all children should arrive at Friendly Times by 10:00 a.m.


DEPARTURE


Children are to be picked up by Individuals (16 and older) on their authorized pick up list only. If there is a change to the authorized pick up list, Friendly Times staff should be notified immediately.


Children are not to be picked up later than scheduled closing time. If a child cannot be picked by 6:00 p.m., the staff must be notified as soon as possible. If a child has not been picked up by scheduled closing time .The staff will attempt to contact the parent/guardian/caregiver. If the parent/guardian/caregiver cannot be reached, all emergency contacts will be called. If no contact with the parent/guardian/caregiver or emergency contacts is made 1 hour after closing., the staff are required to inform the proper authorities (police and Children’s Aid Society).


ABSENCES


If a child is ill, late or will not be attending Friendly Times on a particular day or days, the staff must be notified by 9:00 a.m. on the day(s) of absence by calling Friendly Times at 416-631-7681. FTCC reserves the right to terminate care contracts in the event a child has been absent for 5 consecutive days without any explanation.


ARRIVAL/ DEPARTURE


Friendly Times Child Care Centre does not accommodate any Bus pick up or drop offs. Children must be accompanied by an adult 16 years or older to and from the Daycare.


UNAUTHORIZED PICK-UPS


Children will not be released in taxis or sent home with any unauthorized persons.


If someone other than the parent/guardian/caregiver is to pick up a child, the staff must be notified by the parent/guardian/caregiver in advance of the pick up. If an unauthorized person arrives to pick up a child, the child will not be released to the person until contact with the child’s parent/guardian/caregiver is made.

( Exclusively for children who attend Dowsview PS)

Intoxicated Pick up Person \

FTCC reserves the right to refuse to release children to an individual who presents them self as a threat to the safety of the child


Late Pick up Fee

Parents/guardians/caregivers that are late picking up their child will be charged a late fee of $2.00 a minute per child, which is to be paid by the following day. This late fee will be subjected to a $3.00 a day penalty until paid in full, payable directly to the Friendly Times staff member on duty at the time the child is picked up late. An invoice and/or receipt will be issued for the late fee amount owing. If a child has been picked up late three times, the late fee increases to $4.00 per minute after 6:00 p.m.

Parents/guardians/caregivers that are late picking up their children 3 times in a consecutive of 3 months will have their service of child care contract terminated. Friendly Times is subjected to late fees when the Centre is open past 6:00 pm without a pre arranged permit


FEES


All Fees paid are non-refundable



There is a non-refundable registration fee of $50.00.


Fees are non-negotiable exasperation will not be tolerated. Non contracted Child Care is suspended in the event of late or NSF payments until fees are paid in full.


Monthly fees are set according to the ongoing costs of operation. Fees are calculated by averaging costs over the year. Fees are raised every year to accommodate yearly budgets etc. Monthly fees are subject to change and parents/guardians/caregivers will be given 30 days notice of any change. At the beginning of each year 12 post dated cheques are required. Care is suspended or terminated in the event post dated Cheques are not received.


The monthly fee is due the first of every month, and is payable at all times. No refunds can be provided for absent days, sick days, days the Centre is closed for health and safety reasons or have been instructed to close by controlling entities.


In the unlikely event FTCC has to offer unscheduled fulltime care or relocate due to TDSB strikes etc, The Board reserves the right to adjust the fees to accommodate any added costs.


In the event of unexpected closures, fees are non-refundable. Unexpected closures are (but not limited to) illness/ e.g covid related issues, disaster on-premises, shortage of staff etc


There is also a security deposit of two weeks’ worth of fees required at the time of acceptance into the program. The deposit will be applied to the last month’s fees, provided appropriate notice is given.


SUBSIDY


Our Centre has a purchase of service agreement with the City of Toronto which allows FTCC to serve the community by accepting families who are eligible for subsidized care for inquiries regarding Subsidy contact the City of Toronto’s Children Services Kids line at 416-392(5437)


NSF


Payment is made by cheque only All cheques are payable to Friendly Times. A charge of $50.00 will be applied to all late payments and NSF cheques or returned cheques. Any cheques returned NSF will require immediate payment by way of certified cheque or money order and all future payments, until further advised, will also require certification.


RECEIPTS


Receipts for fees paid are issued monthly by request. As well, a receipt confirming the total fees paid from January 1 to December 31 of every year will be issued annually by written request.


POLICIES AND PROCEDURES


All policies and procedures are subject to change. Notice of any changes will be posted on the Parent/Guardian information Board.


FIRE DRILLS


Fire drills are held once a month. Instructions in case of a fire are posted in each room


EMERGENCIES


A child in need of emergency medical attention will be taken to the nearest available hospital. Parents/guardians/caregivers will be notified of the emergency immediately. If parents/guardians/ caregivers have any special requirements regarding hospital treatment, it must be communicated to Friendly Times in writing.


In the case of an emergency situation, the safety and well being of the children are first priority. Emergency procedures are posted on the Information Board. All parents/guardians/caregivers will be notified by staff if re-location of FTCC is necessary. FTCC emergency re-location place is Air-O-Down Child Care Centre located at Downsview Secondary School, 7 Hawksdale Road, Toronto, Ontario, tel: 416-633-2014. If for some reason Friendly Times is not relocated to Air-O-Down, the parents/guardians/caregivers will be notified from the new re-location place as soon as possible.


STORM POLICY

While it is recognized that the closing of FTCC at any time other than normal closing time will be an inconvenience, it may become necessary due to weather conditions. All parents/guardians/caregivers will be notified immediately if Friendly Times must close at a time other than normal closing time. In the even TDSB has closed schools due to weather etc Families must check website to find out the Status of the Centre.


CLOTHING/BEDDING/PERSONAL PROPERTY

For children in the Preschool program, an extra set of clothing (shirt, pants, socks, underwear and sweater/sweatshirt) and bedding (pillow, pillowcase and blanket) are to be kept at Friendly Times. All belongings are to be labelled. Although the staff will be diligent in caring for each child’s personal property, Friendly Times is not responsible for any loss or damage that may occur. Toys and special items must remain at home unless otherwise requested.


Children must be dressed in clothing appropriate for the weather. Two-piece snowsuits are preferable to one-piece snowsuits, as they are easier for the children to put on themselves. In warm weather, please make sure your child wears a wide-brimmed hat and sunscreen.


Please remember that children participate in a number of activities that may soil or mark clothing (outdoor play, artwork, etc). Staff members provide protective smocks whenever possible, but they cannot be held responsible for damaged clothing.


FOOD – LUNCH AND SNACKS

Nuts and/or nut products are not permitted in Friendly Times Childcare Centre.


The Preschool program includes a catered lunch which incorporates nutritional balance and variety. Weekly lunch menus are posted on the Information Board.


All children are encouraged to try all food items served. If a child has allergies or is on a special diet, parents/guardians/caregivers are to notify the Director and staff of FTCC so that special arrangements can be made for the child.


FTCC does not provide snacks or lunches for children in Kindergarten or Schoolage programs. Children are expected to pack an extra snack on School days and to bring lunch and snacks for full-day programs.


All food from home must be:

  • Given to staff upon arrival to be kept in the fridge or pantry (Preschool)
  • Nut free
  • Labeled with the child's name and date
  • Food from home is not shared with other students unless from the same family e.g siblings 
  • No Candy is allowed (e.g. chocolate, gummy bears, etc)


FIELD TRIPS

Consent forms for all trips away from FTCC will be provided to all parents/guardians/caregivers in advance of the scheduled trip. Information regarding date, time, duration, transportation arrangements and place will be included on the consent form. Alternate care for children who choose not to attend scheduled field trips are the responsibility of the Guardian of the child/ren.


HEALTH - ILLNESS

See full Policy on Website

Vigilance over health matters is critical in a group setting, particularly in a childcare centre. The health of the children depends on the cooperation of all parents/guardians/caregivers and staff in maintaining control of illnesses and infectious diseases with preventative measures such as cleanliness, a healthy diet and ensuring children are well rested, as well as the early recognition and prompt treatment of the signs and symptoms of illness.

Children are not to attend Friendly Times if any of the following symptoms are present:

  1. Any covid/cold/flu symptoms 
  2. temperature of 100°F (38°C) or more
  3. diarrhea (ie. foul smelling, unusual colorations, mucous-like liquid bowel movement) - if a child has two or more such movements while attending Friendly Times, the parent/guardian/caregiver will called to take the child home
  4. vomiting - if a child has two or more such movements while attending Friendly Times, the parent/guardian/caregiver will called to take the child home
  5. extensive and/or unexplained rashes
  6. discharge from the eyes, red eyes

Children must be free of the above symptoms for at least 24 hours before attending Friendly Times.

If a child has or is suspected to have a contagious infection/disease, he/she is not to attend Friendly Times. If symptoms of a contagious infection/disease develop while a child is at Friendly Times, the parent/guardian/caregiver will be notified immediately to pick up the child and the child will not be able to re-attend Friendly Times without a medical certificate confirming the infection/disease is no longer contagious.

HEALTH - MEDICATION

Only medication prescribed by a doctor can be administered by staff to the children. All medication must be in the original container with a pharmacy printed prescription label intact . No out-dated medication or medication prescribed to any other person than the child will be administered.

If a child requires medication while at Friendly Times, the parent/guardian/caregiver must enter all necessary information daily on a Medication Form.

HEALTH - ALLERGIES

If a child suffers from an allergy, the Director must be notified in writing of the allergy, including the allergic reaction signs and required treatment. Every effort will be made to minimize a child’s contact with his/her allergens.

SMOKE FREE POLICY

Under the Smoke Free Ontario Act, ‘No Smoking’ signs are required to be posted at the entrance of the Centre including the washrooms and the playground. The purpose of the Act is to protect people’s health by prohibiting smoking at all times whether or not children are present.

Friendly Times Childcare Centre is a smoke free environment. Parents, visitors and students are required not to smoke or hold lighted tobacco in the building, playground, on field trips, whether there are children present or not.

Parent/Guardian/Caregiver and Staff Communication

Parent/Guardian/Caregiver and FTCC teachers will communicate in a respectful manner as communication between FTCC Teachers and Parent/Guardian/Caregiver is vital for meeting the needs of the children in FTCC. Parent/Guardian/Caregiver are encouraged to speak directly to FTCC teachers for about any issues that may better the quality of care for your child. FTCC Teachers may ask from time to time to speak with you regarding your child’s progress in our program and Parent/Guardian/Caregiver are expected to do the same, please be advised for safety precautions Teachers may not be able to speak with you as they have to stay with the children in the classroom they may ask to call you the following day or arrange a time to meet with you. Please let the Director know if you need assistance in this matter.

PARENT/GUARDIAN/CAREGIVER INTERVIEWS

An interview to discuss a child’s progress or development may be arranged at any time throughout the year by speaking to the Director or Head RECE of your child’s classroom.

PARENT/GUARDIAN/CAREGIVER INVOLVEMENT

Parents/guardians/caregivers are encouraged to take part in the ongoing activities of their child’s program throughout the year. Parents/guardians/caregivers of a child new to the program are asked to assist their child in the transition of attending Friendly Times by being prepared to stay with their child during the first few days.

Parents/guardians/caregivers are also encouraged to communicate with the staff about their child. Communication between parents/guardians/caregivers and staff helps in the understanding of a child’s needs. If communication at the beginning or the end of the day is not possible, a parent/guardian/caregiver is welcomed to contact the staff at any time during the day.

Any parents/guardians/caregivers who would like to volunteer their time to assist in their child’s program or who can offer a special talent, etc., are asked to speak with the Supervisor of Friendly Times

INCLUSION POLICY

The mandate of the program offered by Friendly Times Childcare Centre is to provide a warm, loving and secure environment for all children who come with varying needs of development; social, emotional, physical, behaviour and cognitive, where they can flourish.

Group interaction plays a key role by encouraging self-confidence and developing mutual respect and a sense of sharing. A part of this involves coming to terms with what is socially acceptable to both learning and life.

The Centre makes every effort to serve all children in this capacity. Occasionally, an unusual situation may arise where the regular program cannot meet the needs of an exceptional child. In this case (in consultation with the Director over a reasonable amount of time) the Board of Directors reserves the right to determine that this child be withdrawn. This action will be taken as a last resort and is driven by the interests of the child and the safety of others at the Centre. For the benefit of all concerned, we will follow these steps:

Documentation

  1. at the onset of the problem, any staff directly involved with the child will record the behaviour in question; specific incidents, as well as responsive actions taken by the staff to manage the improper behaviour, will be included
  2. the Director and the staff will meet to develop a common strategy to help assist with the child

Parental Notification

  1. families will be immediately apprised of any behaviour in question and informed of
    the actions that the staff has taken to date
        1. parental insight into any specific behavioural issues will be sought

        1. a meeting will be held between the family, staff, the Director and a Special Needs Childcare Consultant to identify and agree upon key issues (if the family consents to help)

  1. a Behaviour Management Plan will be developed; clearly measurable goals accompanied by specific timelines for these goals will be established; responsibility for carrying out the various components of the plan will be assigned
  2. the Centre Planning Team will decide if a more appropriate goal for the child would be possible with part-time placement or a reduction of time spent at the Centre
  3. parents unwilling to co-operate with the adoption of a Long-Term Behaviour Management Plan may be at risk of having to withdraw their child from the Centre after a reasonable amount of time, if the child’s behaviour does not improve
  4. FTCC reserves the right to request pick up and drop off times that must be implemented by the family to continue care
  5. FTCC reserves the right to end child care if family chooses not to allow FTCC to retain outside resources
  6. FTCC reserves the right to request immediate pick if the behaviour is out of control
  7. FTCC reserves the right to refuse Full time care on P.A days and Breaks where Full time care is needed if FTCC believes

If the Behavior Management Plan is unsuccessful, and it is determined that the child requires a different or more specialized placement, the Board of Directors along side the Executive Director has the authority to conclude that the child should be withdrawn. Families will be informed of this decision in writing and assisted by professionals to make alternate arrangements. An appropriate time period will be established in order to secure the best possible placement for the child. Advisors for Children’s Services, from the province and, if appropriate, the District School Board, must be informed if a child is withdrawn.

** It should be noted that in extreme circumstances, a child may be, at the discretion of the Board and Director , immediately withdrawn from the program if the child poses a clear and present danger to the safety of anyone at the Centre.**

BEHAVIOUR MANAGEMENT

Group interaction plays a key role in a child’s social, emotional, physical and cognitive development. Occasionally, an unusual situation may arise where Friendly Times is unable to meet the needs of an exceptional child. Along side the Executive Director, the Board of Directors reserves the right to determine that the child be withdrawn from the program. Withdrawal from the program is a last resort and is driven by the interests of the child and the safety of others at Friendly Times.

Friendly Times Behaviour Management Policy is as follows:

1. Documentation: at the onset of a difficulty, the staff directly involved with the child will record the behaviour in question. Specific incidents, as well as the responsive actions taken by the staff will also be recorded. The Director and staff will then develop a common strategy to assist the child.

2. Notification: the parent/guardian/caregiver will be immediately advised of any behaviour in question and informed of the actions that staff have taken. Insight into the specific behavioural issue will be sought.

Development of Long-Term Behavior Management Plan: should the staff and parent/guardian/caregiver be unable to resolve the behavior in question within a reasonable period of time, a meeting will be held between the parent/guardian/caregiver, staff, Director and Special Needs Child Care Consultant to identify and agree upon key issues. A Behavior Management Plan will be developed outlining clear measurable goals, accompanied by specific timelines for the goals. Responsibility for carrying out the various components of the Plan will be assigned. Sometimes a part-time placement or reduction of time spent in the program will be necessary. Parents/guardians/caregivers unwilling to cooperate with the adoption of a Behavior Management Plan will be at risk of having to withdraw their child from Friendly Times if the child’s behavior does not improve over a reasonable period of time. FTCC reserves the right to request pick up and drop off times that must be implemented by the family to continue care.FTCC reserves the right to end child care if family chooses not to allow FTCC to retain outside resources. FTCC reserves the right to request immediate pick if the behaviour is out of control.FTCC reserves the right to refuse Full time care on P.A days and Breaks where Full time care is needed if FTCC believes that full time care is not in the child’s best interest

1. Assessment of Results: if the Behavior Management Plan is unsuccessful and it is determined that the child requires a different or more specialized placement, the Board of Directors has the authority to conclude that the child be withdrawn from the program. The parent/guardian/ caregiver will be informed of this decision in writing and, if appropriate, the District School Board and Children’s Services will be also be informed of the decision.

2. Re-Entry Meeting: in the case of a temporary withdrawal, a meeting will be scheduled on or before the day the child is to return to the program. The meeting will involve the parent/guardian/caregiver, staff and Supervisor. The meeting will establish the responsibility for development of a long-term plan of action and monitoring of future behavior.

*** In extreme circumstances, a child may be, at the discretion of the Board of Directors along side the Executive Director, immediately withdrawn from the program if the child poses a clear and present danger to the safety of anyone at Friendly Times. ***

SUSPENSION DISCIPLINARY POLICY

In the event of a child displaying and taking part and not limited to in the following behaviours:

  1. Disrespect to Staff/Children
  2. Physical assault, kicking slapping, hitting, biting etc (Staff or Children)
  3. Running away /leaving the group without permission
  4. Bullying of any type
  5. Name calling/Spreading rumours
  6. Use of profanity/inappropriate language
  7. The use of Sexual innuendos /inappropriate touching of others etc
  8. Deliberate destruction of FTCC property or the property of others
  9. Failure to comply with the Code of Conduct
  10. Any racist/sexist language etc

The child can/will be suspended (in school or home) The type, and length of suspension will be based on the severity of the behaviour and age of the child.

When decided that a child will be suspended the child is removed from the program and the chil must be picked immediately with in the hour

If a child is suspended, a Suspension Notification Form is sent out, and needs to be reviewed, signed and returned before the child can re enter the program.

If a child has had 3 home suspensions they can be served with a 2 week termination notice. If there is no proper solution to support proper care within the program

Friendly Times Child Care Centre will do their best to support the child /family by working alongside Community Living to help assist with the inappropriate behaviors (with families consent) and work with them to meet the needs of the child/family. However, if the Child/Families needs’ can not be met by FTCC the Family will receive notice of withdrawal, and be referred to other agencies that would be more suitable for the Child.

Friendly Times Child Care is not responsible to find alternate care for a child after termination notice has been stated

School Suspensions

Friendly Times can not accommodate children who are suspended from Downsview public school Parents/Guardians/Caregiver’s will have to alternate arrangements during their child’s suspension

WITHDRAWAL POLICY

Upon admission into Friendly Times Child Care Centre all Families are considered in good standing.

However, if a Family is in breach of any of the Policies and Procedures such as but not limited to: FTCC’s Parent Handbook, Parent or Child Code of Conducts, Fee policy, and late Pick up Policies that Family may be at risk of not being in good standing with FTCC. If a Family is not in good standing with FTCC the Board of Directors reserves the right to terminate care by issuing 2 weeks’ withdrawal notice. If there are any further violations of FTCC policies during termination notice of 2 weeks, termination will be effective immediately.

Parent/Guardian Given Withdrawal Notice

Friendly Times Child Care Centre requires at least 4 weeks written notice submitted to the Executive Director for termination of childcare services. This allows opportunity to attempt to acquire a new care contract, as it is necessary to maintain consistent finances to run Friendly Times Child Care Centre. In the event that Parents/Guardians do not give full termination notice they are responsible for paying the following month fees to make-up for lack of proper withdrawal notice (ex. if termination notice is given on May 5th - the parent(s)/ guardian(s) is responsible for both May and June full fees). These fees are also due by the first day of the month. Any fees not paid on time with regards to termination of child care services will also be subject to $25 late fee and $2.00 a day, until full payment is received. This is a non-negotiable policy.

Withdrawal and Termination Notice

FTCC reserves the right to terminate care contracts in the event a child has been absent for 5 consecutive days without any explanation.

In the event of any concerns (raised by staff, parents/guardians or even children)

The Parent/Guardian will be notified and a letter requesting a meeting will be given to the Parent/Guardian.

A meeting will be scheduled to address the issues. The meeting can involve the Executive Director and/or the RECE in charge or the Classroom teacher, and the Parents/Guardians involved, and can also involve an Executive Board member. FTCC’s Children Services Consultant will be notified. The concerns will be clearly stated (ex. late payment, failure to adhere to centre policies, behavioural issues etc.) and discussed. Solutions will be sought in a non-judgmental manner. A plan will be designed to resolve the issues. A second meeting will be scheduled to review the situation within a reasonable time frame.

In the event the issues cannot be resolved to everyone’s satisfaction, documentation of the meeting will be made. The Consultant will be notified, and there can be a referral for another agency that will better serve the Families’ needs. A 2 week written notice of termination of services will be given. If there are any further violations of FTCC policies during termination notice of 2 weeks, termination will be effective immediately.

If the Parent/Guardian is uncooperative and refuses to meet for the initial meeting or any meeting requested regarding the children’s behavior and/or any other violations of the Policies and Procedures of FTCC, that Family will receive 2 weeks withdrawal notice. If the behavior of the Child or Parent/Guradian is extreme and causing emotional and physical harm to the children, staff or Board Member that Family will receive immediate termination notice.

Health and safety (Bill 168)

In extreme cases when a Child/Parent/Guardian/Caregiver has displayed violent or threatening behaviour causing emotional and physical harm towards children or staff or Board member, the Executive Director/Board of Directors reserves the right to terminate care immediately as FTCC strives to provide a safe and non-hostile learning and working environment for all the Children, Staff and Board members.

Child Abuse/Duty to Report

The four areas covered under the term child abuse are physical abuse, sexual abuse, emotional abuse, and child neglect. In an individual case there could be only one form of abuse or a combination of types of abuse. Child abuse is a serious occurrence by definition of the Day Nurseries Act. It is the legal responsibility of every person including volunteers, students, or staff who has contact with a child in a child care centre to report the suspicion of child abuse to the Children's Aid Society. Persons failing to report the suspicion of child abuse are subject to legal action and a fine if convicted.

Cases of Suspected Child Abuse

The Director shall ensure that all staff is familiar with the Child and Family Services Act in reporting cases of suspected child abuse.

Staff Responsibilities:

1.

  1. Care should be taken to ensure that the suspicion of abuse is based on reasonable grounds. Note, however, that staff members are not required to seek proof of abuse.
  2. A staff member who suspects’ child abuse shall not discuss his/her concerns with other staff members (except the Director), the parents of the child, or the child. This function is to be handled by the Children's Aid Society.
  3. When a staff member has "reasonable grounds" for believing that abuse is occurring, she/he shall verbally inform the Director of her concerns.
  4. Staff should continue to maintain their relationships with the parents as outlined in the appropriate job description.
  5. If the Director does not agree that there are reasonable grounds for reporting the possibility of abuse to the Children's Aid Society, the staff member may do so at his or her own discretion.

Executive Director’s Responsibilities:

  1. The Director shall provide a careful second opinion to determine whether there is in his/her opinion, sufficient grounds for reporting the case to the Children's Aid Society.
  2. The Director shall not discuss the teacher's observations with the parents or attempt to obtain additional evidence through discussions with the parent or other staff members. These tasks are the responsibility of the Children's Aid workers who investigate cases of possible child abuse.
  3. When the Director r is convinced that there are reasonable grounds for suspecting child abuse, she shall immediately report the teacher's observations, as well as her own, to the Children's Aid Society.
  4. Interpretation of this information should be left to the Children's Aid investigation. Concurrent with the report to the C.A.S., shall the document her/his involvement in memorandum form.

Possible Abuse of a Child by a Staff Member:

Staff Responsibilities:

1.

  1. Any staff member who has "reasonable grounds" for suspecting that another staff member has abused a child enrolled in the center shall verbally report her concerns to the Director.
  2. The Director shall immediately prepare documentation of all information pertaining to the alleged abuse. The Director will forward it to the Board of Directors for consultation.
  3. The Director shall discuss the report with the staff member who is the alleged source of the abuse.
  4. When the Director has reasonable grounds for suspecting child abuse by a staff member, she shall inform the parents and document the details of this discussion.
  5. If the Director has reasonable grounds for suspecting a staff member of child abuse, she shall temporarily suspend the staff member.

FTCC Parent/Guardian Code of Conduct

We strive to create a supportive family atmosphere in which the program is an

extraction of both home and community. We believe we must all work together

in order to meet the needs of our children.

Any deliberate, harsh or degrading measures directed towards staff will not be

tolerated. We ask that you respectfully direct any concerns you may have directly to the

Executive Director in person or in writing.

If we are unable to meet your needs, or our standards do not meet your

requirements, we respect your right to choose alternative facilities.

Parents who choose to ignore, or not respect, our values will have their

childcare services terminated.

  • Parents/Guardians are to be a role model at all times
  • Parent/Guardians are to speak respectfully to the staff at FTCC at all Times
  • Parents/Guardians are not to speak about the Centre negatively but bring their concerns in a respectful matter
  • Parents/Guardians agree to abide and respect all Policies and Procedures set forth by FTCC as outlined in the Parent Handbook Policies, Payment Policies.
  • Parents/Guardians recognize that FTCC classes operate in the safest manner by trained Early Childhood Educated staff or the equivalence Teachers and Assistants.
  • Parents/Guardians understand that children exhibiting inappropriate behaviour will be documented and if they do not follow the code of conduct will/can be suspended or withdrawn from the program
  • Parent/Guardians agree to partner with the Director/ FTCC Teachers to resolve behavioural issues immediately so their child/children may return to class promptly.
  • Parents/Guardians will inform the FTCC of any extended vacations or absences which will affect their child/children
  • Parents/Guardians are expected to respect all FTCC Teachers,Staff,Volunteers and families.
  • Parents/Guardians will not interact with anyone at FTCC in a manner that is intended to provoke hostility.
  • All concerns should be voiced to the Executive Directors and will respond appropriately within 2 business days.
  • Parents/Guardians understand that it is their responsibility to locate lost items in the Lost & Found. Unclaimed items will be donated to charity, with notice, twice a year.

Friendly Times Parent/Caregiver/Guardian Code of Conduct

At Friendly Times Child Care Centre we encourage all Parents/Caregiver/Guardians to be positive Role models for the children of the Center. All Parents/Caregiver/Guardians are expected to follow the policies of Friendly Times Child Care. All Parents/Caregiver/Guardians are to conduct them selves in a respectful matter at all times.

Any concerns are to be brought respectfully to the Executive Director in writing. Friendly Times does not tolerate any verbal or physical abuse towards Staff, Director or Board members.

***** Parents/Caregiver/Guardians who take part in any sort of abusive behavior towards the staff or Director/Board Members will lead to a letter of warning and can lead to automatic withdrawal and terminated child care services at Friendly Times Child Care Center. ****


                                  FTCC Program Statement


Friendly Times Child Care Centre strives to deliver positive and stimulating learning experiences in a safe environment that enhances a child's social, intellectual, physical, and emotional development. This enhancement happens throughout a child’s daily routine which encompasses a balance of indoor and outdoor play, as well as active play, rest, quiet time, lunch and snack times.

Play is the cornerstone of our curriculum – understood to be essential to the healthy social and cognitive development of children. Through play experiences and guidance by specially trained staff, the children are exposed to situations that will stimulate:


• communication and social skills through child-child and adult-child interactions;

• fine motor development;

• gross motor development through physical activity and outdoor play;

• self-esteem and decision-making capabilities;

• curiosity;

• initiative; and

• independence


When this approach to learning takes place along with staff’s understanding of child development, each child’s learning and individual development is supported and as a result, the child’s competence, capacity and potential are maximized. We know that children flourish in all areas of development when they are in supportive, caring and responsive relationships with adults whose focus is on the health, safety, nutrition and well-being of all children. This is the foundation of our quality child care.


Children are encouraged, but not forced, to participate in all activities. We strive to provide a program that offers services to children, their families and the community, that encompasses the research and legislation in Ontario's three major early learning documents: How Does Learning Happen?, The Early Learning for Every Child Today (ELECT) and Think, Feel, Act Lessons from Research about Young Children.


Friendly Times Child Care Centre is a centre of inclusion. We believe that every child deserves to be treated with dignity, respect and equality. We honour and respect all children’s beliefs, culture, language and experiences acquired from their family and community. We believe children are competent, capable, curious and rich in potential.


It is also the duty of the centre to ensure that any child with special needs is given the opportunity to excel and flourish physically, socially, mentally and emotionally.


Friendly Times Child Care Centre is open to all support services and aids in the community to train our staff, contribute to individual program plans or work in the program as additional support in the classroom. Our staff will work cooperatively in a professional partnership with all services in place for the well-being of the child. Service coordination meetings are required to successfully setup goals and discuss what the best interest of the child and their family is.



It is important to the success of our program to have positive and responsive interactions among the children, parents and our staff. We encourage engagement and open communication with parents about our program and their children at daily drop-off and pick-up times, as well as with daily/weekly written children reports, monthly newsletter and calendars, parent/teacher meetings and yearly surveys.


Weekly program plans are also posted in the Centre. This plan offers more details about events and activities in the child’s room. Parents can use this tool for involvement by bringing in resources, such as books, pictures, costumes or music, which are relevant to the programming in the room at that time.


Friendly Times Child Care Centre believes capturing and documenting our practice is a form of reinforcement of the learning process for educators, family and children.


Strategy:


Our strategies to achieve our program statement are guided by the work done on Ontario’s Pedagogy for the Early Years (“How Does Learning Happen”).

We understand that learning and development happens within the context of relationships among children, families, educators, and their environments.

We understand that for children to grow and flourish, the four following foundational conditions need to exist: Belonging, Well-Being, Engagement, and Expression.

These foundations are a vision for the future potential of all children and a view of what they should experience each and every day. These four foundations apply regardless of age, ability, culture, language, geography, or setting. They are aligned with the Kindergarten program. They are conditions that children naturally seek for themselves.


FOUNDATIONS GOALS FOR CHILDREN EXPECTATIONS


FOR PROGRAMS


Belonging Every child has a sense of belonging when he or she is connected to others and contributes to their world Early childhood programs cultivate authentic, caring relationships and connections to create a sense of belonging among and between children, adults, and the world around them


Well-being Every child is developing a sense of self, health, and well-being Early childhood programs nurture a child’s healthy development and support their growing sense of self, as well as self-regulation skills


Engagement Every child is an active and engaged learner who explores the world with body, mind and senses Early childhood programs provide environments and experiences to engage children in active, creative, and meaningful exploration and play to develop skills such as problem solving, creative thinking and innovating


Expression or communication Every child is a capable communicator who expresses himself or herself in many ways Early childhood programs foster communication and expression in all forms including creativity, problem solving, mathematical behaviours and language development


Friendly Times Child Care Centre will adopt the following eleven (11) strategies to create these conditions:

• Promote an environment which is healthy, safe, and supports general well- being

• Promote an environment which ensures good nutrition and safe food preparation

• Support positive and responsive interactions

• Encourage the children to interact and communicate

• Foster exploration, play and inquiry

• Provide child-initiated and adult-supported experiences

• Plan for and create positive learning environments and experiences

• Incorporate indoor and outdoor play, active play and quiet time

• Foster the engagement of and communications with parents

• Involve local community partners

• Support staff and others in relation to continuous professional learning


Friendly Times Child Care Centre ensures that all new staff, students and volunteers review this program statement prior to interacting with the children; and, that all staff, students and volunteers review this program statement at any time that it is modified or at least annually.


Plan of Action:


Toddler Program

1. Being aware of how the day is planned allows for consistency, self-regulation, minimizes negative behaviors and promotes general well-being. "A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress." (HDLH, p. 30). In support of this, we will prepare and post (in a place accessible to both parents and staff) a daily written and visual schedule that lists and shows (using real photos) when the activities and events will occur throughout the day.

2. An intentional plan for learning experiences that children will be exposed to, promotes the on-going learning opportunities and developmental growth for all children enrolled in the program. "As defined in Early Learning Framework, early years curriculum is the sum total of experiences, activities, and events that occur within an inclusive environment designed to foster children’s well-being, learning, and development and ensure meaningful participation for every child. It begins with an informed understanding of what children are capable of learning and how they learn effectively; it sets out goals for children’s learning and development, health, and well-being; and it provides direction for educators." (HDLH, p. 15). In support of this, we will prepare a Program Plan that describes the specific learning experiences planned for the children or documented by the end of the day in each curriculum area. The Program Plan will be posted in a place that is accessible to parents in the classroom or at the entrance to the classroom.

3. Staff will use their observations, knowledge of child development and the children's cues to promote continuous learning opportunities. Staff will share with, and encourage families to be active participants in their child's care environment "Educators are reflective practitioners who learn about children using various strategies. They listen, observe, document, and discuss with others, families in particular, to understand children as unique individuals. They observe and listen to learn how children make meaning through their experiences in the world around them. Educators consider their own practices and approaches and the impacts they have on children, families, and others. Educators use this knowledge, gained through observing and discussing with others, and their professional judgment to create contexts to support children’s learning, development, health, and well-being." (HDLH, p. 19). In support of this, we will undertake to deliver learning experiences that meet the individual physical, social, emotional and intellectual development of the children.

4. A visual environment created through displays that are inclusive and are changed regularly to reflect the recent interests and artwork created by the children promotes well-being. "Enabling children to develop a sense of belonging as part of a group is also a key contributor to their lifelong well-being. A sense of belonging is supported when each child’s unique spirit, individuality, and presence are valued." (HDLH, p. 24). In support of this, we will create a visual environment through displays that are the children's eye level, which promotes spontaneous interactions, logical thinking and memory recall. Displays will include parent participation in the program and encourage community involvement. Displays of people with disabilities, diverse cultures and family structures will also be placed in an inclusive manner throughout the room.

5. Materials reflecting sensory, science and nature encourage children to explore through cause and effect experimentation and observation. Continual exposure to these materials and experiences allow children to learn more about their environments. "Optimal conditions for learning occur when we are fully engaged. For children, this happens in play that evolves from the child’s natural curiosity – active play that allows children to explore with their bodies, minds, and senses, stimulating them to ask questions, test theories, solve problems, engage in creative thinking, and make meaning of the world around them. These investigations through play fuse intellect and feeling to help children make connections and develop the capacity for higher-order thinking." (HDLH, p. 35). In support of this, we will provide a Sensory program that includes documented learning experiences referring to one or more of the five senses, and a Science and Nature program that provides the children with the opportunity to experience natural objects and/or events.

6. Providing independent experiences through different mediums for children, creative art promotes self-expression and individuality. Regular expectations within the Daily Schedule and children's interests allow for the time to complete/extend the creative process. "Encouraging the creative expression of ideas, feelings, and interpretations using a variety of materials also helps solidify children’s learning, enhances their creative problem-solving and critical thinking skills, and strengthens their memory and sense of identity" (HDLH, p. 42). In support of this, we will provide an art program that allows for time to complete/extend the creative process. Safe art materials and equipment will be accessible to children and that are developmentally-appropriate. Materials reflecting diverse skin tones are placed in an inclusive manner.

7. A cozy and inviting environment is created to encourage natural opportunities for language and literacy enjoyment. Children are able to retell stories and situations with the accessible props, thus providing opportunities to enhance storytelling experiences and language development. "Programs can best support emerging literacy skills by providing open-ended materials that foster imagination and symbolic play, including signs, symbols, and props that support print awareness in authentic contexts; by encouraging children to engage in play with words and sounds in song and rhyme; and by offering numerous opportunities for children to share books and stories." (HDLH, p. 42). In support of this, we will provide books, language and literacy materials and programming that provides opportunities for enriched, extended learning possibilities. All books, language and literacy materials will reflect diverse people/cultures, disabilities, different languages and real images.

8. By exposing children to an assortment of cultural music and musical genres, staff are promoting skills such as language development, rhythm awareness, self-regulation and self-concept. "Creating and designing fuse together the cognitive, emotional, and physical domains – thinking, feeling, and doing. Encouraging the creative expression of ideas, feelings, and interpretations using a variety of materials also helps solidify children’s learning, enhances their creative problem-solving and critical thinking skills, and strengthens their memory and sense of identity." (HDLH, p. 42). In support of this, we will provide music and accessories and programming that are age-appropriate and are played in a meaningful manner that benefits the learning opportunities and experiences during the day.

9. We will promote daily active physical play learning experiences for children. "Through active play and physical exploration, children gain increasing levels of independence, learn to persevere and practice self-control, and develop a sense of physical, emotional, and intellectual mastery and competence." (HDLH, pp. 29-30). In support of this, we will deliver physical play learning experiences where children are given choices of physical play learning experiences both in the morning and afternoon, whether indoor or outdoor (in all different weather conditions) which are planned and/or documented.

10. Offer children daily experiences with a multitude of materials and accessories. Offer play that develops spatial awareness, manipulation of 2-D and 3-D materials and problem solving. Block play offers opportunities to work together, imagine, learn about cause and effect, patterning and sequencing that is child initiated. Ensure spontaneous cognitive and manipulative learning experiences occur throughout the day. "Through play and inquiry, young children practice ways of learning and interacting with the world around them that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities vital for success throughout school and beyond." (HDLH, p. 15). In support of this, we will offer a program that supports the development of cognitive and manipulative skills of the children based on their cues and interests. Children will have access to a selection of accessories and blocks, with which they can build, create and explore concepts.

11. Pretend play is an opportunity to provide children an environment and accessories, in good condition, which promotes imaginative play with three or more role-playing possibilities. "As children engage in various forms of social play and are supported to recognize the varied capabilities and characteristics of other children, they learn to get along with others; to negotiate, collaborate, and communicate; and to care for others." (HDLH, p. 24). In support of this, we will offer programming that enhances the children’s social interaction skills, emotional development and language through open-ended play, as well as an environment that promotes pretend play.

12. Following the individual cues of the children, and developing an awareness of what each child brings and how they adapt to situations and environments allow us to provide the care and learning that best respects and reflects their needs. "Gaining knowledge about children from multiple perspectives helps educators ensure that programs also value the unique and diverse characteristics of the children’s families and the communities in which they live. It’s not a “one-size-fits-all” approach." (HDLH, pg 18). In support of this we will develop an individual schedule for each child based on their needs and/or the family's requests and capture daily information to share with parents so that they are aware of their child’s experiences and accomplishments throughout the day.

13. Compliance with the Regional Public Health procedures and practices to ensure we will provide physical, instructional, and early learning and care supports for staff for diapering/toileting routines. In support of this, all accessories and washroom fixtures are in good condition and all diapering supplies are available and close at hand. Diapering procedures are posted in the washroom or are taken by staff into the shared washroom when they are diapering children. There are also picture symbol schedules posted in the diapering/toileting area that shows children what happens next during the diapering/toileting routine.

14. Make food and eating time, including times when toddlers drink bottles, positive learning experiences that promote social interactions and self-help skills. Staff will encourage children to have a healthy respect for food and eating. Use this time to engage and develop relationships with all of the children. In support of this we will ensure developmentally-appropriate eating utensils, dishes and furnishings are available in the room, and toddlers who drink from bottles will receive regular attention from staff, whether the staff sit beside children at the table or on pillows.

15. Ensure crib or cot and bedding is hygienically maintained and that each child has their own designated crib or cot. Staff show flexibility with regards to the routine of the room and the cues of the children. Parents are engaged for guidance in sleep routines as appropriate. Pay attention to how we are meeting the needs of the children and what changes need to occur if we are not. In support of this we will provide a smooth transition from activity or lunch to rest time.

16. Ensure all materials, play equipment, furnishings and fixed fixtures are in good working order, clean and safe for the children and staff. Provide health and safety resources on topics that are relevant to the children and families at the Centre. "A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress" (HDLH, pg 30). In support of this we will remove anything that is potentially dangerous to children. Anything done to maintain cleanliness, including toy and equipment washing will follow the current Regional Public Health cleaning guidelines and schedules.

17. Ensure environment and practices for proper hand hygiene procedures that promote healthy living. Support the individual child's lifelong learning of proper hand hygiene. In support of this we will have staff role-model proper hand-washing procedures for the children through the use of the visual hand-washing schedules. Glove usage provides barriers to potential illnesses and exposure to harmful materials and will be worn by staff when necessary. The Centre supervisor will monitor the staff's hand hygiene practices to support awareness and healthy habits.

18. Transitions are a challenge and an opportunity for children. Staff will have better awareness of the individual children's cues while children further develop their self-regulation and self-help skills at these times. Positive interactions during transitions provide a supportive learning environment. In support of this, we will transition children in small groups and provide props and visuals to facilitate smooth transitions. Staff will be aware at all times of the number and names of children that are in their care. Documentation accurately reflects the location of all children in care throughout the day. Staff will ensure all arrival and departure times are accurately documented on the Main Attendance Record in pen.

19. Ensure all adults promote a positive and supportive approach to all interactions with all children, peers and other adults in the room. Role-model appropriate social skills throughout the day to support learning and growth. "When educators believe that all children have the right to participate and when they use inclusive approaches, they are more likely to find ways to reduce barriers, understand how each child learns, and create environments and experiences that are meaningful and engaging" (HDLH, pg 36). In support of this, we will ensure that staff direct positive attention to all children, maintain a positive tone of voice, model positive non-verbal communication skills, display empathy and use teachable moments to further develop positive social behaviours.

20. Staff operate as a team and with the engaged awareness to ensure supervision of the whole environment and safety of all. In support of this, we will ensure staff communicate with each other the location of the children and work together to ensure the whole room environment is supervised at all times.

21. Support staff in their competencies to follow the cues of children and provide interactions that encourage children to extend their learning with activities that interest them and choices that support their learning goals. "When children initiate experiences, generate ideas, plan, and problem-solve, make meaningful choices, and act spontaneously through play, they are more likely to be happy and get along well with others, to have lower levels of stress, and to be attentive and motivated to learn" (HDLH pg 35). In support of this, we will provide children with choices, time and materials so that they may follow their own learning goals.

22. Promote interaction with children in a way that fosters self-esteem. Support the children as they learn to self-regulate their emotions and to recognize empathy. "Studies show that when educators modeled and helped children express feelings, recognize others’ feelings, and help others, children developed positive social skills such as perspective taking, empathy, and emotion regulation and were less likely to engage in problematic behaviours."(HDLH, pg 24-25). In support of this, we will ensure that staff role-model how to accomplish tasks, address children by their real name, assist children to process their own emotions and learn to identify the emotions of others, and provide encouragement on how tasks are completed.

23. Promote use of developmentally appropriate and individually tailored strategies to support the behaviour management of the children. “… an approach that emphasizes listening, responding to, and building on child-initiated communication and conversation can be a more effective way to promote children’s language acquisition and their development of social skills, empathetic understanding, and ability to pay attention" (HDLH, pg 41). In support of this, staff will use developmentally-appropriate strategies to support the behaviour of the children within the room, while also role-modelling positive guidance strategies and encouraging children to problem solve as needed. Staff will consistently use developmentally-appropriate strategies when re-directing the children and they will be aware of the individual behaviours of the children in their care and can anticipate potential situations.

24. Support staff to use observations, past knowledge and the cues of the children to extend learning and encourage opportunities to support the child's individual learning path. Support them to encourage the children to question, problem-solve and experiment. "When educators are aware of and able to understand and respond to the many “languages” children use to communicate, they give every child a “voice”" (HDLH, pg 41). In support of this, staff will balance verbal/non-verbal interactions with children, while providing experiences and opportunities to assist in extending the learning with all children. Staff will play and role-model positive social interactions with the children.

25. Ensure good nutrition and safe food preparation. In support of this, we will ensure that children are being offered nutritional well-balanced meals and snacks that reflect the Child Care and Early Years Act (CCEYA) standards. All menus will be reviewed by a trained nutrition professional to ensure that the food is meeting each child’s nutritional needs and that portions are planned and offered according to the developmental stage and age of the children. Snacks and meals are varied throughout the week so that children are not eating the same thing every day. Children who have allergies, special diets, food intolerance, special needs, medical needs, parental preferences or observances are provided with nutritional adaptations. These adaptations are up-to-date and identified throughout the Centre in each room. When the planned food and/or beverage items are not available, we will provide the children with a variety of nutritional alternatives. All handling of food and preparation areas are safe and sanitary, and some staff are trained in safe food preparation. Families are also provided with resources to guide them in providing their children with nutritional well-balanced meals.

26. Ensure children are able to engage in outdoor play experiences safely, while being well-shaded and well-supervised. Physical play contributes to children's well-being through sport play; children learn turn taking, communication, sharing, good sportsmanship as well as gross motor skills. Developmentally-appropriate 3-D materials, balls and equipment are in good condition and accessible to children. "Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them." (HDLH, pg 19). In support of this, we will ensure that time is scheduled to setup the playground or indoor gross motor play areas prior to children having access to it to decrease wait times and maximize children’s participation. We will also ensure that any unsafe conditions or situations are quickly remedied and that staff have access to a communication device to quickly obtain assistance when needed and a first aid kit will be accessible to staff outside to deal with emergencies promptly. Storage will be provided for all outdoor equipment to ensure that it is stored and maintained in a safe manner. Resources are provided to families to assist them in accessing programs and information within the community.

27. Ensure collaboration with local community partners. “Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them. It fosters a sense of belonging to the local community, the natural environment, and the larger universe of living things” (HDLH p19.). In support of this, we will ensure that staff has up-to-date community information for parents about the elementary schools and family support programs within the neighbourhood and that communication exists between the Centre and the schools and support programs. We will plan events and invite or collaborate with the neighbourhood schools and family support programs. We will ensure that meetings take place between the staff and school staff for the organization and collaboration for programming for individual children and that the sharing of information for individual children takes place only after the appropriate forms have been signed by both the parents and staff.

28. Support staff in continuous growth and professional learning. Research, theory and practice suggests that one of the things important to achieve a high quality program is to “provide ongoing opportunities for educators to engage in critical reflection and discussion with others about pedagogy and practice to support continuous professional learning and growth”.


Plan of Action:


Preschool Program


1. Being aware of how the day is planned allows for consistency, self-regulation, minimizes negative behaviors and promotes general well-being. "A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress." (HDLH, p. 30). In support of this, we will prepare and post (in a place accessible to both parents and staff) a daily written and visual schedule that lists and shows (using real photos) when the activities and events will occur throughout the day.

2. An intentional plan for learning experiences that children will be exposed to, promotes the on-going learning opportunities and developmental growth for all children enrolled in the program. "As defined in Early Learning Framework, early years curriculum is the sum total of experiences, activities, and events that occur within an inclusive environment designed to foster children’s well-being, learning, and development and ensure meaningful participation for every child. It begins with an informed understanding of what children are capable of learning and how they learn effectively; it sets out goals for children’s learning and development, health, and well-being; and it provides direction for educators." (HDLH, p. 15). In support of this, we will prepare a Program Plan that describes the specific learning experiences planned for the children or documented by the end of the day in each curriculum area. The Program Plan will be posted in a place that is accessible to parents in the classroom or at the entrance to the classroom.

3. Staff will use their observations, knowledge of child development and the children's cues to promote continuous learning opportunities. Staff will share with, and encourage families to be active participants in their child's care environment "Educators are reflective practitioners who learn about children using various strategies. They listen, observe, document, and discuss with others, families in particular, to understand children as unique individuals. They observe and listen to learn how children make meaning through their experiences in the world around them. Educators consider their own practices and approaches and the impacts they have on children, families, and others. Educators use this knowledge, gained through observing and discussing with others, and their professional judgment to create contexts to support children’s learning, development, health, and well-being." (HDLH, p. 19). In support of this, we will undertake to deliver learning experiences that meet the individual physical, social, emotional and intellectual development of the children.

4. Play equipment, furnishings, and learning environments will be developmentally-appropriate and safe for children. Materials reflecting people with disabilities/diverse cultures will be placed in an inclusive

manner throughout the room. "Children thrive in indoor and outdoor spaces that invite them to investigate, imagine, think, create, solve problems, and make meaning from their experiences – especially when the spaces contain interesting and complex open-ended materials that children can use in many ways." (HDLH, p. 20). In support of this, we will ensure an inclusive indoor physical environment that is reflected in many different ways, such as planned learning experiences, displays, art materials, books, music, props, accessories and language.

5. A visual environment created through displays that are inclusive and are changed regularly to reflect the recent interests and artwork created by the children promotes well-being. "Enabling children to develop a sense of belonging as part of a group is also a key contributor to their lifelong well-being. A sense of belonging is supported when each child’s unique spirit, individuality, and presence are valued." (HDLH, p. 24). In support of this, we will create a visual environment through displays that are the children's eye level, which promotes spontaneous interactions, logical thinking and memory recall. Displays will include parent participation in the program and encourage community involvement. Displays of people with disabilities, diverse cultures and family structures will also be placed in an inclusive manner throughout the room.

6. Materials reflecting sensory, science and nature encourage children to explore through cause and effect experimentation and observation. Continual exposure to these materials and experiences allow children to learn more about their environments. "Optimal conditions for learning occur when we are fully engaged. For children, this happens in play that evolves from the child’s natural curiosity – active play that allows children to explore with their bodies, minds, and senses, stimulating them to ask questions, test theories, solve problems, engage in creative thinking, and make meaning of the world around them. These investigations through play fuse intellect and feeling to help children make connections and develop the capacity for higher-order thinking." (HDLH, p. 35). In support of this, we will provide a Sensory program that includes documented learning experiences referring to one or more of the five senses, and a Science and Nature program that provides the children with the opportunity to experience natural objects and/or events.

7. Providing independent experiences through different mediums for children, creative art promotes self-expression and individuality. Regular expectations within the Daily Schedule and children's interests allow for the time to complete/extend the creative process. "Encouraging the creative expression of ideas, feelings, and interpretations using a variety of materials also helps solidify children’s learning, enhances their creative problem-solving and critical thinking skills, and strengthens their memory and sense of identity" (HDLH, p. 42). In support of this, we will provide an art program that allows for time to complete/extend the creative process. Safe art materials and equipment will be accessible to children and that are developmentally-appropriate. Materials reflecting diverse skin tones are placed in an inclusive manner.

8. A cozy and inviting environment is created to encourage natural opportunities for language and literacy enjoyment. Children are able to retell stories and situations with the accessible props, thus providing opportunities to enhance storytelling experiences and language development. "Programs can best support emerging literacy skills by providing open-ended materials that foster imagination and symbolic play, including signs, symbols, and props that support print awareness in authentic contexts; by encouraging children to engage in play with words and sounds in song and rhyme; and by offering numerous opportunities for children to share books and stories." (HDLH, p. 42). In support of this, we will provide books, language and literacy materials and programming that provides opportunities for enriched, extended learning possibilities. All books, language and literacy materials will reflect diverse people/cultures, disabilities, different languages and real images.

9. Staff will expose children to various materials and accessories to promote natural opportunities for the development of language and literacy. Planning language and literacy experiences every day encourages the children to use and develop their vocabulary, their questioning skills and recall abilities. "Programs can best support emerging literacy skills by providing open-ended materials that foster imagination and symbolic play, including signs, symbols, and props that support print awareness in authentic contexts; by encouraging children to engage in play with words and sounds in song and rhyme; and by offering numerous opportunities for children to share books and stories." (HDLH, p. 42). In support of this, we will incorporate language and literacy materials into one other learning area; label shelves and toy bins with words and pictures; have two or more language and literacy learning experiences planned (and documented) daily; expose the children to different languages; encourage staff to use more than one form of communication; provide families opportunities to access literacy materials; and, expose the children to community language and literacy experiences at least monthly).

10. By exposing children to an assortment of cultural music and musical genres, staff are promoting skills such as language development, rhythm awareness, self-regulation and self-concept. "Creating and designing fuse together the cognitive, emotional, and physical domains – thinking, feeling, and doing. Encouraging the creative expression of ideas, feelings, and interpretations using a variety of materials also helps solidify children’s learning, enhances their creative problem-solving and critical thinking skills, and strengthens their memory and sense of identity." (HDLH, p. 42). In support of this, we will provide music and accessories and programming that are age-appropriate and are played in a meaningful manner that benefits the learning opportunities and experiences during the day.

11. We will promote daily active physical play learning experiences for children. "Through active play and physical exploration, children gain increasing levels of independence, learn to persevere and practice self-control, and develop a sense of physical, emotional, and intellectual mastery and competence." (HDLH, pp. 29-30). In support of this, we will deliver physical play learning experiences where children are given choices of physical play learning experiences both in the morning and afternoon, whether indoor or outdoor (in all different weather conditions) which are planned and/or documented.

12. Provide access to an ample selection of props and blocks, with which children can build, create and explore concepts. Offer play that develops spatial awareness, manipulation of 2-D and 3-D materials and problem solving. Block play offers opportunities to work together, imagine, learn about cause and effect, patterning and sequencing that is child initiated. Ensure spontaneous cognitive and manipulative learning experiences occur throughout the day. "Through play and inquiry, young children practice ways of learning and interacting with the world around them that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities vital for success throughout school and beyond." (HDLH, p. 15). In support of this, we will offer a program that supports the development of cognitive and manipulative skills of the children based on their cues and interests. Children will have access to a selection of accessories and blocks, with which they can build, create and explore concepts.

13. Provide children daily experiences with a multitude of materials and accessories to encourage a natural play environment that enhances cognitive development. Ensure spontaneous cognitive and manipulative learning experiences occur throughout the day. Planned and/or documented cognitive and manipulative experiences will lead children to higher learning, based on the children's observed cues and interests. "The focus is not on teaching a body of knowledge or a predetermined set of topics. Nor is it centred on children’s achievement of a specific skill set. In the early years, programs are most effective when the content of learning is focused on supporting the development of strategies, dispositions, and skills for lifelong learning through play and inquiry." (HDLH, pg15). In support of this, we will offer a program that supports the development of cognitive and manipulative skills of the children based on their cues and interests. Children will have access to a selection of accessories and materials, such as counting and sorting games, puzzles, cause and effect toys, lacing beads, sewing cards and shape sorters, etc.

14. Provide children an environment and accessories, in good condition, which promotes imaginative play with three or more role-playing possibilities. Prop boxes will be used to enhance the area and the program plan focus. Children enhance their social interaction skills, emotional development and language extension through open-ended play. Mirrors in the dramatic area allow the children to see themselves from a different perspective "As children engage in various forms of social play and are supported to recognize the varied capabilities and characteristics of other children, they learn to get along with others; to negotiate, collaborate, and communicate; and to care for others." (HDLH, p. 24). In support of this, we will offer Dramatic Play accessories and environment, and a program to engage in this environment.

15. Utilize guidelines for children to encourage safe, developmentally-appropriate electronic media usage. Guidelines may include, but not exclusive to, frequency of use, duration, and sign-up sheet. Parents/guardians will be made aware in advance of media used in the classroom, and resources will be available for alternative learning opportunities. Monitor games brought from home or usage of Internet within the room.

16. Compliance with the Regional Public Health procedures and practices to ensure we will provide physical, instructional, and early learning and care supports for staff for diapering/toileting routines. In support of this, all accessories and washroom fixtures are in good condition and all diapering supplies are available and close at hand. Diapering procedures are posted in the washroom or are taken by staff into the shared washroom when they are diapering children. There are also picture symbol schedules posted in the diapering/toileting area that shows children what happens next during the diapering/toileting routine.

17. Make food and eating time positive learning experiences that promote social interactions and self-help skills. Staff will encourage children to have a healthy respect for food and eating. Use this time to engage and develop relationships with all of the children. In support of this we will ensure that staff encourage and never force children to eat food; staff sit with the children while serving at the table; the children sit in small groups during meal and snack times; children self-serve all foods; and, children assist with meal and snack routines.

18. Ensure age and developmentally appropriate utensils, dishes and furnishings to enable safe, and successful eating times. In support of this we will developmentally-appropriate eating utensils, dishes and furnishings are available in the room.

19. Ensure crib or cot and bedding is hygienically maintained and that each child has their own designated crib or cot. Staff show flexibility with regards to the routine of the room and the cues of the children. Parents are engaged for guidance in sleep routines as appropriate. Pay attention to how we are meeting the needs of the children and what changes need to occur if we are not. In support of this we will provide a smooth transition from activity or lunch to rest time.

20. Ensure all materials, play equipment, furnishings and fixed fixtures are in good working order, clean and safe for the children and staff. Provide health and safety resources on topics that are relevant to the children and families at the Centre. "A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress" (HDLH, pg 30). In support of this we will remove anything that is potentially dangerous to children. Anything done to maintain cleanliness, including toy and equipment washing will follow the current Regional Public Health cleaning guidelines and schedules.

21. Ensure compliance to Regional Public Health requirements for toy and equipment washing as part of providing a clean and sanitary environment. In support of this we will ensure that the toy and play equipment washing schedule identifies categories of toys and play equipment, and that it is signed and/or initialed and dated by staff when complete; as soon as toys and/or play equipment become soiled, they are properly cleaned.

22. Ensure environment and practices for proper hand hygiene procedures that promote healthy living. Support the individual child's lifelong learning of proper hand hygiene. In support of this we will have staff role-model proper hand-washing procedures for the children through the use of the visual hand-washing schedules. Glove usage provides barriers to potential illnesses and exposure to harmful materials and will be worn by staff when necessary. The Centre supervisor will monitor the staff's hand hygiene practices to support awareness and healthy habits.

23. Transitions are a challenge and an opportunity for children. Staff will have better awareness of the individual children's cues while children further develop their self-regulation and self-help skills at these times. Positive interactions during transitions provide a supportive learning environment. In support of this, we will transition children in small groups and provide props and visuals to facilitate smooth transitions. Staff will be aware at all times of the number and names of children that are in their care. Documentation accurately reflects the location of all children in care throughout the day. Staff will ensure all arrival and departure times are accurately documented on the Main Attendance Record in pen.

24. Ensure awareness at all times of the number and names of children that are in care. Ensure documentation on the Main Attendance Record accurately reflects the location of all children in care throughout the day. All arrival and departure times are accurately documented in pen. Complete written verification after all staff and child transitions. In support of this, we will ensure that the Main Attendance Record always accompanies the whole group and that it reflects the names of the children who have left the group/room for small group learning experiences, or have departed for the day. A portable attendance record will accompany a small group of children when they are in a different room.

25. Ensure all adults promote a positive and supportive approach to all interactions with all children, peers and other adults in the room. Role-model appropriate social skills throughout the day to support learning and growth. "When educators believe that all children have the right to participate and when they use inclusive approaches, they are more likely to find ways to reduce barriers, understand how each child learns, and create environments and experiences that are meaningful and engaging" (HDLH, pg 36). In support of this, we will ensure that staff direct positive attention to all children, maintain a positive tone of voice, model positive non-verbal communication skills, display empathy and use teachable moments to further develop positive social behaviours.

26. Staff operate as a team and with the engaged awareness to ensure supervision of the whole environment and safety of all. In support of this, we will ensure staff communicate with each other the location of the children and work together to ensure the whole room environment is supervised at all times.

27. Support staff in their competencies to follow the cues of children and provide interactions that encourage children to extend their learning with activities that interest them and choices that support their learning goals. "When children initiate experiences, generate ideas, plan, and problem-solve, make meaningful choices, and act spontaneously through play, they are more likely to be happy and get along well with others, to have lower levels of stress, and to be attentive and motivated to learn" (HDLH pg 35). In support of this, we will provide children with choices, time and materials so that they may follow their own learning goals.

28. Promote interaction with children in a way that fosters self-esteem. Support the children as they learn to self-regulate their emotions and to recognize empathy. "Studies show that when educators modeled and helped children express feelings, recognize others’ feelings, and help others, children developed positive social skills such as perspective taking, empathy, and emotion regulation and were less likely to engage in problematic behaviours."(HDLH, pg 24-25). In support of this, we will ensure that staff role-model how to accomplish tasks, address children by their real name, assist children to process their own emotions and learn to identify the emotions of others, and provide encouragement on how tasks are completed.

29. Promote use of developmentally appropriate and individually tailored strategies to support the behaviour management of the children. “… an approach that emphasizes listening, responding to, and building on child-initiated communication and conversation can be a more effective way to promote children’s language acquisition and their development of social skills, empathetic understanding, and ability to pay attention" (HDLH, pg 41). In support of this, staff will use developmentally-appropriate strategies to support the behaviour of the children within the room, while also role-modelling positive guidance strategies and encouraging children to problem solve as needed. Staff will consistently use developmentally-appropriate strategies when re-directing the children and they will be aware of the individual behaviours of the children in their care and can anticipate potential situations.

30. Encourage staff to balance verbal/non-verbal interactions with children. Support them to provide experiences and opportunities to assist in extending the learning with all children. Help them play and role-model positive social interactions with the children. "When educators are aware of and able to understand and respond to the many “languages” children use to communicate, they give every child a “voice”" (HDLH, pg 41). In support of this, we will ensure that staff allow children to respond by using language or gestures, responding to gestures initiated by children. Staff will model active listening skills; will participate in play with the children; and, where possible they will use language to extend the children’s vocabulary. Staff will also encourage verbal and non-verbal interactions between children.

31. Support staff to use observations, past knowledge and the cues of the children to extend learning and encourage opportunities to support the child's individual learning path. Support them to encourage the children to question, problem-solve and experiment. "When educators are aware of and able to understand and respond to the many “languages” children use to communicate, they give every child a “voice”" (HDLH, pg 41). In support of this, staff will balance verbal/non-verbal interactions with children, while providing experiences and opportunities to assist in extending the learning with all children. Staff will play and role-model positive social interactions with the children.

32. Ensure good nutrition and safe food preparation. In support of this, we will ensure that children are being offered nutritional well-balanced meals and snacks that reflect the Child Care and Early Years Act (CCEYA) standards. All menus will be reviewed by a trained nutrition professional to ensure that the food is meeting each child’s nutritional needs and that portions are planned and offered according to the developmental stage and age of the children. Snacks and meals are varied throughout the week so that children are not eating the same thing every day. Children who have allergies, special diets, food intolerance, special needs, medical needs, parental preferences or observances are provided with nutritional adaptations. These adaptations are up-to-date and identified throughout the Centre in each room. When the planned food and/or beverage items are not available, we will provide the children with a variety of nutritional alternatives. All handling of food and preparation areas are safe and sanitary, and some staff are trained in safe food preparation. Families are also provided with resources to guide them in providing their children with nutritional well-balanced meals.

33. Ensure children are able to engage in outdoor play experiences safely, while being well-shaded and well-supervised. Physical play contributes to children's well-being through sport play; children learn turn taking, communication, sharing, good sportsmanship as well as gross motor skills. Developmentally-appropriate 3-D materials, balls and equipment are in good condition and accessible to children. "Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them." (HDLH, pg 19). In support of this, we will ensure that time is scheduled to setup the playground or indoor gross motor play areas prior to children having access to it to decrease wait times and maximize children’s participation. We will also ensure that any unsafe conditions or situations are quickly remedied and that staff have access to a communication device to quickly obtain assistance when needed and a first aid kit will be accessible to staff outside to deal with emergencies promptly. Storage will be provided for all outdoor equipment to ensure that it is stored and maintained in a safe manner. Resources are provided to families to assist them in accessing programs and information within the community.

34. Ensure collaboration with local community partners. “Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them. It fosters a sense of belonging to the local community, the natural environment, and the larger universe of living things” (HDLH p19.). In support of this, we will ensure that staff has up-to-date community information for parents about the elementary schools and family support programs within the neighbourhood and that communication exists between the Centre and the schools and support programs. We will plan events and invite or collaborate with the neighbourhood schools and family support programs. We will ensure that meetings take place between the staff and school staff for the organization and collaboration for programming for individual children and that the sharing of information for individual children takes place only after the appropriate forms have been signed by both the parents and staff.

35. Support staff in continuous growth and professional learning. Research, theory and practice suggests that one of the things important to achieve a high quality program is to “provide ongoing opportunities for educators to engage in critical reflection and discussion with others about pedagogy and practice to support continuous professional learning and growth”.


Plan of Action:


School-Age Program


1. Being aware of how the day is planned allows for consistency, self-regulation, minimizes negative behaviors and promotes general well-being. "A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress." (HDLH, p. 30). In support of this, we will prepare and post (in a place accessible to both parents and staff) a daily written and visual schedule that lists and shows (using real photos) when the activities and events will occur throughout the day.

2. An intentional plan for learning experiences that children will be exposed to, promotes the on-going learning opportunities and developmental growth for all children enrolled in the program. "As defined in Early Learning Framework, early years curriculum is the sum total of experiences, activities, and events that occur within an inclusive environment designed to foster children’s well-being, learning, and development and ensure meaningful participation for every child. It begins with an informed understanding of what children are capable of learning and how they learn effectively; it sets out goals for children’s learning and development, health, and well-being; and it provides direction for educators." (HDLH, p. 15). In support of this, we will prepare a Program Plan that describes the specific learning experiences planned for the children or documented by the end of the day in each curriculum area. The Program Plan will be posted in a place that is accessible to parents in the classroom or at the entrance to the classroom.

3. Staff will use their observations, knowledge of child development and the children's cues to promote continuous learning opportunities. Staff will share with, and encourage families to be active participants in their child's care environment "Educators are reflective practitioners who learn about children using various strategies. They listen, observe, document, and discuss with others, families in particular, to understand children as unique individuals. They observe and listen to learn how children make meaning through their experiences in the world around them. Educators consider their own practices and approaches and the impacts they have on children, families, and others. Educators use this knowledge, gained through observing and discussing with others, and their professional judgment to create contexts to support children’s learning, development, health, and well-being." (HDLH, p. 19). In support of this, we will undertake to deliver learning experiences that meet the individual physical, social, emotional and intellectual development of the children.

4. Play equipment, furnishings, and learning environments will be developmentally-appropriate and safe for children. Materials reflecting people with disabilities/diverse cultures will be placed in an inclusive

manner throughout the room. "Children thrive in indoor and outdoor spaces that invite them to investigate, imagine, think, create, solve problems, and make meaning from their experiences – especially when the spaces contain interesting and complex open-ended materials that children can use in many ways." (HDLH, p. 20). In support of this, we will ensure an inclusive indoor physical environment that is reflected in many different ways, such as planned learning experiences, displays, art materials, books, music, props, accessories and language.

5. A visual environment created through displays that are inclusive and are changed regularly to reflect the recent interests and artwork created by the children promotes well-being. "Enabling children to develop a sense of belonging as part of a group is also a key contributor to their lifelong well-being. A sense of belonging is supported when each child’s unique spirit, individuality, and presence are valued." (HDLH, p. 24). In support of this, we will create a visual environment through displays that are the children's eye level, which promotes spontaneous interactions, logical thinking and memory recall. Displays will include parent participation in the program and encourage community involvement. Displays of people with disabilities, diverse cultures and family structures will also be placed in an inclusive manner throughout the room.

6. We will offer diversity in play equipment and toys as it relates to race, culture, gender, age, language, family status and ability. “Developing policies, practices, and environments that respect and support inclusion (HDLH, p. 27) is one way to create a sense of belonging for children.

7. Providing independent experiences through different mediums for children, creative art promotes self-expression and individuality. Regular expectations within the Daily Schedule and children's interests allow for the time to complete/extend the creative process. "Encouraging the creative expression of ideas, feelings, and interpretations using a variety of materials also helps solidify children’s learning, enhances their creative problem-solving and critical thinking skills, and strengthens their memory and sense of identity" (HDLH, p. 42). In support of this, we will provide an art program that allows for time to complete/extend the creative process. Safe art materials and equipment will be accessible to children and that are developmentally-appropriate. Materials reflecting diverse skin tones are placed in an inclusive manner.

8. A cozy and inviting environment is created to encourage natural opportunities for language and literacy enjoyment. Children are able to retell stories and situations with the accessible props, thus providing opportunities to enhance storytelling experiences and language development. "Programs can best support emerging literacy skills by providing open-ended materials that foster imagination and symbolic play, including signs, symbols, and props that support print awareness in authentic contexts; by encouraging children to engage in play with words and sounds in song and rhyme; and by offering numerous opportunities for children to share books and stories." (HDLH, p. 42). In support of this, we will provide books, language and literacy materials and programming that provides opportunities for enriched, extended learning possibilities. All books, language and literacy materials will reflect diverse people/cultures, disabilities, different languages and real images.

9. Staff will expose children to various materials and accessories to promote natural opportunities for the development of language and literacy. Planning language and literacy experiences every day encourages the children to use and develop their vocabulary, their questioning skills and recall abilities. "Programs can best support emerging literacy skills by providing open-ended materials that foster imagination and symbolic play, including signs, symbols, and props that support print awareness in authentic contexts; by encouraging children to engage in play with words and sounds in song and rhyme; and by offering numerous opportunities for children to share books and stories." (HDLH, p. 42). In support of this, we will incorporate language and literacy materials into one other learning area; label shelves and toy bins with words and pictures; have two or more language and literacy learning experiences planned (and documented) daily; expose the children to different languages; encourage staff to use more than one form of communication; provide families opportunities to access literacy materials; and, expose the children to community language and literacy experiences at least monthly).

10. Utilize guidelines for use of TV and Films to encourage safe, developmentally-appropriate usage for children. Guidelines may include, but not exclusive to, frequency of use, duration, content, and sign-up sheets. Parents/guardians will be made aware in advance of usage in the classroom, and resources will be available for alternative learning opportunities.

11. Utilize guidelines to encourage safe, developmentally-appropriate computer usage for children. Parents/guardians will be made aware in advance of computer usage in the classroom, and resources will be available for alternative learning opportunities. Guidelines may include, but not exclusive to, frequency of use, duration, and sign-up sheet. Staff will monitor/supervise usage. In support of this, we will ensure a Computer Usage environment that is safe and educational for the children, and will be closely monitored/supervised by staff.

12. Provide children an environment and accessories, in good condition, which promotes imaginative play with three or more role-playing possibilities. Prop boxes will be used to enhance the area and the program plan focus. Children enhance their social interaction skills, emotional development and language extension through open-ended play. Mirrors in the dramatic area allow the children to see themselves from a different perspective "As children engage in various forms of social play and are supported to recognize the varied capabilities and characteristics of other children, they learn to get along with others; to negotiate, collaborate, and communicate; and to care for others." (HDLH, p. 24). In support of this, we will offer Dramatic Play accessories and environment, and a program to engage in this environment.

13. Provide access to an ample selection of props and blocks, with which children can build, create and explore concepts. Offer play that develops spatial awareness, manipulation of 2-D and 3-D materials and problem solving. Block play offers opportunities to work together, imagine, learn about cause and effect, patterning and sequencing that is child initiated. Ensure spontaneous cognitive and manipulative learning experiences occur throughout the day. "Through play and inquiry, young children practice ways of learning and interacting with the world around them that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities vital for success throughout school and beyond." (HDLH, p. 15). In support of this, we will offer a program that supports the development of cognitive and manipulative skills of the children based on their cues and interests. Children will have access to a selection of accessories and blocks, with which they can build, create and explore concepts.

14. Provide access to an ample selection of age-appropriate games and game accessories. “Programs are most effective when the content of learning is focused on supporting the development of strategies, dispositions, and skills for lifelong learning through play and inquiry” (HDLH p.15). In support of this, we will offer games, game activities and accessories that are age- and developmentally-appropriate, as well as being educational and fun for the children.

15. Materials reflecting sensory, science and nature encourage children to explore through cause and effect experimentation and observation. Continual exposure to these materials and experiences allow children to learn more about their environments. "Optimal conditions for learning occur when we are fully engaged. For children, this happens in play that evolves from the child’s natural curiosity – active play that allows children to explore with their bodies, minds, and senses, stimulating them to ask questions, test theories, solve problems, engage in creative thinking, and make meaning of the world around them. These investigations through play fuse intellect and feeling to help children make connections and develop the capacity for higher-order thinking." (HDLH, p. 35). In support of this, we will provide a Sensory program that includes documented learning experiences referring to one or more of the five senses, and a Science and Nature program that provides the children with the opportunity to experience natural objects and/or events.

16. We will promote daily active physical play learning experiences for children. "Through active play and physical exploration, children gain increasing levels of independence, learn to persevere and practice self-control, and develop a sense of physical, emotional, and intellectual mastery and competence." (HDLH, pp. 29-30). In support of this, we will deliver physical play learning experiences where children are given choices of physical play learning experiences both in the morning and afternoon, whether indoor or outdoor (in all different weather conditions) which are planned and/or documented.

17. To “allow every child to participate and be challenged in meaningful ways” (HDLH p.29) in physical activities and active play indoors or outdoors, we will supply appropriate and ample active play equipment for the number of children enrolled. In support of this, we will ensure that time is scheduled to setup the playground or indoor gross motor play areas prior to children having access to it to decrease wait times and maximize children’s participation. We will also ensure that any unsafe conditions or situations are quickly remedied and that staff have access to a communication device to quickly obtain assistance when needed and a first aid kit will be accessible to staff outside to deal with emergencies promptly. Storage will be provided for all outdoor equipment to ensure that it is stored and maintained in a safe manner. Resources are provided to families to assist them in accessing programs and information within the community.

18. Make food and eating time positive learning experiences that promote social interactions and self-help skills. Staff will encourage children to have a healthy respect for food and eating. Use this time to engage and develop relationships with all of the children. In support of this we will ensure that staff encourage and never force children to eat food; staff sit with the children while serving at the table; the children sit in small groups during meal and snack times; children self-serve all foods; and, children assist with meal and snack routines.

19. Ensure age and developmentally appropriate utensils, dishes and furnishings to enable safe, and successful eating times. In support of this we will developmentally-appropriate eating utensils, dishes and furnishings are available in the room.

20. Ensure accessible washroom facilities for all enrolled children. Ensure compliance with the Regional Public Health procedures and practices. In support of this we will provide washroom facilities, and supplies, and personal hygiene and body development related information resources for the children in both written and pictorial form.

21. Ensure all materials, play equipment, furnishings and fixed fixtures are in good working order, clean and safe for the children and staff. Provide health and safety resources on topics that are relevant to the children and families at the Centre. "A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress" (HDLH, pg 30). In support of this we will remove anything that is potentially dangerous to children. Anything done to maintain cleanliness, including toy and equipment washing will follow the current Regional Public Health cleaning guidelines and schedules.

22. Ensure compliance to Regional Public Health requirements for toy and equipment washing as part of providing a clean and sanitary environment. In support of this we will ensure that the toy and play equipment washing schedule identifies categories of toys and play equipment, and that it is signed and/or initialed and dated by staff when complete; as soon as toys and/or play equipment become soiled, they are properly cleaned.

23. Ensure environment and practices for proper hand hygiene procedures that promote healthy living. Support the individual child's lifelong learning of proper hand hygiene. In support of this we will have staff role-model proper hand-washing procedures for the children through the use of the visual hand-washing schedules. Glove usage provides barriers to potential illnesses and exposure to harmful materials and will be worn by staff when necessary.

24. Ensure environment and practices for proper hand hygiene by staff that promote healthy living. In support of this the Centre supervisor will monitor the staff's hand hygiene practices to support awareness and healthy habits; and, glove usage provides barriers to potential illnesses and exposure to harmful materials and will be worn by staff when necessary.

25. Transitions are a challenge and an opportunity for children. Staff will have better awareness of the individual children's cues while children further develop their self-regulation and self-help skills at these times. Positive interactions during transitions provide a supportive learning environment. In support of this, we will transition children in small groups and provide props and visuals to facilitate smooth transitions. Staff will be aware at all times of the number and names of children that are in their care. Documentation accurately reflects the location of all children in care throughout the day. Staff will ensure all arrival and departure times are accurately documented on the Main Attendance Record in pen.

26. Ensure awareness at all times of the number and names of children that are in care. Ensure documentation on the Main Attendance Record accurately reflects the location of all children in care throughout the day. All arrival and departure times are accurately documented in pen. Complete written verification after all staff and child transitions. In support of this, we will ensure that the Main Attendance Record always accompanies the whole group and that it reflects the names of the children who have left the group/room for small group learning experiences, or have departed for the day. A portable attendance record will accompany a small group of children when they are in a different room.

27. Ensure all adults promote a positive and supportive approach to all interactions with all children, peers and other adults in the room. Role-model appropriate social skills throughout the day to support learning and growth. "When educators believe that all children have the right to participate and when they use inclusive approaches, they are more likely to find ways to reduce barriers, understand how each child learns, and create environments and experiences that are meaningful and engaging" (HDLH, pg 36). In support of this, we will ensure that staff direct positive attention to all children, maintain a positive tone of voice, model positive non-verbal communication skills, display empathy and use teachable moments to further develop positive social behaviours.

28. Staff operate as a team and with the engaged awareness to ensure supervision of the whole environment and safety of all. In support of this, we will ensure staff communicate with each other the location of the children and work together to ensure the whole room environment is supervised at all times.

29. Support staff in their competencies to follow the cues of children and provide interactions that encourage children to extend their learning with activities that interest them and choices that support their learning goals. "When children initiate experiences, generate ideas, plan, and problem-solve, make meaningful choices, and act spontaneously through play, they are more likely to be happy and get along well with others, to have lower levels of stress, and to be attentive and motivated to learn" (HDLH pg 35). In support of this, we will provide children with choices, time and materials so that they may follow their own learning goals.

30. Promote interaction with children in a way that fosters self-esteem. Support the children as they learn to self-regulate their emotions and to recognize empathy. "Studies show that when educators modeled and helped children express feelings, recognize others’ feelings, and help others, children developed positive social skills such as perspective taking, empathy, and emotion regulation and were less likely to engage in problematic behaviours."(HDLH, pg 24-25). In support of this, we will ensure that staff role-model how to accomplish tasks, address children by their real name, assist children to process their own emotions and learn to identify the emotions of others, and provide encouragement on how tasks are completed.

31. Promote use of developmentally appropriate and individually tailored strategies to support the behaviour management of the children. “… an approach that emphasizes listening, responding to, and building on child-initiated communication and conversation can be a more effective way to promote children’s language acquisition and their development of social skills, empathetic understanding, and ability to pay attention" (HDLH, pg 41). In support of this, staff will use developmentally-appropriate strategies to support the behaviour of the children within the room, while also role-modelling positive guidance strategies and encouraging children to problem solve as needed. Staff will consistently use developmentally-appropriate strategies when re-directing the children and they will be aware of the individual behaviours of the children in their care and can anticipate potential situations.

32. Staff will initiate and build on conversations with and between children. "When educators are aware of and able to understand and respond to the many “languages” children use to communicate, they give every child a “voice”" (HDLH, pg 41). In support of this, we will ensure that staff allow children to respond by using language or gestures, responding to conversations initiated by children. Staff will model active listening skills; will participate in play with the children; and, where possible they will use language to extend the children’s vocabulary. Staff will also encourage verbal and non-verbal interactions between children.

33. Support staff to use observations, past knowledge and the cues of the children to extend learning and encourage opportunities to support the child's individual learning path. Support them to encourage the children to question, problem-solve and experiment. "Educators can gain a deeper understanding of children’s developing skills and evolving learning approaches and can support new learning by collaborating with children in discovery and sustained, shared thinking" (HDLH, pg 35). In support of this, staff will balance verbal/non-verbal interactions with children, while providing experiences and opportunities to assist in extending the learning with all children. Staff will play and role-model positive social interactions with the children.

34. Ensure good nutrition and safe food preparation. In support of this, we will ensure that children are being offered nutritional well-balanced meals and snacks that reflect the Child Care and Early Years Act (CCEYA) standards. All menus will be reviewed by a trained nutrition professional to ensure that the food is meeting each child’s nutritional needs and that portions are planned and offered according to the developmental stage and age of the children. Snacks and meals are varied throughout the week so that children are not eating the same thing every day. Children who have allergies, special diets, food intolerance, special needs, medical needs, parental preferences or observances are provided with nutritional adaptations. These adaptations are up-to-date and identified throughout the Centre in each room. When the planned food and/or beverage items are not available, we will provide the children with a variety of nutritional alternatives. All handling of food and preparation areas are safe and sanitary, and some staff are trained in safe food preparation. Families are also provided with resources to guide them in providing their children with nutritional well-balanced meals.

35. Ensure children are able to engage in outdoor play experiences safely, while being well-shaded and well-supervised. Physical play contributes to children's well-being through sport play; children learn turn taking, communication, sharing, good sportsmanship as well as gross motor skills. Developmentally-appropriate 3-D materials, balls and equipment are in good condition and accessible to children. "Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them." (HDLH, pg 19). In support of this, we will ensure that time is scheduled to setup the playground or indoor gross motor play areas prior to children having access to it to decrease wait times and maximize children’s participation. We will also ensure that any unsafe conditions or situations are quickly remedied and that staff have access to a communication device to quickly obtain assistance when needed and a first aid kit will be accessible to staff outside to deal with emergencies promptly. Storage will be provided for all outdoor equipment to ensure that it is stored and maintained in a safe manner. Resources are provided to families to assist them in accessing programs and information within the community.

36. Ensure collaboration with local community partners. “Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them. It fosters a sense of belonging to the local community, the natural environment, and the larger universe of living things” (HDLH p19.). In support of this, we will ensure that staff has up-to-date community information for parents about the elementary schools and family support programs within the neighborhood and that communication exists between the Centre and the schools and support programs. We will plan events and invite or collaborate with the neighborhood schools and family support programs. We will ensure that meetings take place between the staff and school staff for the organization and collaboration for programming for individual children and that the sharing of information for individual children takes place only after the appropriate forms have been signed by both the parents and staff.

37. Support staff in continuous growth and professional learning. Research, theory and practice suggests that one of the things important to achieve a high quality program is to “provide ongoing opportunities for educators to engage in critical reflection and discussion with others about pedagogy and practice to support continuous professional learning and growth”.

Practice:

The following ten (10) practices implement, monitor and evaluate our action plans and allow us to continually improve our performance.

1. All new staff on hiring, and all existing staff (annually) will acknowledge and review:

• the program statement, and all relevant and attached guidelines

2. Annually, parent surveys will be conducted to assess our performance against the 11 key requirements

3. Each Program Plan of Action will undergo an annual assessment for compliance and necessary updates

4. Each month a staff meeting will be scheduled and will include a discussion relating to performance against the program statement and a plan for improvement for next month; also included in the monthly meeting will be a discussion on one of the 11 key strategies (on a rotational basis) to create the conditions promoted by the HDLH document – current practices will be compared to the strategy and a plan for improvement will be created

5. At least each quarter a Board meeting will be scheduled and will include a discussion relating performance against the program statement and a plan for improvement for next quarter

6. Annually a staff meeting will be scheduled to review and discuss performance relating to the program statement and to set goals for the upcoming year

7. Provide the goals and achievements (relating to the program statement) discussed at the annual staff meeting with the Board of Directors and document and incorporate their feedback into the plan for the upcoming year

8. In order to support staff in their continuous growth and professional learning, a professional development investment for each staff will be budgeted to support the program statement needs

9. Annual performance review of staff members will include a self-assessment of the 11 key strategies promoted by the HDLH document, where they will outline successes and goals for improvement for the upcoming year relating to these strategies

Why Us?

FTCC strives to provide the best quality care. Our programming is innovative and is child directed. All our staff have been trained in the Early Childhood field. The staff make it their passion to enhance the learning of the children in our care. FTCC offers a safe learning environment where children can be free to explore their world.