Program Statement

Creative Mindz’ Centre is committed to providing the highest possible quality of childcare services to the parents and children of the Region of Durham.
Our educators interacts with and guides your child through a variety of individual and group activities aimed at developing social, physical, emotional and cognitive skills. The program provides daily activities used in innovative ways. Individualizing programming allows your child to develop to their own potential.
Our highly qualified and motivated staff work together to create a supportive environment in which your child can interact and communicate in a positive way to achieve skills and develop his/her self-esteem, independence, self-regulation and respect for himself/herself and others.
Creative Mindz’ promotes healthy nutrition and the well-being of children in a safe inclusive environment. Children are viewed as being competent, capable, curious and rich in potential. The children are encouraged to learn through active and quiet play both indoors and outdoors as they explore, investigate, problem solve, imagine and become critical thinkers as they interact with the materials in the environment around them.
Creative Mindz’ Centre makes every effort to create a partnership with the parents to provide a responsive, high quality, accessible and intergraded program to support children as they develop.

Foundations

Goals for Children

Expectations for Program

Belonging

Every Child has a sense of belonging when he/she is connected to others and contributes to his/her world.

Cultivate respectful 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.

Nurture children’s healthy development and support their growing sense of self.

Engagement

Every child is an active and engaged learner who explores the world with her/ his senses, bodies and minds.

Provide environments and experiences to engage child in active, creative and meaningful exploration and learning

Expression

Every child is capable communicator who is able to express himself/herself in many ways.

Foster Communication and expression in all forms.

How Does Learning Happen?
Includes goals for children and expectations for program. The goal and expectations help educators to strive to provide the best experiences and outcomes for children and families and for educators. These components are outlined in the chart below. (How Does Learning Happen? Ontario’s Pedagogy for Early Years, 2014)

Program Statement Curriculum Framework
Creative Mindz’ Centre follows an Emergent Curriculum approach to learning. This practice builds on our understanding of how young children learn and develop. This is about pedagogy, the conditions in which children become knowledgeable and socially competent while they develop a love of learning through play. Teachers present children with opportunities to discover the world around them through active and quiet exploration both indoors and outdoors where they are invited to make predictions, test out their ideas and plan for further investigations. The curriculum is child-lead and self-directed. The children’s skill development is framed, sustained, and extended by responsive and knowledgeable early learning practitioners. Emergent Curriculum evolves from the children’s, the teacher’s and the family’s interests, knowledge and inquiries and flows from one experience into the next. This approach to curriculum ensures that we work collaboratively; inviting children, teachers, and families to give input into what children will do and learn.
The Registered Early Childhood Educator Practices Emergent Curriculum by following the lead of the children and creates a safe, inclusive and stimulating environment to encourage each child to explore and learn on various topics of interest.
After observing the children’s interests, abilities and developmental needs, the educators collect and present the children with materials and experiences that will extend and deepen their learning. These materials are organized into the environment through learning centres and will provide the children with opportunities to wonder, inquire and investigate while expanding their learning. The children work with open ended materials that enable them to be creative, imaginative, and empowered. The children learn language, literacy and numeracy through meaningful play and investigation within the world around them.
The primary objectives of the educator are to be observant, responsive, reflective, and accountable while extending and expanding the children’s learning through play and inquiry. The teacher uses the Early Learning Framework (ELECT, 2014) and How Does Learning Happen (2014) to support ongoing reflection, planning, assessment and documentation of the child’s learning and development.

Program Mission Statement
Creative Mindz’ Centre implements an inclusive, educational, safe and healthy environment that provides quality child care to members of the community.
We pride ourselves in providing a positive atmosphere and a rewarding environment for the children and staff, students, and volunteers.

Program Statement Goals

To stay connected to community services and resources to ensure they are made available to support the children their families and staff, students and volunteers.

Support positive and responsive interactions among the children, parents, child care providers and staff, students and volunteers

To have parents represented and involved at Creative Mindz’ Centre.

To create an affordable child based, quality program that supports early learning and development.

To promote indoor and outdoor play that will provide opportunities for learning.

To focus on staff training and experience to strengthen the program.

To demonstrate respect for diversity, equity and inclusion.

To promote the health, safety, nutrition and well-being of the children

To encourage the children to interact and communicate in a positive way and support their ability to self-regulate

We will provide child initiated and adult-supported experiences

 To foster the children’s exploration, play and inquiry

To plan for and create positive learning environments and experiences in which each child’s learning and development will be supported.

To support positive and responsive interactions among the children , parents, child care providers and staff

To foster the engagement of and ongoing communication with parents about the program and their children

 

Strategies to Meet Program Goals

It is the expectation for Creative Mindz’ Centre that employees, students, and volunteers are to implement the strategies that meet the goals of the program statement.

These strategies have been developed to guide staff to meet the goals of the program statement. These strategies will be a working document that the organization will continue to evaluate and develop on an ongoing basis to ensure that the 4 foundations (well-being, belonging, expression and engagement) of How Does Learning Happen are being implemented in the program.

Program Statement Goals

Strategies

a)     To stay connected to community services and resources to ensure they are made available to support the children their families and staff, students, and volunteers

  • Staff will provide information to parents about services and resources in the Durham Region
  • No Wrong Doors will be available at all locations. No Wrong Doors will be used as a reference guide to connect families with services that are available in Durham.
  • Create a parent resource centre, the centre will have printed information about the services and agencies in Durham Region available at all times
  • all the resource centre printed information will be made available in the parents preferred language (when available)
  • External agencies can attend meetings to share suggestions on how to support the individual needs of the children.
  • Staff, students, and volunteers will be available to attend training sessions to become informed and enhance their knowledge about resources and services available in the Region of Durham.

b)     To support positive and responsive interactions among the children, parents, child care providers and staff, students, and volunteers.

  • Be a role model for each other
  • Privacy should always be respected
  • Support thoughts and feelings
  • Follow through on commitments
  • Have a positive attitude
  • Be aware of the environment, it is warm and inviting
  • Body Language is positive and reflects the spoken word
  • Provide positive feedback

c)     To foster the engagement of and ongoing communication with parents about the program and their children

  • Address parents by their names
  • Listen to the parents
  • Remember that parents and staff are equal partners
  • Demonstrate an interest in knowing who the parents and child are
  • Be sensitive to family culture, values, language, and composition
  • Have parents’ families represented in the classrooms (pictures etc.)
  • Open communication: daily sheets, newsletters, questionnaires
  • Provide parents with individual documentation concerning their child
  • Providing opportunities on a daily basis for parent input
  • Information is available to parents on the curriculum model
  • Encourage parents to participate in the program

d)     To have parents represented and involved at Creative Mindz’ Centre

 

  • Provide opportunities for parents to apply to be part of the Board of Directors and or a parent advisory committee.
  • To provide opportunities for parents to provide input about the program
  • Provide a welcoming environment that parents feel they can join at participate with their children at anytime
  • Invite parents to present talks and/or demonstrations about their specialized knowledge or skills
  • Welcome parents to share information about their family with the centre

e)     To demonstrate respect for diversity, equity, and inclusion

 

  • Have policies in place to promote inclusion
  • The program is designed to meet the needs of all children and families
  • Parent’s, staff, and outside professionals will create a IPP for the child prior to enrolment or during enrolment if required
  • Staff, students, and volunteers will be attuned to the physical and emotional state of each child
  • Staff, students, and volunteers will connect with each child and value his or her individuality
  • Planning for children is individualized through goal setting
  • The program will be monitored and adapted as required
  • The physical space will be monitored and changed as the needs of the child change
  • Information regarding children will stay confidential
  • Staff, students, and volunteers modify learning activities and routines to meet the needs of all children
  • Have children and families represented the program (pictures etc.)
  • Accommodations for children are imbedded in the program
  • Individualized planning will be documented

f)      To create an affordable child based, quality program that supports early learning and development

 

  • The four foundations of learning should be reviewed in your daily practice, ask yourself are the children, parents and staff reflecting that your program is incorporating the foundations. 1. Belonging 2. Well-Being 3. Engagement 4. Expression

g)     To promote indoor and outdoor play that will provide opportunities for learning

 

  • Indoor and outdoor learning environments should be equally valued as spaces to support children’s learning
  • Both the indoor and outdoor environment should foster creativity social engagement and sense of belonging
  • All learning environments should be set up to respect cultural diversity, social and physical inclusion the environment should be welcoming to all families.

h)     To focus on staff training and experience to strengthen the program

 

  • Employee training goals will be identified and developed through completing a self-assessment tool
  • The employees are involved in determining and preparing a continuous professional learning plan.
  • New material (articles, books and webcasts) will be made available to build on the employee’s knowledge through past learning and work experiences
  • The employees are given the opportunity to share new information they have gained knowledge of with team members at staff meetings.
  • All staff will complete 8 hours of training annually
  • Staff training can consist of conferences, forums, and networking groups
  • The opportunity for learning promotes continuous current education that will strengthening current practice in the program

i)     To promote health, safety, nutrition, and well-being of children

 

  • Educators support children’s individual thoughts and feelings
  • Children are able to express their feelings and thoughts freely
  • Children are visibly part of the program
  • Staff, students, and volunteers have strong relationships with the children and amongst themselves
  • Educators acknowledge children’s culture and social identity
  • Staff will identify and discuss the individual needs of all children that include allergies, special diets, medications, range of developmental and specific medical conditions
  • Look for signs of illness, distress and possible risks to children’s health and report appropriately
  • Create a learning environment that will promote physical, intellectual, and emotional well-being
  • Arrange the environment so it is safe to support opportunities for exploration, experiment, and prediction.
  • Develop strategies to implement in the program that will promote caring relationships between children and others to promote well-being.
  • Conduct health and safety assessments on the environment
  • Conduct a Nipissing screening assessment on infant, toddler, preschool children entering the program
  • Identify and take corrective measures for potential indoor/outdoor hazards
  • All children will be supervised at all times
  • Good hygiene will be modeled for children
  • Health procedures will be followed- (hand washing, diapering and sanitary procedures)
  • Policies will be followed to manage illness and injuries to children
  • All children’s nutritional needs will be met
  • All foods served to children will meet the requirements of the Canada Food Guide
  • The program will be flexible to respond to children’s individual needs.
  • Encourage and educate the children so they can make good healthy choices for themselves.

j)       To encourage the children to interact and communicate in a positive way and support their ability to self-regulate.

 

  • Consult with the children
  • Listen to children
  • Use language the children can understand and identify
  • Provide choices to the children that are age appropriate
  • Make children part of decision making for the environment
  • Staff, students, and volunteers will provide a warm and caring environment
  • Remember “when children are calm focused and alert, they are best able to modulate their emotions, pay attention, ignore distractions, inhibit their impulses, assess the consequences of an action; understand what others are thinking and feeling and the effects of their own behaviour; or feel empathy for others” Stewart Shanker
  • Observe the children know what their stressors are
  • Point out different emotions to children
  • Have staff, students and volunteers help children identify how they feel
  • Think about what you can change in the environment to make it less stressful for children

k)     We will provide child initiated and adult-supported experiences

 

  • Provide children with loose parts
  • Provide materials based on the children’s interest
  • Provide experiences that promote and support solo and group play
  • The staff, students and volunteers will ask questions in order to provide extended experiences based on the child’s interest
  • The staff, students and volunteers will set up invitations and provocations for the children to investigate, experience, explore and predict interact with
  • The staff, students and volunteers will observe and document children`s interests and abilities and extend learning based on the documentation
  • Children are part of planning the activities
  • Children bring items that support their interests into the program
  • Allow children to complete their tasks (children are allowed to keep ongoing projects in place and build on them as they wish i.e.: large building or craft activity)
  • Be flexible with the time schedule allow children to continue play and explore interests over periods of time.

l)       To plan for and create positive learning environments and experiences in which each child`s learning and development will be supported, and which is inclusive of all children, including children with individualized plans.

 

  • Observations
  • Consider the developmental needs and expectations of the children
  • Document children’s learning through photos and words. Use these to talk to children and parents about the learning that has taken place
  • Children should be excited and motivated when they are in the learning environment
  • Children’s portfolios
  • Assessment tools
  • Documentation

 

Documentation and Review

Strategies

The organization will document and review the impact of our goals on an ongoing and annual basis

  • Daily Observations
  • Parent Questionnaires
  • Continuous evaluating strategies in program
  • Annual review of program statement