7. Providing independent experiences through different mediums for children, creative art promotes self-expression and individuality. Regular expectations within the Daily Schedule and children's interests allow for the time to complete/extend the creative process. "Encouraging the creative expression of ideas, feelings, and interpretations using a variety of materials also helps solidify children’s learning, enhances their creative problem-solving and critical thinking skills, and strengthens their memory and sense of identity" (HDLH, p. 42). In support of this, we will provide an art program that allows for time to complete/extend the creative process. Safe art materials and equipment will be accessible to children and that are developmentally-appropriate. Materials reflecting diverse skin tones are placed in an inclusive manner.

​

8. A cozy and inviting environment is created to encourage natural opportunities for language and literacy enjoyment. Children are able to retell stories and situations with the accessible props, thus providing opportunities to enhance storytelling experiences and language development. "Programs can best support emerging literacy skills by providing open-ended materials that foster imagination and symbolic play, including signs, symbols, and props that support print awareness in authentic contexts; by encouraging children to engage in play with words and sounds in song and rhyme; and by offering numerous opportunities for children to share books and stories." (HDLH, p. 42). In support of this, we will provide books, language and literacy materials and programming that provides opportunities for enriched, extended learning possibilities. All books, language and literacy materials will reflect diverse people/cultures, disabilities, different languages and real images.

​

9. Staff will expose children to various materials and accessories to promote natural opportunities for the development of language and literacy. Planning language and literacy experiences every day encourages the children to use and develop their vocabulary, their questioning skills and recall abilities. "Programs can best support emerging literacy skills by providing open-ended materials that foster imagination and symbolic play, including signs, symbols, and props that support print awareness in authentic contexts; by encouraging children to engage in play with words and sounds in song and rhyme; and by offering numerous opportunities for children to share books and stories." (HDLH, p. 42). In support of this, we will incorporate language and literacy materials into one other learning area; label shelves and toy bins with words and pictures; have two or more language and literacy learning experiences planned (and documented) daily; expose the children to different languages; encourage staff to use more than one form of communication; provide families opportunities to access literacy materials; and, expose the children to community language and literacy experiences at least monthly).

​

10. By exposing children to an assortment of cultural music and musical genres, staff are promoting skills such as language development, rhythm awareness, self-regulation and self-concept. "Creating and designing fuse together the cognitive, emotional, and physical domains – thinking, feeling, and doing. Encouraging the creative expression of ideas, feelings, and interpretations using a variety of materials also helps solidify children’s learning, enhances their creative problem-solving and critical thinking skills, and strengthens their memory and sense of identity." (HDLH, p. 42). In support of this, we will provide music and accessories and programming that are age-appropriate and are played in a meaningful manner that benefits the learning opportunities and experiences during the day.

11. We will promote daily active physical play learning experiences for children. "Through active play and physical exploration, children gain increasing levels of independence, learn to persevere and practice self-control, and develop a sense of physical, emotional, and intellectual mastery and competence." (HDLH, pp. 29-30). In support of this, we will deliver physical play learning experiences where children are given choices of physical play learning experiences both in the morning and afternoon, whether indoor or outdoor (in all different weather conditions) which are planned and/or documented.

​

12. Provide access to an ample selection of props and blocks, with which children can build, create and explore concepts. Offer play that develops spatial awareness, manipulation of 2-D and 3-D materials and problem solving. Block play offers opportunities to work together, imagine, learn about cause and effect, patterning and sequencing that is child initiated. Ensure spontaneous cognitive and manipulative learning experiences occur throughout the day. "Through play and inquiry, young children practice ways of learning and interacting with the world around them that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities vital for success throughout school and beyond." (HDLH, p. 15). In support of this, we will offer a program that supports the development of cognitive and manipulative skills of the children based on their cues and interests. Children will have access to a selection of accessories and blocks, with which they can build, create and explore concepts.

​

13. Provide children daily experiences with a multitude of materials and accessories to encourage a natural play environment that enhances cognitive development. Ensure spontaneous cognitive and manipulative learning experiences occur throughout the day. Planned and/or documented cognitive and manipulative experiences will lead children to higher learning, based on the children's observed cues and interests. "The focus is not on teaching a body of knowledge or a predetermined set of topics. Nor is it centred on children’s achievement of a specific skill set. In the early years, programs are most effective when the content of learning is focused on supporting the development of strategies, dispositions, and skills for lifelong learning through play and inquiry." (HDLH, pg15). In support of this, we will offer a program that supports the development of cognitive and manipulative skills of the children based on their cues and interests. Children will have access to a selection of accessories and materials, such as counting and sorting games, puzzles, cause and effect toys, lacing beads, sewing cards and shape sorters, etc.

14. Provide children an environment and accessories, in good condition, which promotes imaginative play with three or more role-playing possibilities. Prop boxes will be used to enhance the area and the program plan focus. Children enhance their social interaction skills, emotional development and language extension through open-ended play. Mirrors in the dramatic area allow the children to see themselves from a different perspective "As children engage in various forms of social play and are supported to recognize the varied capabilities and characteristics of other children, they learn to get along with others; to negotiate, collaborate, and communicate; and to care for others." (HDLH, p. 24). In support of this, we will offer Dramatic Play accessories and environment, and a program to engage in this environment.

15. Utilize guidelines for children to encourage safe, developmentally-appropriate electronic media usage. Guidelines may include, but not exclusive to, frequency of use, duration, and sign-up sheet. Parents/guardians will be made aware in advance of media used in the classroom, and resources will be available for alternative learning opportunities. Monitor games brought from home or usage of Internet within the room.

16. Compliance with the Regional Public Health procedures and practices to ensure we will provide physical, instructional, and early learning and care supports for staff for diapering/toileting routines. In support of this, all accessories and washroom fixtures are in good condition and all diapering supplies are available and close at hand. Diapering procedures are posted in the washroom or are taken by staff into the shared washroom when they are diapering children. There are also picture symbol schedules posted in the diapering/toileting area that shows children what happens next during the diapering/toileting routine.

17. Make food and eating time positive learning experiences that promote social interactions and self-help skills. Staff will encourage children to have a healthy respect for food and eating. Use this time to engage and develop relationships with all of the children. In support of this we will ensure that staff encourage and never force children to eat food; staff sit with the children while serving at the table; the children sit in small groups during meal and snack times; children self-serve all foods; and, children assist with meal and snack routines.

18. Ensure age and developmentally appropriate utensils, dishes and furnishings to enable safe, and successful eating times. In support of this we will developmentally-appropriate eating utensils, dishes and furnishings are available in the room.

19. Ensure crib or cot and bedding is hygienically maintained and that each child has their own designated crib or cot. Staff show flexibility with regards to the routine of the room and the cues of the children. Parents are engaged for guidance in sleep routines as appropriate. Pay attention to how we are meeting the needs of the children and what changes need to occur if we are not. In support of this we will provide a smooth transition from activity or lunch to rest time.

20. Ensure all materials, play equipment, furnishings and fixed fixtures are in good working order, clean and safe for the children and staff. Provide health and safety resources on topics that are relevant to the children and families at the Centre. "A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress" (HDLH, pg 30). In support of this we will remove anything that is potentially dangerous to children. Anything done to maintain cleanliness, including toy and equipment washing will follow the current Regional Public Health cleaning guidelines and schedules.

21. Ensure compliance to Regional Public Health requirements for toy and equipment washing as part of providing a clean and sanitary environment. In support of this we will ensure that the toy and play equipment washing schedule identifies categories of toys and play equipment, and that it is signed and/or initialed and dated by staff when complete; as soon as toys and/or play equipment become soiled, they are properly cleaned.

22. Ensure environment and practices for proper hand hygiene procedures that promote healthy living. Support the individual child's lifelong learning of proper hand hygiene. In support of this we will have staff role-model proper hand-washing procedures for the children through the use of the visual hand-washing schedules. Glove usage provides barriers to potential illnesses and exposure to harmful materials and will be worn by staff when necessary. The Centre supervisor will monitor the staff's hand hygiene practices to support awareness and healthy habits.

23. Transitions are a challenge and an opportunity for children. Staff will have better awareness of the individual children's cues while children further develop their self-regulation and self-help skills at these times. Positive interactions during transitions provide a supportive learning environment. In support of this, we will transition children in small groups and provide props and visuals to facilitate smooth transitions. Staff will be aware at all times of the number and names of children that are in their care. Documentation accurately reflects the location of all children in care throughout the day. Staff will ensure all arrival and departure times are accurately documented on the Main Attendance Record in pen.

24. Ensure awareness at all times of the number and names of children that are in care. Ensure documentation on the Main Attendance Record accurately reflects the location of all children in care throughout the day. All arrival and departure times are accurately documented in pen. Complete written verification after all staff and child transitions. In support of this, we will ensure that the Main Attendance Record always accompanies the whole group and that it reflects the names of the children who have left the group/room for small group learning experiences, or have departed for the day. A portable attendance record will accompany a small group of children when they are in a different room.

25. Ensure all adults promote a positive and supportive approach to all interactions with all children, peers and other adults in the room. Role-model appropriate social skills throughout the day to support learning and growth. "When educators believe that all children have the right to participate and when they use inclusive approaches, they are more likely to find ways to reduce barriers, understand how each child learns, and create environments and experiences that are meaningful and engaging" (HDLH, pg 36). In support of this, we will ensure that staff direct positive attention to all children, maintain a positive tone of voice, model positive non-verbal communication skills, display empathy and use teachable moments to further develop positive social behaviours.

26. Staff operate as a team and with the engaged awareness to ensure supervision of the whole environment and safety of all. In support of this, we will ensure staff communicate with each other the location of the children and work together to ensure the whole room environment is supervised at all times.

27. Support staff in their competencies to follow the cues of children and provide interactions that encourage children to extend their learning with activities that interest them and choices that support their learning goals. "When children initiate experiences, generate ideas, plan, and problem-solve, make meaningful choices, and act spontaneously through play, they are more likely to be happy and get along well with others, to have lower levels of stress, and to be attentive and motivated to learn" (HDLH pg 35). In support of this, we will provide children with choices, time and materials so that they may follow their own learning goals.

28. Promote interaction with children in a way that fosters self-esteem. Support the children as they learn to self-regulate their emotions and to recognize empathy. "Studies show that when educators modeled and helped children express feelings, recognize others’ feelings, and help others, children developed positive social skills such as perspective taking, empathy, and emotion regulation and were less likely to engage in problematic behaviours."(HDLH, pg 24-25). In support of this, we will ensure that staff role-model how to accomplish tasks, address children by their real name, assist children to process their own emotions and learn to identify the emotions of others, and provide encouragement on how tasks are completed.

29. Promote use of developmentally appropriate and individually tailored strategies to support the behaviour management of the children. “… an approach that emphasizes listening, responding to, and building on child-initiated communication and conversation can be a more effective way to promote children’s language acquisition and their development of social skills, empathetic understanding, and ability to pay attention" (HDLH, pg 41). In support of this, staff will use developmentally-appropriate strategies to support the behaviour of the children within the room, while also role-modelling positive guidance strategies and encouraging children to problem solve as needed. Staff will consistently use developmentally-appropriate strategies when re-directing the children and they will be aware of the individual behaviours of the children in their care and can anticipate potential situations.

30. Encourage staff to balance verbal/non-verbal interactions with children. Support them to provide experiences and opportunities to assist in extending the learning with all children. Help them play and role-model positive social interactions with the children. "When educators are aware of and able to understand and respond to the many “languages” children use to communicate, they give every child a “voice”" (HDLH, pg 41). In support of this, we will ensure that staff allow children to respond by using language or gestures, responding to gestures initiated by children. Staff will model active listening skills; will participate in play with the children; and, where possible they will use language to extend the children’s vocabulary. Staff will also encourage verbal and non-verbal interactions between children.

31. Support staff to use observations, past knowledge and the cues of the children to extend learning and encourage opportunities to support the child's individual learning path. Support them to encourage the children to question, problem-solve and experiment. "When educators are aware of and able to understand and respond to the many “languages” children use to communicate, they give every child a “voice”" (HDLH, pg 41). In support of this, staff will balance verbal/non-verbal interactions with children, while providing experiences and opportunities to assist in extending the learning with all children. Staff will play and role-model positive social interactions with the children.

32. Ensure good nutrition and safe food preparation. In support of this, we will ensure that children are being offered nutritional well-balanced meals and snacks that reflect the Child Care and Early Years Act (CCEYA) standards. All menus will be reviewed by a trained nutrition professional to ensure that the food is meeting each child’s nutritional needs and that portions are planned and offered according to the developmental stage and age of the children. Snacks and meals are varied throughout the week so that children are not eating the same thing every day. Children who have allergies, special diets, food intolerance, special needs, medical needs, parental preferences or observances are provided with nutritional adaptations. These adaptations are up-to-date and identified throughout the Centre in each room. When the planned food and/or beverage items are not available, we will provide the children with a variety of nutritional alternatives. All handling of food and preparation areas are safe and sanitary, and some staff are trained in safe food preparation. Families are also provided with resources to guide them in providing their children with nutritional well-balanced meals.

33. Ensure children are able to engage in outdoor play experiences safely, while being well-shaded and well-supervised. Physical play contributes to children's well-being through sport play; children learn turn taking, communication, sharing, good sportsmanship as well as gross motor skills. Developmentally-appropriate 3-D materials, balls and equipment are in good condition and accessible to children. "Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them." (HDLH, pg 19). In support of this, we will ensure that time is scheduled to setup the playground or indoor gross motor play areas prior to children having access to it to decrease wait times and maximize children’s participation. We will also ensure that any unsafe conditions or situations are quickly remedied and that staff have access to a communication device to quickly obtain assistance when needed and a first aid kit will be accessible to staff outside to deal with emergencies promptly. Storage will be provided for all outdoor equipment to ensure that it is stored and maintained in a safe manner. Resources are provided to families to assist them in accessing programs and information within the community.

34. Ensure collaboration with local community partners. “Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them. It fosters a sense of belonging to the local community, the natural environment, and the larger universe of living things” (HDLH p19.). In support of this, we will ensure that staff has up-to-date community information for parents about the elementary schools and family support programs within the neighbourhood and that communication exists between the Centre and the schools and support programs. We will plan events and invite or collaborate with the neighbourhood schools and family support programs. We will ensure that meetings take place between the staff and school staff for the organization and collaboration for programming for individual children and that the sharing of information for individual children takes place only after the appropriate forms have been signed by both the parents and staff.

35. Support staff in continuous growth and professional learning. Research, theory and practice suggests that one of the things important to achieve a high quality program is to “provide ongoing opportunities for educators to engage in critical reflection and discussion with others about pedagogy and practice to support continuous professional learning and growth”.

Plan of Action:

School-Age Program

1. Being aware of how the day is planned allows for consistency, self-regulation, minimizes negative behaviors and promotes general well-being. "A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress." (HDLH, p. 30). In support of this, we will prepare and post (in a place accessible to both parents and staff) a daily written and visual schedule that lists and shows (using real photos) when the activities and events will occur throughout the day.

2. An intentional plan for learning experiences that children will be exposed to, promotes the on-going learning opportunities and developmental growth for all children enrolled in the program. "As defined in Early Learning Framework, early years curriculum is the sum total of experiences, activities, and events that occur within an inclusive environment designed to foster children’s well-being, learning, and development and ensure meaningful participation for every child. It begins with an informed understanding of what children are capable of learning and how they learn effectively; it sets out goals for children’s learning and development, health, and well-being; and it provides direction for educators." (HDLH, p. 15). In support of this, we will prepare a Program Plan that describes the specific learning experiences planned for the children or documented by the end of the day in each curriculum area. The Program Plan will be posted in a place that is accessible to parents in the classroom or at the entrance to the classroom.

3. Staff will use their observations, knowledge of child development and the children's cues to promote continuous learning opportunities. Staff will share with, and encourage families to be active participants in their child's care environment "Educators are reflective practitioners who learn about children using various strategies. They listen, observe, document, and discuss with others, families in particular, to understand children as unique individuals. They observe and listen to learn how children make meaning through their experiences in the world around them. Educators consider their own practices and approaches and the impacts they have on children, families, and others. Educators use this knowledge, gained through observing and discussing with others, and their professional judgment to create contexts to support children’s learning, development, health, and well-being." (HDLH, p. 19). In support of this, we will undertake to deliver learning experiences that meet the individual physical, social, emotional and intellectual development of the children.

4. Play equipment, furnishings, and learning environments will be developmentally-appropriate and safe for children. Materials reflecting people with disabilities/diverse cultures will be placed in an inclusive

manner throughout the room. "Children thrive in indoor and outdoor spaces that invite them to investigate, imagine, think, create, solve problems, and make meaning from their experiences – especially when the spaces contain interesting and complex open-ended materials that children can use in many ways." (HDLH, p. 20). In support of this, we will ensure an inclusive indoor physical environment that is reflected in many different ways, such as planned learning experiences, displays, art materials, books, music, props, accessories and language.

5. A visual environment created through displays that are inclusive and are changed regularly to reflect the recent interests and artwork created by the children promotes well-being. "Enabling children to develop a sense of belonging as part of a group is also a key contributor to their lifelong well-being. A sense of belonging is supported when each child’s unique spirit, individuality, and presence are valued." (HDLH, p. 24). In support of this, we will create a visual environment through displays that are the children's eye level, which promotes spontaneous interactions, logical thinking and memory recall. Displays will include parent participation in the program and encourage community involvement. Displays of people with disabilities, diverse cultures and family structures will also be placed in an inclusive manner throughout the room.

6. We will offer diversity in play equipment and toys as it relates to race, culture, gender, age, language, family status and ability. “Developing policies, practices, and environments that respect and support inclusion (HDLH, p. 27) is one way to create a sense of belonging for children.

7. Providing independent experiences through different mediums for children, creative art promotes self-expression and individuality. Regular expectations within the Daily Schedule and children's interests allow for the time to complete/extend the creative process. "Encouraging the creative expression of ideas, feelings, and interpretations using a variety of materials also helps solidify children’s learning, enhances their creative problem-solving and critical thinking skills, and strengthens their memory and sense of identity" (HDLH, p. 42). In support of this, we will provide an art program that allows for time to complete/extend the creative process. Safe art materials and equipment will be accessible to children and that are developmentally-appropriate. Materials reflecting diverse skin tones are placed in an inclusive manner.

8. A cozy and inviting environment is created to encourage natural opportunities for language and literacy enjoyment. Children are able to retell stories and situations with the accessible props, thus providing opportunities to enhance storytelling experiences and language development. "Programs can best support emerging literacy skills by providing open-ended materials that foster imagination and symbolic play, including signs, symbols, and props that support print awareness in authentic contexts; by encouraging children to engage in play with words and sounds in song and rhyme; and by offering numerous opportunities for children to share books and stories." (HDLH, p. 42). In support of this, we will provide books, language and literacy materials and programming that provides opportunities for enriched, extended learning possibilities. All books, language and literacy materials will reflect diverse people/cultures, disabilities, different languages and real images.

9. Staff will expose children to various materials and accessories to promote natural opportunities for the development of language and literacy. Planning language and literacy experiences every day encourages the children to use and develop their vocabulary, their questioning skills and recall abilities. "Programs can best support emerging literacy skills by providing open-ended materials that foster imagination and symbolic play, including signs, symbols, and props that support print awareness in authentic contexts; by encouraging children to engage in play with words and sounds in song and rhyme; and by offering numerous opportunities for children to share books and stories." (HDLH, p. 42). In support of this, we will incorporate language and literacy materials into one other learning area; label shelves and toy bins with words and pictures; have two or more language and literacy learning experiences planned (and documented) daily; expose the children to different languages; encourage staff to use more than one form of communication; provide families opportunities to access literacy materials; and, expose the children to community language and literacy experiences at least monthly).

10. Utilize guidelines for use of TV and Films to encourage safe, developmentally-appropriate usage for children. Guidelines may include, but not exclusive to, frequency of use, duration, content, and sign-up sheets. Parents/guardians will be made aware in advance of usage in the classroom, and resources will be available for alternative learning opportunities.

11. Utilize guidelines to encourage safe, developmentally-appropriate computer usage for children. Parents/guardians will be made aware in advance of computer usage in the classroom, and resources will be available for alternative learning opportunities. Guidelines may include, but not exclusive to, frequency of use, duration, and sign-up sheet. Staff will monitor/supervise usage. In support of this, we will ensure a Computer Usage environment that is safe and educational for the children, and will be closely monitored/supervised by staff.

12. Provide children an environment and accessories, in good condition, which promotes imaginative play with three or more role-playing possibilities. Prop boxes will be used to enhance the area and the program plan focus. Children enhance their social interaction skills, emotional development and language extension through open-ended play. Mirrors in the dramatic area allow the children to see themselves from a different perspective "As children engage in various forms of social play and are supported to recognize the varied capabilities and characteristics of other children, they learn to get along with others; to negotiate, collaborate, and communicate; and to care for others." (HDLH, p. 24). In support of this, we will offer Dramatic Play accessories and environment, and a program to engage in this environment.

13. Provide access to an ample selection of props and blocks, with which children can build, create and explore concepts. Offer play that develops spatial awareness, manipulation of 2-D and 3-D materials and problem solving. Block play offers opportunities to work together, imagine, learn about cause and effect, patterning and sequencing that is child initiated. Ensure spontaneous cognitive and manipulative learning experiences occur throughout the day. "Through play and inquiry, young children practice ways of learning and interacting with the world around them that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities vital for success throughout school and beyond." (HDLH, p. 15). In support of this, we will offer a program that supports the development of cognitive and manipulative skills of the children based on their cues and interests. Children will have access to a selection of accessories and blocks, with which they can build, create and explore concepts.

14. Provide access to an ample selection of age-appropriate games and game accessories. “Programs are most effective when the content of learning is focused on supporting the development of strategies, dispositions, and skills for lifelong learning through play and inquiry” (HDLH p.15). In support of this, we will offer games, game activities and accessories that are age- and developmentally-appropriate, as well as being educational and fun for the children.

15. Materials reflecting sensory, science and nature encourage children to explore through cause and effect experimentation and observation. Continual exposure to these materials and experiences allow children to learn more about their environments. "Optimal conditions for learning occur when we are fully engaged. For children, this happens in play that evolves from the child’s natural curiosity – active play that allows children to explore with their bodies, minds, and senses, stimulating them to ask questions, test theories, solve problems, engage in creative thinking, and make meaning of the world around them. These investigations through play fuse intellect and feeling to help children make connections and develop the capacity for higher-order thinking." (HDLH, p. 35). In support of this, we will provide a Sensory program that includes documented learning experiences referring to one or more of the five senses, and a Science and Nature program that provides the children with the opportunity to experience natural objects and/or events.

16. We will promote daily active physical play learning experiences for children. "Through active play and physical exploration, children gain increasing levels of independence, learn to persevere and practice self-control, and develop a sense of physical, emotional, and intellectual mastery and competence." (HDLH, pp. 29-30). In support of this, we will deliver physical play learning experiences where children are given choices of physical play learning experiences both in the morning and afternoon, whether indoor or outdoor (in all different weather conditions) which are planned and/or documented.

17. To “allow every child to participate and be challenged in meaningful ways” (HDLH p.29) in physical activities and active play indoors or outdoors, we will supply appropriate and ample active play equipment for the number of children enrolled. In support of this, we will ensure that time is scheduled to setup the playground or indoor gross motor play areas prior to children having access to it to decrease wait times and maximize children’s participation. We will also ensure that any unsafe conditions or situations are quickly remedied and that staff have access to a communication device to quickly obtain assistance when needed and a first aid kit will be accessible to staff outside to deal with emergencies promptly. Storage will be provided for all outdoor equipment to ensure that it is stored and maintained in a safe manner. Resources are provided to families to assist them in accessing programs and information within the community.

18. Make food and eating time positive learning experiences that promote social interactions and self-help skills. Staff will encourage children to have a healthy respect for food and eating. Use this time to engage and develop relationships with all of the children. In support of this we will ensure that staff encourage and never force children to eat food; staff sit with the children while serving at the table; the children sit in small groups during meal and snack times; children self-serve all foods; and, children assist with meal and snack routines.

19. Ensure age and developmentally appropriate utensils, dishes and furnishings to enable safe, and successful eating times. In support of this we will developmentally-appropriate eating utensils, dishes and furnishings are available in the room.

20. Ensure accessible washroom facilities for all enrolled children. Ensure compliance with the Regional Public Health procedures and practices. In support of this we will provide washroom facilities, and supplies, and personal hygiene and body development related information resources for the children in both written and pictorial form.

21. Ensure all materials, play equipment, furnishings and fixed fixtures are in good working order, clean and safe for the children and staff. Provide health and safety resources on topics that are relevant to the children and families at the Centre. "A safe environment that offers consistency and continuity as well as graduated support for children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress" (HDLH, pg 30). In support of this we will remove anything that is potentially dangerous to children. Anything done to maintain cleanliness, including toy and equipment washing will follow the current Regional Public Health cleaning guidelines and schedules.

22. Ensure compliance to Regional Public Health requirements for toy and equipment washing as part of providing a clean and sanitary environment. In support of this we will ensure that the toy and play equipment washing schedule identifies categories of toys and play equipment, and that it is signed and/or initialed and dated by staff when complete; as soon as toys and/or play equipment become soiled, they are properly cleaned.

23. Ensure environment and practices for proper hand hygiene procedures that promote healthy living. Support the individual child's lifelong learning of proper hand hygiene. In support of this we will have staff role-model proper hand-washing procedures for the children through the use of the visual hand-washing schedules. Glove usage provides barriers to potential illnesses and exposure to harmful materials and will be worn by staff when necessary.

24. Ensure environment and practices for proper hand hygiene by staff that promote healthy living. In support of this the Centre supervisor will monitor the staff's hand hygiene practices to support awareness and healthy habits; and, glove usage provides barriers to potential illnesses and exposure to harmful materials and will be worn by staff when necessary.

25. Transitions are a challenge and an opportunity for children. Staff will have better awareness of the individual children's cues while children further develop their self-regulation and self-help skills at these times. Positive interactions during transitions provide a supportive learning environment. In support of this, we will transition children in small groups and provide props and visuals to facilitate smooth transitions. Staff will be aware at all times of the number and names of children that are in their care. Documentation accurately reflects the location of all children in care throughout the day. Staff will ensure all arrival and departure times are accurately documented on the Main Attendance Record in pen.

26. Ensure awareness at all times of the number and names of children that are in care. Ensure documentation on the Main Attendance Record accurately reflects the location of all children in care throughout the day. All arrival and departure times are accurately documented in pen. Complete written verification after all staff and child transitions. In support of this, we will ensure that the Main Attendance Record always accompanies the whole group and that it reflects the names of the children who have left the group/room for small group learning experiences, or have departed for the day. A portable attendance record will accompany a small group of children when they are in a different room.

27. Ensure all adults promote a positive and supportive approach to all interactions with all children, peers and other adults in the room. Role-model appropriate social skills throughout the day to support learning and growth. "When educators believe that all children have the right to participate and when they use inclusive approaches, they are more likely to find ways to reduce barriers, understand how each child learns, and create environments and experiences that are meaningful and engaging" (HDLH, pg 36). In support of this, we will ensure that staff direct positive attention to all children, maintain a positive tone of voice, model positive non-verbal communication skills, display empathy and use teachable moments to further develop positive social behaviours.

28. Staff operate as a team and with the engaged awareness to ensure supervision of the whole environment and safety of all. In support of this, we will ensure staff communicate with each other the location of the children and work together to ensure the whole room environment is supervised at all times.

29. Support staff in their competencies to follow the cues of children and provide interactions that encourage children to extend their learning with activities that interest them and choices that support their learning goals. "When children initiate experiences, generate ideas, plan, and problem-solve, make meaningful choices, and act spontaneously through play, they are more likely to be happy and get along well with others, to have lower levels of stress, and to be attentive and motivated to learn" (HDLH pg 35). In support of this, we will provide children with choices, time and materials so that they may follow their own learning goals.

30. Promote interaction with children in a way that fosters self-esteem. Support the children as they learn to self-regulate their emotions and to recognize empathy. "Studies show that when educators modeled and helped children express feelings, recognize others’ feelings, and help others, children developed positive social skills such as perspective taking, empathy, and emotion regulation and were less likely to engage in problematic behaviours."(HDLH, pg 24-25). In support of this, we will ensure that staff role-model how to accomplish tasks, address children by their real name, assist children to process their own emotions and learn to identify the emotions of others, and provide encouragement on how tasks are completed.

31. Promote use of developmentally appropriate and individually tailored strategies to support the behaviour management of the children. “… an approach that emphasizes listening, responding to, and building on child-initiated communication and conversation can be a more effective way to promote children’s language acquisition and their development of social skills, empathetic understanding, and ability to pay attention" (HDLH, pg 41). In support of this, staff will use developmentally-appropriate strategies to support the behaviour of the children within the room, while also role-modelling positive guidance strategies and encouraging children to problem solve as needed. Staff will consistently use developmentally-appropriate strategies when re-directing the children and they will be aware of the individual behaviours of the children in their care and can anticipate potential situations.

32. Staff will initiate and build on conversations with and between children. "When educators are aware of and able to understand and respond to the many “languages” children use to communicate, they give every child a “voice”" (HDLH, pg 41). In support of this, we will ensure that staff allow children to respond by using language or gestures, responding to conversations initiated by children. Staff will model active listening skills; will participate in play with the children; and, where possible they will use language to extend the children’s vocabulary. Staff will also encourage verbal and non-verbal interactions between children.

33. Support staff to use observations, past knowledge and the cues of the children to extend learning and encourage opportunities to support the child's individual learning path. Support them to encourage the children to question, problem-solve and experiment. "Educators can gain a deeper understanding of children’s developing skills and evolving learning approaches and can support new learning by collaborating with children in discovery and sustained, shared thinking" (HDLH, pg 35). In support of this, staff will balance verbal/non-verbal interactions with children, while providing experiences and opportunities to assist in extending the learning with all children. Staff will play and role-model positive social interactions with the children.

34. Ensure good nutrition and safe food preparation. In support of this, we will ensure that children are being offered nutritional well-balanced meals and snacks that reflect the Child Care and Early Years Act (CCEYA) standards. All menus will be reviewed by a trained nutrition professional to ensure that the food is meeting each child’s nutritional needs and that portions are planned and offered according to the developmental stage and age of the children. Snacks and meals are varied throughout the week so that children are not eating the same thing every day. Children who have allergies, special diets, food intolerance, special needs, medical needs, parental preferences or observances are provided with nutritional adaptations. These adaptations are up-to-date and identified throughout the Centre in each room. When the planned food and/or beverage items are not available, we will provide the children with a variety of nutritional alternatives. All handling of food and preparation areas are safe and sanitary, and some staff are trained in safe food preparation. Families are also provided with resources to guide them in providing their children with nutritional well-balanced meals.

35. Ensure children are able to engage in outdoor play experiences safely, while being well-shaded and well-supervised. Physical play contributes to children's well-being through sport play; children learn turn taking, communication, sharing, good sportsmanship as well as gross motor skills. Developmentally-appropriate 3-D materials, balls and equipment are in good condition and accessible to children. "Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them." (HDLH, pg 19). In support of this, we will ensure that time is scheduled to setup the playground or indoor gross motor play areas prior to children having access to it to decrease wait times and maximize children’s participation. We will also ensure that any unsafe conditions or situations are quickly remedied and that staff have access to a communication device to quickly obtain assistance when needed and a first aid kit will be accessible to staff outside to deal with emergencies promptly. Storage will be provided for all outdoor equipment to ensure that it is stored and maintained in a safe manner. Resources are provided to families to assist them in accessing programs and information within the community.

36. Ensure collaboration with local community partners. “Opportunities to engage with people, places, and the natural world in the local environment help children, families, educators, and communities build connections, learn and discover, and make contributions to the world around them. It fosters a sense of belonging to the local community, the natural environment, and the larger universe of living things” (HDLH p19.). In support of this, we will ensure that staff has up-to-date community information for parents about the elementary schools and family support programs within the neighborhood and that communication exists between the Centre and the schools and support programs. We will plan events and invite or collaborate with the neighborhood schools and family support programs. We will ensure that meetings take place between the staff and school staff for the organization and collaboration for programming for individual children and that the sharing of information for individual children takes place only after the appropriate forms have been signed by both the parents and staff.

37. Support staff in continuous growth and professional learning. Research, theory and practice suggests that one of the things important to achieve a high quality program is to “provide ongoing opportunities for educators to engage in critical reflection and discussion with others about pedagogy and practice to support continuous professional learning and growth”.

Practice:

​

The following ten (10) practices implement, monitor and evaluate our action plans and allow us to continually improve our performance.

​

1. All new staff on hiring, and all existing staff (annually) will acknowledge and review:

• the program statement, and all relevant and attached guidelines

2. Annually, parent surveys will be conducted to assess our performance against the 11 key requirements

3. Each Program Plan of Action will undergo an annual assessment for compliance and necessary updates

4. Each month a staff meeting will be scheduled and will include a discussion relating to performance against the program statement and a plan for improvement for next month; also included in the monthly meeting will be a discussion on one of the 11 key strategies (on a rotational basis) to create the conditions promoted by the HDLH document – current practices will be compared to the strategy and a plan for improvement will be created

5. At least each quarter a Board meeting will be scheduled and will include a discussion relating performance against the program statement and a plan for improvement for next quarter

6. Annually a staff meeting will be scheduled to review and discuss performance relating to the program statement and to set goals for the upcoming year

7. Provide the goals and achievements (relating to the program statement) discussed at the annual staff meeting with the Board of Directors and document and incorporate their feedback into the plan for the upcoming year

8. In order to support staff in their continuous growth and professional learning, a professional development investment for each staff will be budgeted to support the program statement needs

9. Annual performance review of staff members will include a self-assessment of the 11 key strategies promoted by the HDLH document, where they will outline successes and goals for improvement for the upcoming year relating to these strategies