Play Based and Child Lead
The Importance of Early Learning
The emotional, social and physical development of young children has a direct effect on their overall development and on the adult they will become. That is why understanding the need to invest in very young children is so important, so as to maximize their future well-being.
Children’s early experiences – the bonds they form with their parents and their first learning experiences – deeply affect their future physical, cognitive, emotional and social development.
Optimizing the early years of children’s lives is the best investment we can make as a society in ensuring their future success.
Curriculum
We use the emergent curriculum that is based on the interests and needs of the children. This is what guides the activities, and materials provided. The RECE’s (Registered Early Childhood Educators) observe the children in play, see what their interests are, which skills, and which learning domain are being practiced, and plan the curriculum accordingly. They establish a flexible program in an inclusive, supportive, and non-discriminatory environment.
Through experience, continuous research, and professional learning, the RECE’s can determine where the children are developmentally, which activities and materials would benefit their learning, and which interests the children would like to elaborate on. These elaborations can grow into projects that reflect the interests of the children, in which the RECE’s will guide them and offer materials and activities. RECE’s will record, document, create a child’s portfolio of learning in the 'Brightwheel" child care app, and in collaboration with the children create storyboards, and learning stories.
We strive to provide a stimulating program that offers services to children, families and the community, within the framework of the Child Care and Early Years Act and ideologies in Ontario’s Pedagogy for the Early Years “How Does Learning Happen” the emergent curriculum, inspired by Montessori, Outdoor schooling, Waldorf and Nordic Pedagogy.
The emergent curriculum
The emergent curriculum is organized around the following 5 areas of development:
* Physical (gross and fine motor)
* Social (awareness, respect, ability to share and cooperate)
* Communication (verbal and nonverbal)
* Self-esteem (self-awareness and positive self-image)
* Cognitive (comprehension, problem solving, and skill acquisition)
Ontario’s pedagogy for the early years ‘How Does Learning Happen’
IMPORTANCE OF EARLY CHILDHOOD EDUCATION
Ontario’s Pedagogy for the Early Years has been an integral part of daily practice at Child Care and Early Learning at The Queensway.
BELONGING
Every child has a sense of belonging when he or she is connected to others and contributes to their world. Our programs cultivate authentic, caring relationships and connections to create a sense of belonging among children, adults, and the world around them.
WELL-BEING
Every child is developing a sense of self, health, and well-being. Our programs nurture children’s healthy development and support their growing sense of self.
ENGAGEMENT
At Child care and Early Learningat The Queensway, every child is an active and engaged learner who explores the world with body, mind, and senses. Our programs provide environments and experiences to engage children in active, creative, and meaningful exploration, play, and inquiry.
EXPRESSION
Every child is a capable communicator who expresses himself or herself in many ways. Our programs foster communication and expression in all forms.
Our program provides the children with a structured schedule throughout the day. Knowing what to expect, provides a feeling of familiarity, security, belonging, and being in control of their own self, and onces day.
The schedule provides large blocks of time for free play, and organic programming. It has set times for meals, naps, resting, indoor, outdoor play, and water breaks.
We focus on interpersonal communication, emotional vocabulary, self regulation, selfcare, mindfulness, caring for your friends, your environment, life skills, and sustainably.
We regularly engage in art, and sensory activities. The children get to choose how to use the materials given (process art), but are provided with support and assistance if/when needed.
The free play time blocks are a minimum of an hour to guarantee the children have the opportunity to emerge themselves fully in their play.
Activities will be set up in advance, so the children will always be provided with new and interesting materials and toys, that matches their interests and emerging/developing skills.
The group activities are daily events. We enjoy reading books and discussing them together. We like singing, dancing, playing music, and making music on many different instruments.
We prep our lunch together on the big table and we talk about the food we are making, and we talk about our days and life questions during mealtimes.
We offer the children a wide variety of sensory play. King of sensory is water and sand. We offer these both during outdoor play temperature permitting. Water and sand are in close proximity and are allowed to be mixed. But also thinks of playdough, paint and sensory bins. Sensory bins large trays, filled with different materials every time such as paper shred, cotton balls, or pompoms. These bins are then complimented with tools such as scoops, funnels, buckets, magnifying glasses, and others.
“Little ones learn with their whole bodies. Sensory activities are a very important part of that whole body learning. Sensory play exposes children to many new experiences, textures, and materials. It is calming for many children and also presents children with lots of new language that they might not otherwise experience – rough, smooth, clumpy, brittle …”
‘SENSORY ACTIVITIES FOR TODDLERS’, November 2, 2016 by Sarah,
retrieved from: https://www.howweelearn.com/sensory-activities-for-toddlers/
At this website one can find tons of fun, and educational ideas for sensory bins that can easily be done at home.
The art materials are always available to the children. Each child has their own basket with tools and materials ready to be used at any time.
At times of events or special occasions the children will be provided with art materials related to these. We engage in process art only with the exeption of coloring pages.
The art is always different as it should be. We do try to be conscious about the materials we use and try to reuse as a first choice.
An abundance of art can make great birthday cards, I once got as a tip from a smart mama. I love that one so much it is my to go to now 🥰🌏!
After the morning outdoor playtime and before lunch, there is time for the children to cuddle up in a comfy chair with a book. To have a restful moment after so much active play gets the children in the right mindset to have the calmness in their bodies to sit ‘still’ on the table for a moment and to enjoy their lunch. After they all read a book or two, the RECE reads a special book for the group to enjoy listening together.
In the afternoon there’s a good opportunity to play some music together. The children have renewed energy after their naps, and are ready to get active. This is guided by different songs played on our music player. We use different language/ culture music and songs. Songs with gestures and movement. And we use the instruments from our well stocked collection.
The felt board stories are a fun way to read books in a interactive way. The book has the characters of the story, made into felt pieces. The children can hold these in their hands while reading the story and when their character comes up, they get the opportunity to stick the felt piece onto the felt board. Think of stories like, ‘Brown Bear, Brown Bear, What Do You See?’, and ‘The Very Hungry Caterpillar’. (On hold due to COVID, replaced by audio book)
In today’s age people are starting to see the importance of mental health, and the value of mindful living. We think as well this is very important and it goes hand in hand with our yoga. We take a moment each day with the children to stand still, ground our bodies, focus on our breathing and just be. We do this under the guidance of some calming music, after which we continue with our yoga routine.
Yoga is a wonderful way to exercise, and accessible for all ages. Our program is developed especially for children. We practice our yoga routine daily. It is a fun way of getting into the habit of exercising, and it is beneficial for the rest of your life.
We have a wonderful vegetable garden each year. The children get the opportunity to create their own vegetable garden and by doing so they learn a great deal about how food is grown.
The excitement of eating your own grown veggies is unimaginable and creates the willingness to eat and try a wide variety of fruits and vegetables. It also seems to reduce ‘picky eater’ behavior.
We extend this project into the kitchen. It provides us with organic, biological and very local fruits and vegetables, as well as plenty of opportunity for the children to cook their own food. This increases their interest and knowledge for healthy eating habits and creates a solid base for future cooking skills.
During the winter we will make an effort to go out every day for two hours weather permitting. If the feel temperature goes below -10, we stay inside, rain, biting wind, we are inside. But as soon as we got a good day, we are out there!
Summer time is the opposite. We will be outside as much as we can. During the hot hours of 11am to 3.30pm we will be inside. The rest of the day we will make an effort to get as much outside time as the children desire.