Tillsonburg Children Centre

Tillsonburg Children’s Centre Program Statement

Update Feb 18, 2021

This program statement describes Children’s Services beliefs, values and approaches which are foundational while working with families, children, coworkers and professionals within our community and surrounding area. Community Living Tillsonburg Children’s Services strives to ensure all educators, students and volunteers encourage and mentor each other as we work as team to provide quality care and programming for children and families. We review our approaches, practices and goals at regular staff meetings and by conducting annual family surveys.

Our program statement is consistent with the Ministry of Education- Early Years Division.  The Educators base their curriculum using the document “How Does Learning Happen: Ontario’s Pedagogy for the Early Years,” as a reference guide. Its intent is to support early learning and guide educators daily practices using the following 4 foundations listed below.

“Pedagogy” is the understanding of how learning happens and the philosophy and practice that supports the understanding of learning. Pedagogy helps us look at WHAT we do, WHY we do what we do and allows us to reflect more deeply HOW our actions impact children and families.

Our program follows the child’s natural interests creating a fun, play based learning environment. We believe children are capable, curious, competent and rich in potential. We recognize children’s play as their work and that every child is an individual.

Belonging (Foundation #1)

“Belonging” provides a sense of connectedness to others allowing relationships to be built and giving children and adults the feeling of being valued. Educators create learning environments based on the age and developmental level of each child. Through visual observations and written documentation the Educator can provide adaptions/modifications to ensure all children can inclusively experience, participate, feel safe and have a sense of belonging.

Building caring and authentic relationships among children, families, educators and community professionals, contributes to a child’s self- worth and belonging. We encourage family participation by hosting events such as Mother’s Day / Father’s Day Tea, and other scheduled events. These special occasions allow us to connect with each family and enjoy their uniqueness.

Engagement (Foundation # 2)

We strive to create an environment that supports positive and responsive interactions among children, families and Educators. When children are able to explore the world around them with their natural curiosity and enthusiasm they become fully engaged. Children learn through experiences that involve their 5 senses and the natural outside world. The Educators program the indoor and outdoor space that promotes inquiry and allows unhurried time for the children to explore their view of the world through play. Educators are co-learners with the children. As they converse together, the Educator enhances the children’s interests by expanding and scaffolding their ideas.

It is essential that we involve families in their child’s learning while valuing each family’s diversity. Monthly calendars are provided to each family to encourage conversations at home and participation in our program.  We believe that together parents and educators lay the foundation for children to build positive peer relationships and a mutual respect towards others.

Well-Being (Foundation # 3)

Our program promotes the health, safety, nutrition and physical/emotional well- being of every child. Well–being incorporates a sense of self, self-care and self-regulation skills.

Our meals are planned in accordance with Canada’s food Guide. Our menu accommodates children’s special diets, foods, allergies and family cultural diversities. The seasonal menus are posted for viewing and rotated in a 3 week cycle.  The infant program allows parents to approve and choose the meal choices or have the option to provide their own food for their child.  Children are encouraged to try new foods, participate in the making of food, and self-serve portions while having friendly conversations at the meal table.

We observe and respond accordingly to children’s behaviors, actions towards others and use supportive self-regulation steps for the overall well-being of the child.  The Educators role is to listen to the child and respond to the social and emotional needs by incorporating a variety of strategies. ( ie appropriate tone of voice,  modelling appropriate actions and reactions, questioning the child to encourage problem solving skills, using positive re-direction,  offering choices and using quiet areas in the classroom, gather at group time to  have discussions and use visual props and pictures.)

The Educators encourage a child to be a risk taker by allowing him/her to be independent while ensuring safe supervision as well as regular attendance checks.

To best nurture the child’s sense of health and well-being the classroom daily routine recognizes the importance of both indoor and outdoor play, active play, quiet play and often a much needed rest/sleep time. At rest time soft music is played and your child can cuddle up with his/her special sleep time stuffy or blanket.

Expression (Foundation # 4)

Expression or communication (to be heard as well as listened to) can take many different forms. Children develop capacities for increasingly complex communication through their bodies, emotions, words and the use of materials.

Educators welcome families each day engaging in conversation during drop off and pick up. We maintain on-going communication with families through social media (ie the parent APP SeeSaw, Facebook), formal and informal documentation and conversations. This allows families the opportunity to see their children play and grow in our program.

The children’s play is documented by the Educators. Learning stories, photos, and story boards are shared with families on the parent APP and on the Children’s Services Facebook page. You may also find photos posted in our child care hallways.

 A Parent –Policy Handbook is provided to all families upon registration. Recognizing that families know their child best, we suggest a bio “All About Me” information sheet be filled out by the family at registration. We value all the information parents’ share, as it helps us get to know their child better.

Our Registered Early Childhood Educators abide by the College of Early Childhood Educators- “Code of Ethics and Standards of Practice”. Our Educators are required to participate in educational opportunities throughout the year that best reflects their goals. Standard First Aid/Child/Infant CPR is mandatory for all those who are employed with Community Living Tillsonburg.

Our Mission

Building Inclusive Communities by Promoting Acceptance.

Our Vision

A Community Where Everyone is Included.

We Value...

Inclusion

Empowering People.

Equity, inclusion and dignity for all.

The right and responsibilities of full citizenship.

Children and Families

Early learning that provides a safe, developmentally inclusive environment and promotes life-long learning.

Family and community as a means to educate and nurture children to adults

Collaboration

Working together with our partners to accomplish our common goals.

Integrity

Service excellence, a high moral standard and fiscal responsibility.

Get in Touch. Get Involved.

Email: info@communitylivingtillsonburg.ca

Call Us: 519-842-9008

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