Today’s Family

Our Program Statement:

Today’s Family is a not for profit Early Learning and Child Care organization that is inclusive and advocates for all children and families. Programs in our Early Learning and Child Care Centres and in our Provider’s homes are based on the Emergent Curriculum philosophy. This approach is recognized internationally as the leading edge approach for early learning programs. Our approach is based on the view of the child as curious, competent and capable of constructing their own knowledge. The children are eager to learn and their inquisitive nature sets the stage for research, problem solving and creativity as they engage in play-based learning experiences and enhance and enrich their skills and development in all domains.

In August 2015, the new Child Care and Early Years Act came into effect and replaced the old Day Nurseries Act. The new Child Care and Early Years Act modernizes child care and establishes new rules and standards to govern child care in Ontario to support quality experiences for children and families and to promote health and safety. Under the new Act, all licensed programs are required to develop a new Program Statement which describes the goals that guide the program for children at a child care centre or at a home child care settingand the approaches that will be implemented to achieve the goals. The program statement tells others what you are going to do and how you are going to do it. It is like a road map to guide everyone inthe program every day (Reference Ontario Regulation 137/15. S.46 (1)(2) (3)).The program statement is a living document that is reviewed by all staff, caregivers and volunteers and students prior to work and placements and reviewed and revised onan annual basis. The program statement is unique to each setting and reflective of the Educators/Providers, children and families in the program.

The Program Statement aligns with the Minister of Education’s policy statement on pedagogy and programming that states the view that all children are competent, capable and curious and rich in potential.

Today’s Family has adopted the “How Does Learning Happen?”Ontario’s Pedagogy for the Early Years as the professional learning resource guide. Pedagogy is the “the understanding of how learning takes place and the philosophy and practice that support that understanding of learning” (Reference: Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings Ministry of Education, Ontario, 2007) p.90: ELECT). Learning and development happens within the context of relationships among children, families, educators and their environments, and when there is a shared understanding that children, families and educators are competent, capable, curious and rich in potential (Reference: “How Does Learning Happen?” Ontario’s Pedagogy for the Early Years pg. 5 and 6). The “How Does Learning Happen?” document helps Educators and Providers focus on these relationships in the early years programs (Reference: “How Does Learning Happen?” Ontario’s pedagogy for the Early Years pg. 5). The “How Does Learning Happen?” document is based on 4 foundations that are necessary for optimal healthy child development and learning. These 4 foundations are Belonging, Well-Being, Engagement and Expression (Reference: “How Does Learning Happen?” Ontario’s pedagogy for the Early Years pg. 7). Thoughtful questioning and challenging the status quo on an ongoing basis can help transform programs and bring out the best in children, families and Educators(Reference: “How Does Learning Happen?” Ontario’s pedagogy for the Early Years pg. 13).

Today’s Family Program Goals and Approaches:

a)Goal: promote the health, safety, nutrition and well-being of children

Approaches:

Safety and Well-Being

  • Educators and Providers teach and role model forchildren how to use new materials (wire, clay)(Reference: Think, Feel Act Lessons from Research Article ,”The Environment is a Teacher” by Karyn Callaghan pgs. 11-14, Questions for Reflection).
  • Educators and Providersprovide clear expectations/rules for safety both indoors and outdoors for all children (Reference: Research Article; From Policing to Participation Overturning the Rules and Creating Amiable Classrooms by Carol Anne Wien).

Health and Well-Being

  • Educators and Providers are responsive and respectful to all children’s needs.
  • Educators and Providersprovide opportunities and encouragement to practise self-help and self-care based on each child’s capabilities throughout the day (Dressing for outdoor play and mealtimes)(Reference: “How Does Learning Happen?” Ontario’s pedagogy for the Early Years, pgs.32-34, Questions for Reflection).
  • Educators and Providers create safe and stimulating indoor and outdoor spaces for intentional active play and exploration that support the needs of the group (Reference: “How Does Learning Happen?” Ontario’s pedagogy for the Early Years, pgs. 32-34, Questions for Reflection).
  • Educators and Providers develop sleep schedules that are flexible to the needs of the children in their program.

Nutrition and Well-Being

  • Children are served nutritious meals and snacks that meet all of the guidelines of the Canada’s Food Guide.
  • Snacks are served in a free-flow manner.
  • Lunches are served family style and older children are encouraged to self-serve.
  • Educators and Providersencouragechildren to try new foods.
  • Educators and Providersplan monthly cooking experiences.
  • Educators and Providers plan sensory experiences for all age groups.

b)Goal: support positive and responsive interactions among children, parents, childcare Providers and Educatorsand achieve the foundations of belonging and well-being

c)Goal:encourage the children to interact and communicate in a positive way and support their ability to self-regulate

Approaches:

Positive and Responsive Interactions with Children

  • Educators and Providersgreet every child and parent every day at drop off and pick up times.
  • Educatorsand Providers know all the children and parent’s names.
  • Educators and Providers get down to thechild’s levelto support the play with the children and have many face to face interactions (Reference: The Power of Positive Adult-Child Relationships: Connection is the Key Think, Feel Act Lessons from Research pgs. 5-10, Questions for Reflection and Dr. Jean Clinton videos, Think Feel and Act. Ministry of Education website).
  • Educatorsand Providersspend time each day listening to the children and observing the children at play and follow the child’s lead and interest during play (Reference: The Power of Positive Adult-Child Relationships: Connection is the Key Think, Feel Act Lessons from Research pgs. 5-10,Questoins for Reflection and Dr. Jean Clinton videos, Think Feel and Act, Ministry of Education website).
  • Educators and Providersencourage children to listen to others and share ideas (Reference: The Power of Positive Adult Child Relationships: Connection is the Key Think, Feel, and Act Lessons from Research about Young Children Article by Dr. Jean Clinton pgs.5-10, Questions for Reflection and Dr. .Jean Clinton videos, Think ,Feel and Act. Ministry of Education website).
  • Educators and Providers use a pleasant, calm voice and simple language while making eye-contact (Reference: The Power of Positive Adult Child Relationships: Connection is the Key Think, Feel, and Act Lessons from Research about Young Children Article by Dr. Jean Clinton pgs. 5-10, Questions for Reflection and Dr. Jean Clinton videos, Think, Feel and Act,. Ministry of Education website).
  • Educators and Providersrole-model and help children learn to express their feelings, recognize other’s feelings and help others (Reference: Pickens 2009 and Schulz 2011 research pg. 25; “How Does Learning Happen?” Ontario’s Pedagogy for the Early Years pgs. 24-28).
  • Educators and Providers get to know each child in their group, their interests, backgrounds and current life happenings and respect each child’s individual differences, thoughts ideas and theories.
  • Educators and Providersshare their own interests and backgrounds and current life happenings with their group of children.

Self-Regulation

  • Educators and Providers label how the child is feeling during times of distress and support self-soothing behaviours.
  • Educators and Providers help toddlers use language to express their wants and needs.
  • Educators and Providers help older children recognize stressors and develop the ability to manage their own arousal states (Reference: “How Does Learning Happen?”Ontario’s pedagogy for the Early Years, pg. 33; Calm, Alert, Happy Article by Dr. Stuart Shanker, Think, Feel and Act Lessons from Research pgs.21-25, Questions for Reflection and Dr. Stuart Shanker videos, Think, Feel and Act. Ministry of Education website).
  • Educators and Providershelp children understand expectations of the program by giving simple clear explanations and encourage independence and exploration (Reference: The Power of Positive Adult Child Relationships: Connection is the Key Think, Feel, and Act Lessons from Research about Young Children Article by Dr. Jean Clinton pgs.5-10, Questions for Reflection and Dr. .Jean Clinton videos,Think,Feel and Act, Ministry of Education website).
  • Educators and Providersre-direct children to another area of play when behaviour is challenging or disruptive (Reference: The Power of Positive Adult Child Relationships: Connection is the Key Think, Feel, and Act Lessons from Research about Young Children Article by Dr. Jean Clinton pgs.5-10, Questions for Reflection and Dr. .Jean Clinton videos, Think,Feel and Act, Ministry of Education website).
  • Educatorsand Providersacknowledge children’s accomplishments and work by describing what they have done well (Reference: The Power of Positive Adult Child Relationships: Connection is the Key Think, Feel, and Act Lessons from Research about Young Children Article by Dr. Jean Clinton pgs.5-10, Questions for Reflection and Dr. .Jean Clinton videos, Think,Feel and Act, Ministry of Education website)
  • Educatorsand Providers assist children to problem solve and work together to resolve conflicts and problems.
  • Educators and Providers role-model respect, open communication and positive interactions with children, parents and colleagues.

Positive and Responsive Interactions with Parents

  • Educators and Providerscommunicate daily with parents (via e-mail, verbally, daily charts, wipe off boards, texting, photos, telephone, notes home, Today’s Family Fridge App)to keep them informed about all upcoming events and happenings at the programs and share honest positive feedback about the child’s day.
  • Educators and Providerslet parents know that the parents are their child’s most important first teacher and that we want to work with them as partners.
  • Educators and Providersrespond to inquiries within 24 hours and if unable to resolve an issue to seek help from their Supervisor, Director, or refer to a community professional.
  • Educators and Providers share documentation with the parents.
  • Educators and Providersinclude parents in the program planning and ask them questions about the children’s thinking and theories.
  • The Educators and Providers connect with families and the communities and invite their participation to ensure that environments and experiences reflect and are relevant to children’s everyday lives.

d) Goal: foster the children’s exploration, play and inquiry

e) Goal: provide child-initiated and adult supported experiences

f) Goal: plan for and create positive learning environment and experiences in which each child’s learning and development will be supported

g) Goal: incorporate indoor and outdoor play, as well as active play, rest, quiet time, into the day, and give consideration to the individual needs of the children receiving child care

Approaches:

Program Planning and the Environment as the Third Teacher

  • Educators and Providersorganize materials in the environment to allow easy access and visibility, invite investigation and allow choices (Reference: Think, Feel Act Lessons from Research about Young Children pgs. 11-14).
  • Educators and Providers create environments, both indoor and outdoor, that promote learning through play, discovery, relationships and collaboration (Reference: Research Article Pedagogical Leadership Think, Feel and Act Lessons from Research by Anne Marie Coughlin and Lorrie Baird, pgs. 16-20).
  • Educators and Providersprovide a variety of interesting open-ended materials (loose parts).
  • Educators and Providers have play areas both indoors and outdoors for active and quiet play and space for quiet alone time.
  • Outdoor programming may include sensory (sand), water play, visual arts (easels and drawing materials/clip boards) and incorporate elements of nature, i.e. gardens/pots for planting, bird feeders, bird baths, etc.
  • The Educatorsand Providers create an environment with the children and families that acknowledges and values diversity, and where children can ask questions about gender, physical abilities, race and ethnicity (Reference: Research Article by Carol Anne Wien, Young Children Overturning the Rules and Creating Amiable Classrooms pg. 4).

Flexible Schedule

  • The program schedule is flexible and adapted to meet the needs of the group(Reference: “Untiming the Curriculum: A Case Study of Removing Clocks from the Program “by Carol Anne Wien and Susan Kirby Smith).
  • Educators and Providershave a whole group gathering time to introduce new invitations and provocations to the group, reflect on the previous day’s documentation of the children prior to the block of play time.
  • The groupmeets again at the end of the free-play block of time and/or another convenient time of day to further reflect on what learning took place and ask the children’s questions about their work. The other children will also have the opportunity to ask questions about the children’s work. Each child will have an opportunity to express what they know.

Planning the Program as Co-Learner and Co-Researcher

  • The Educators and Providers participatewith children as a co-learner, co-researcher and co-planner (Reference: “How Does Learning Happen?” Ontario’s pedagogy for the Early Years, pgs.37- 39).
  • Educators and Providers observe the children at play daily and capture it with photographs, written notes, tape recordings and or videotape.
  • Educatorsand Providers share their experienceswith others as well as seek out ideas from others. They listen, observe, document and discuss with others to understand the children’s thinking, theories and processes for learning.
  • Educators and Providers reflect on the observations with their colleagues to decide on next steps and determine what questions to bring back to the children/group and invitations, provocations to plan.
  • Educatorsand Providersmay choose to facilitate topic webs.
  • Educators and Providers create documentation panels that incorporate key componentsfor making thinking visible (Title, Context, Supporting artifacts,Educator Analysis or Interpretation). Documentingwill become a daily habit and at least 2 panels/learning stories will be created/month/program room/Provider home.
  • Educators and Providersmay use“AFramework for Looking at Documentation” (Reference: A Framework for Looking at Documentation by Karyn Callaghan).
  • The documentation panelsare displayed in the programroom on the wall and/or in a binder for the parents to view and children and Educators to reflect upon.

h) Goal: foster the engagement of ongoing communication with parents about the program and their children

Approaches:

Parent Engagement

  • Educators and Providers talk with parents daily and provide open honest feedback about the children’s experiences and learning that happened throughout the day.
  • Educatorsand Providersinvite parents to participate in the program as a resource to assist the children with answers to their research questions.
  • Educatorsand Providers ask parents to assist with helping the children research their learning questions at home and give parents questions to work on with their children (Reference: Parent Engagement Parents as Active Participants Think, Feel, Act video with Karyn Callaghan, Ministry of Education website).
  • Educatorsand Providers invite parents to volunteer in the program and or on field trips.
  • Parents are invited to participate on Parent Advisory committees to assist with the development of the survey and provide feedback on the survey results and overall program.
  • Educators and Providers share the documentation with the parents and include parents in the program planning by asking them questions about the children’s thinking and theories

Goal:Community Engagement