Curriculum Statement

Activities

Our staff provide planned and spontaneous activities throughout the day. Staff base their activities on information gathered when watching and listening to children while they play and interact with each other, staff and the environment.

Observations are written down and staff discuss what the children’s needs are with each other and plan activities and provide toys to meet those needs. Staff also gain knowledge of children’s interests from talking with the children and asking questions.

For example, we noticed some children talking about hockey. They were making hockey sticks and pucks out of blocks and cups. The staff planned an activity by setting up a hockey rink in the room with goals, hockey sticks, and pucks. They put wax paper on the children’s feet so they could get the feel of slippery ice. From this experience, children learned about cooperation, taking turns, sharing, balance and practiced using their large muscles.

Some of the additional things staff take into consideration when planning an activity is:

Evaluations

Along with these observations, staff complete evaluations of each child twice a year (spring & fall). These also help staff to identify children’s needs and interests.

Weekly Theme

The 4 & 5 year old room also does a daily activity based on a weekly theme during the summer months. The team of staff chooses a topic they think will be of interest to the children and then plans activities according to that theme topic. The theme is sometimes carried on for more than one week if the children show a real interest in that particular topic. A 10 to 20 minute circle time is held each day to help the 4 year-old children learn to work together as part of a group.

Environment

We provide a stimulating and challenging environment for children’s play. Each room has 7 main play areas which ensure children are developing socially, emotionally, physically and cognitively:

Toys and Equipment

The toys and equipment provided in each of these areas are chosen to meet the needs of the children in that room. Toys and equipment are appropriate for their ages and visual aids/pictures are used to assist children with additional support needs. The observations and evaluations, which are done by staff, provide the information needed to assess the needs of the children in each room.

Toys are changed every 3 to 4 weeks or sooner if staff observe an interest or if a developmental need is identified to be worked on. For example, a table with a variety of cutting supplies is set up to help children who are having difficultly with using scissors. Games which need more than one person are put out to help children who play alone to become involved in play with other children, learn turn-taking and sharing.

We provide outdoor/large muscle play time for the children. Toys and equipment are taken outside or to the gym which we share with the school. These opportunities allow for children to practice their gross motor skills.

Diversity

We expose children to similarities and differences by providing materials and toys which show the unique diversity of our families in all areas of our program. For example in Library corner we put out books which show children and families of various cultures and abilities. In music area we provide musical instruments and play music from different parts of the world. We encourage families to share their culture, language, and distinctive (individual) abilities. For example, families and staff have brought in food, clothing, music, dance, stories and items which reflect their culture and/or unique abilities to share with the children and staff.

Routines

Each room has their own schedule and routines which are developed according to the children’s ages and needs. The schedule gives children a sense of security and consistency. Since children cannot tell time, they use the regular routines to map their day. The timing of routines is changed when staff observe that children’s needs are not being met. For example if children need more time to eat before they are ready to have a nap then the schedule will be changed to have lunch time start earlier or nap time start a little later. Our staff use routine times such as bathrooming, snack and lunch to help children develop self-help and social skills. During these times, children learn skills such as feeding & dressing themselves, cleaning up, using the toilet, helping their friends and language.

Interactions

Interactions between children, staff, parents and families are also a part of how we organize learning opportunities. Staff interact with children by having conversations with them and participating in play. During this time, staff ask open-ended questions that require more than a one word answer to promote thinking and reasoning skills.

We also use comments to enhance and/or expand play, role model and nurture language. For example, a child who is playing with cars says that their tire is broken. Staff may respond “When I have a flat tire on my car I take it to a garage so a mechanic can fix it” to offer a new play idea.

Children are encouraged to spend time interacting with each other. By interacting with each other they learn to get along with others, negotiate, solve conflicts and problems, share, take turns, empathize with others, and identify and express their emotions in a socially acceptable way. Most of their interactions happen while they are playing with each other.

Staff observe children’s play and step in to help and guide them if they are having difficulties. Staff guide children by identifying children’s emotions, encouraging them to talk out their problems, assisting them with problem-solving by suggesting possible solutions and helping children to come up with their own solutions.

Children’s Interests & Needs

A key part of setting up play areas and activities is knowing what children’s interests and needs are. Parents and families are an integral piece in helping staff to identify their child’s interests and needs. Parents know their child best and knowing their child’s interests and needs helps us to provide interactions, play areas and activities that meet those needs.

It is important for parents to talk to staff about their child and what is happening at home. Our staff in turn talk to parents to let them know about their child’s day at the centre including information about their learning and development.

Staff and parents can meet more formally to discuss any specific information or concerns; however most sharing is done informally at the beginning or end of the day. Staff also provide information about the children’s recent learning experiences by putting up photos of children’s play and activities, posting activity sheets, sending home scrap books, putting room reports in the newsletter and sending home notes.

Our curriculum is set up to meet the interests and needs of the children who come to our centre. It takes both our staff and families to make the program successful. The best thing about a play-based program is that children have fun and learn at the same time.