First Day of Preschool: An Open Letter
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Canmore Community Daycare
JUNIOR KINDERGARTEN & AFTERSCHOOL CARE PROGRAM
Parent Handbook
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OUR MISSION:
TO PROVIDE A SAFE AND CARING ENVIRONMENT FOR OUR GREATEST RESOURCE… OUR CHILDREN!
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WELCOME TO CANMORE COMMUNITY DAYCARE
The Canmore Community Daycare was established in 1978 and is incorporated under the Societies Act as a Not For Profit Daycare.
Canmore Community Daycare provides an environment that allows children to develop many skills through various play activities. Our program is designed to meet the developmental needs of each child in a safe, secure, and stimulating environment. We offer a well-balanced play based program that consists of a variety of different activities which include, but is not limited to, daily outdoor play, arts & crafts, music, story time, and games. Each group of children at the daycare follows a daily routine that allows the children a sense of continuity and security. Certain aspects such as lunch, snack, nap time/quiet play, and bathroom routines are scheduled at the same times each day. All other activities, outdoor play and structured group activities are flexibly scheduled. The daycare also operates an OUT OF SCHOOL program.
WELCOME TO JUNIOR KINDERGARTEN
Welcome to the Junior Kindergarten Program with the Canmore Community Daycare Society. This parent handbook has been designed to help you better understand our centre’s programs, policies, and goals. It is CRUCIAL that parent read the ENTIRE handbook. If you have any questions after reading this handbook, please contact the Director or stop by the office. They will be happy to discuss your questions or concerns to ensure a pleasant childcare experience for all. It is our hope that the year you and your child(ren) spend with us will be both exciting and enriching. Please take a few moments to read through our handbook and if you have any questions, feel free to contact us:
Cherri Hodgins, Executive Director
Ange Maisano, Program Director
Canmore Community Daycare Society
Phone 403.678.5762 ccdcs@
Kaeli Benoit, Lead Educator
Junior Kindergarten Program, CCDCS
CanmoreJK@
Fax 403-678-5805
TABLE OF CONTENTS
Organizational Information- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Page 4
Facility Hours & Holidays Board of Directors
Philosophy Statement - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Page 5
Objectives Goals
Program- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Page 6
Behavior Management & Guidance - - - - - - - - - - - - - - - - - - - - - - - - - - Page 7
Staff- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Page 8
Confidentiality - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Page 8
Staff to Children Ratios - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - -Page 9
Registration Fees - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - Page 10
Payment Policies & Subsidy- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Page 11
Dropping off & Picking Up Children - - - - - - - - - - - - - - - - - - - - - - - -Page 12
Waitlist Policies - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Page 13
Abuse Policy - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Page 13
Safety - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Page 13 & 14
Fire Drills Evacuation
Transportation
Heath & Nutrition - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Pages 14-16
Parent Involvement - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Page 16
Volunteering & Fundraising - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - -Page 16
General Information - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Page 17
Fundraising Package - Separate package
Junior Kindergarten Program
Teaching Philosophy - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Page 18
Curriculum Overview - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Page 18-20
The Outdoor Classroom - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - Page 21
Meaningful Learning Centres - - - - - - - - - - - - - - - - - - - - - - - - - - - Page 22-23
Key Developmental Indicators for Jr. Kindergarten - - - - - - - - - - - - - Page 24-26
Preparing Your Child for the First Day- - - - - - - - - - - - - - - - - - - - - - Page 27
Supply Lists - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Page 28-29
JK & BAS Daily Routines - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Page 30-33
HOURS OF OPERATION
The Junior Kindergarten Program will open at 8:30 am and close at 2:45 (Monday to Thursday), while the Afterschool Care Program will open at 2:55 pm and close promptly at 6:00 pm (Monday to Friday). The afterschool care program will follow the school calendar but will be open to provide children ages 4/5 during PD days and all school holidays to offer additional childcare as required by families.
Parents will be required to pay a late fee of $1.00 per minute that their child remains in the daycare’s care after 6 pm. This fee is to be paid at the time of pick that day. The daycare clock will be used to calculate minutes.
If a parent is exceptionally late or does not arrive at all, the designated emergency person will be called. If no one can be reached to pick up the child, staff will then call the Executive Director who will decide what course of action to take. In some cases Alberta Child & Family Services will be contacted.
HOLIDAYS & CLOSING
Daycare licensing sets the days that we are to consider statutory holidays. The daycare will closed the following days:
New Years Day Family Day Heritage Day
Christmas Day Good Friday Labour Day
Boxing Day Thanksgiving Canada Day
Victoria Day Remembrance Day
There may also be times the daycare needs to close due to unforeseen circumstances. These may include power failures, frozen plumbing or gas leaks. Parents will be called to pick up their children immediately.
BOARD OF DIRECTORS
A board of directors governs the daycare. This Board is comprised of volunteer parents and interested community members elected at our annual general meeting held in June.
Parents are encouraged to consider accepting a position on the Board of Directors. Becoming a Board member is one way that parents can make a substantial contribution to the quality of their child’s care. Board meetings are held each month. Matters requiring board attention should be brought to the attention of the Director who will report to the board. Parents and staff members are welcome to attend Board meetings.
A list of the current board of directors is available on the parent board or by stopping by the office.
PHILOSOPHY
Canmore Community Daycare is a support service for parents, which aims to supplement and support the family and home environment in the development of each child by providing a safe, secure, stimulating, and nurturing environment. The daycare center provides a quality play based program, which is fun and ensures a creative child-centered atmosphere.
GOALS & OBJECTIVES
( To encourage interpersonal skills between all at the daycare and to support each and every child’s self-esteem by fostering a sense of self-worth, self-awareness, and self-confidence
( To recognize the importance of individuality in each child and to encourage autonomy and independence.
( To recognize, respect, and meet the developmental needs of each and every child in the context of their whole day.
( To provide an environment that encourages and motivates all levels of development (cognitive, social, emotional, physical, and creative).
( To give each and every child optimum opportunity to experiment, explore, and discover for him/her self as much as possible in a safe environment.
( To help each and every child learn to develop wholesome relationships with other people by providing understanding and guidance.
( To balance each and every child’s day by giving special opportunities for rest, nutrition, socializing, outdoor play, physical activity, and learning through play.
( To be flexible in program planning and scheduling in order to meet individual and group needs.
( To provide the children with activities which are appropriate to their age, interests, and abilities, and to give children the choice of playing and engaging in both structured and non-structured activities.
( To remain sensitive to the feelings and needs of the children.
PROGRAM
Our program is developmentally age appropriate, educational, safe, stimulating, creative, and nurturing. We believe that children learn through play. We aim to supplement and support the family and home environment in the development of each child. We provide a quality program, which is fun and ensures a child-centered atmosphere.
Opportunities for individual and group activities, inside and outside, are available each day. There is a daily schedule that gives children a sense of continuity and security, yet it is a flexible as possible.
Activity centers are arranged so that choices can be made easily and independently. They include: housekeeping/dramatic play, art, music, science, carpentry, sand, water, block gross motor, fine motor, story corner, and other centers that emerge as individual children’s interests and themes change.
The program is always posted in your child’s classroom. Should you have any questions about themes and concepts used in your child’s class, please speak to the teachers, the program supervisor or the director.
Throughout the year, the teachers plan a variety of special events, field trips, and special activities. Parents will be asked to pay any additional costs for these activities. You will also be asked to sign a permission slip for your child to participate.
Children play in the school playgrounds and go on frequent walks. They are outside daily, weather permitting. Fresh air and a chance to run, jump, climb, and yell are important to a child’s growth and development. We do not take the children outside when the weather is extreme. If it is colder than –15 Celsius, very wet or windy, we stay indoors. In the summer, children wear hats and sunscreen and we stay inside or in the shade during high sun periods. To maintain staff/child ratios, provisions cannot be made to keep your child inside during outdoor activities. IF YOUR CHILDREN ARE TOO SICK TO BE OUTSIDE WITH THEIR CLASSMATES, THEY ARE TOO SICK TOBE AT THE DAYCARE. Parents are asked to keep them at home.
BEHAVIOUR MANAGEMENT / GUIDANCE
Our daycare policy requires that children be treated with dignity and respect and those methods of guidance are age appropriate, consistent and fair. A positive attitude and clear expectations help children to develop self-discipline and positive self-concept.
Children are not punished for their misbehaviour. These occasions are used as teaching tools to assist in the development of problem solving skills and self-discipline. Children are expected to show respect for each other as well as the teachers in the center.
Children will be kept in the mainstream of activity as much as possible. Children who are out of control will be removed from the situation. They will be encouraged to rejoin the group as soon as they are able to.
If, in the opinion of the director, a child’s behaviour continues to disrupt the children or the normal operations of the classroom, parents may be contacted. After all attempts at meeting the child’s needs have been exhausted, including assessments by childcare professionals, the director may request that the child be removed from the program, temporarily or permanently.
Each employee is required to read and sign the Behavior Management Policy and agree to abide by the terms and conditions. Failure to do so will result in disciplinary action and may result in immediate dismissal. This policy is reviewed with each staff member upon hiring and each subsequent annual performance evaluation.
THE TERMS OF THIS POLICY ARE AS FOLLOWS:
( No form of corporal punishment will be allowed at any time, including hitting, spanking, shaking pinching, biting, grabbing, or slapping.
( A child must not be humiliated physically or verbally through sarcasm, taunting, teasing or degradation.
( A child must not be confined or locked in a room. A child must not be placed in a room alone.
( A child must not be deprived of basic needs for food, clothing, shelter, or bedding. Food must not be used as punishment, threat, or bribe at lunch or snack. Access to liquids (water, juice etc.) must always be available to the child.
( A child must not be punished or reprimanded in any way for not falling asleep at rest time.
( Any adult that observes mistreatment of any child must contact the director immediately. This is a legal responsibility.
If serious discipline problems persist, parents will be informed of staff concerns. There are many resources available to parents in our community. The director is also available to help parents find the help they require.
STAFF
Staff include: The Director, the Administrative Assistant, the Assistant Director, Childcare Teachers, and Relief Teachers.
Whenever possible we hire staff who are trained in Early Childhood Education and exceed daycare regulations. All staffs are trained in First Aid and Infant/Child CPR. All certified staff are encouraged to continually upgrade their education and skills, which includes attending conferences and workshops and taking relevant classes. Staffs are expected to demonstrate a professional attitude, attend conferences, take coursed, and attend workshops. We have an excellent resource library on site for staff to access.
Please make every effort to communicate with staff to help them respond to the specific needs of your child. Discuss any questions or concerns you may have about your child with the teachers.
Staff encourage each child to develop a positive self-concept by fostering a sense of self-worth, self-awareness, and self-confidence. Being sensitive to and accepting of children’s feelings helps them to see themselves as individuals.
CONFIDENTIALITY
Staff will respect confidentiality of families at all times. In the case of an emergency or injury, information may be released to the proper authorities, medical staff, or in case of suspected abuse, the appropriate child welfare authority. Information may be released to other authorities with written or verbal permission from the parents or guardian. Staff cannot release personal information regarding staff or Board members to parents or the general public.
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STAFF/CHILD RATIOS
The daycare exceeds licensing regulations concerning staff/child ratios in each classroom.
Bear Cubs
Birth to 19 months: Maximum class size of 8 with two teachers.
Birth to 12 months: one staff to 4 children
13 months to 18 months: one staff to 4 children
Coyotes
19 months to 3 years: Max. class size of 12 with two teachers.
19 months to 2 years: one staff to 6 children
2 years to 3 years: one staff to 6 children
Mountain Lions
3 years to 4 ½ years: Max. class size of 16 with two teachers.
3 years to 4 ½ years: one staff to 8 children
Grizzlies:
4 ½ years to 6 years: Max. class size of 20 with two teachers.
4 ½ years to 6 years: one staff to 10 children
Marmots – Jr. Kindergarten & Afterschool Care
4 years to 5 years – Maximum class size of 18 with two teachers
4 years to 5 years – one staff to 10 children
Eagles: Before & After School Program
6 years to 12 years old-maximum class size 30
1 staff to 15 children
VOLUNTEER FEE
Our Junior Kindergarten & Afterschool Care program requires 4 hours of volunteer hours and the fee is $80 per school year. We ask that you date your cheque for September 1st in the amount of $80.00. See Program Coordinator for further details.
FEES
JUNIOR KINDERGARTEN & BEFORE and AFTERSCHOOL CARE (Elizabeth Rummel School)
|$50 deposit for all Kinder programs |2 days/week |3 days/week |Full Time |
|School year AM only | | |$125.00 |
|School year AM & PM | | |$500.00 |
|School year PM only |$190.00 |$280.00 |$400.00 |
|Summer/Winter & Spring Break |$45.00 daily | |$160.00/week |
|Kindergarten (1/2 Day) | --- | --- |$500 |
|JK – am or pm | | |$1406.00 |
|($156.23 monthly) | | | |
|Drop in daily Rates: |
|After School $30.00/Drop in |
|Full PD Day $45.00/Drop in |
|Full PD Days (extra hours fee) $25 |
***PLEASE NOTE***
The Before and After School Program is open from 7am to 6pm on PD Days and during winter and spring breaks. There will be an additional $25.00 charge for extra hours of care on PD days. Similarly, parents will be charged an additional $25.00 per day during winter and spring breaks to reflect the extra hours of care provided on these days. If parents require childcare on a PD Day or during winter and spring breaks on days for which their child is NOT normally registered, the $45.00 PD day fee will apply. The cancellation policy for PD days is one weeks notice.
PAYMENT POLICIES
Fees are due on the first working day of each month. If payment is not received by the 3rd working day of the month, a $5.00/day fee will be applied. If payment is not received by the 15th, your child’s enrolment may be terminated until payment is received. Return to the program will be based on availability. Please speak with the Executive Director before this happens. Partial payments throughout the month and payment schedules are available upon request.
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A $20.00 charge will be levied on NSF cheques. A second NSF cheque will require payment by cash, money order, or certified cheque.
***PLEASE NOTE***
Cheques should be given to the Lead Teacher. You can also stop by the main site to make payments. We do not accept cash payments. Post-dated cheques or automatic withdraw from account are the two preferred methods of payment
SUBSIDY
Alberta Childcare Subsidies are available to parents that qualify. Applications are available in the office or on the Alberta Government website – .ab.ca.
Parents applying for subsidy are expected to pay the full cost of daycare until subsidy has been approved. The subsidy received will be credited to your account. If there is a credit left over and above the fee required, it will be used towards your next month’s fees.
Subsidy does not back date more than one month. Please ensure that you are aware of your subsidy renewal date and apply well in advance of expiry. If you do not receive notification of renewal, please get the toll free number from the office and make an inquiry. Parents are responsible for any amounts that subsidy does not cover.
Subsidy approval is based on your child attending 100 hours per month. If you child is in attendance for less, you will be expected to pay the difference that subsidy will not cover.
DROPPING OFF & PICKING UP YOUR CHILD
When you bring you child to daycare you are responsible for signing them in and presenting them directly to a staff member. When picking your child up, you must sign them out with both the time and your signature, and ensure that a staff member is aware that your child is leaving. If you are going to be unavoidably late, please call.
Children will NOT be released to anyone other than custodial parents unless proper permission has been granted. You may give permission via writing, calling, or verbally telling the staff. Others, who will be picking up your child, are to introduce themselves to the staff and sign your child out. Please ensure that the person picking up your child has picture identification available to present to the staff. It is your responsibility to inform them of our daycare policies. Please ensure that you inform us, each and every time that there is a change in who will be picking up your child. It is important that both staff and your child are informed, even if that person is listed on your registration as an emergency contact person.
Please ensure that you inform staff of any change of routine. We recognize that your child’s arrival and departure times will depend on your schedule. However, it is important that your child is able to predict their day, thus providing them a sense of security.
If you drop your child off after 8:30 am and their group is on an outing, you are expected to sign them in and then take them to wherever their group is.
The day can be long for children in daycare. We expect that you will pick your child up as soon as possible after work. We believe that children should NOT be in daycare for more than 9 ½ hours/day.
If your child is going to be absent, please call the office before 8:30 am.
Please keep in mind that your child may need some time to finish and clean up a project before going home. Children are expected to tidy when they are finished playing and they, like us, prefer to finish what they are doing. Please be patient and take the few minutes that this requires. They result is a child who knows that they, their feelings, and the things they do are important.
*REMEMBER* Parents will be required to pay a late fee of $1.00 per minute that their child remains in the daycare’s care after 6 pm. This fee is to be paid at the time of pick that day. The daycare clock will be used to calculate the minutes.
If a parent is exceptionally late or does not arrive at all, the designated emergency person will be called. If no one can be reached to pick up the child, staff will then call the Executive Director who will decide what course of action to take. In some cases Alberta Child & Family Services will be contacted.
WAITLIST POLICY
In the event that there is no space available a waitlist will be created and maintained by the director. The first month’s fee and registration fee is due upon confirmation of acceptance. Open spaces will be held for 48 hours before being offered to the next family on the waitlist. To insure fair and equal access the following policies will be observed:
( Children currently enrolled in the Canmore Community Daycare will have priority when it comes to transition to the next childcare program.
( Families that currently reside in the town of Canmore, and require full time care, will be given priority for all group openings.
( Children with siblings already enrolled in the center.
ABUSE
Law requires any persons who suspects or knows of child abuse, to report it immediately. Therefore any case of suspected abuse of a child or disclosure of abuse by a child attending the daycare will be documented and reported to the Director and the provincial governing body.
Abuse means any behaviour such as:
(Physical Assault (Aggression (Offensive comments (Humiliation (Threats (Bullying (Intimidation
SAFETY
EVACUATION PLAN
A detailed copy of the evacuation plan is posted at every exit in the classroom. When and alarm is sounded, staff are to move children out of the building through the nearest exit. Staff will take the sign in book, the backpack containing emergency records, and a first aid kit. The assistant Teacher will lead the children out of the building to a safe area. The Lead Teacher will check the washrooms and hallways and will do a final survey of the building. Children are grouped on the grass in the field farther away from the school.
If needed, we then proceed across the street to 502 – 1080B Cougar Creek Drive, the relocation house. The fire department will be called to determine safe re-entry. If this is not possible, parents or emergency contacts will be called to pickup the children.
FIRE DRILLS
Fire drills are an important of our program. As well as teaching children the proper way to evacuate the building, they prepare the children to cope with fire alarms. We have approximately 8 fire drills each year. The school will operate 5 school wide fire drills each year and our program will operate 5 more to ensure there is one fire drill each month. Staff also take every opportunity to discuss drills, alarms, safe evacuation procedures, and fire safety with the children.
TRANSPORTATION
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All parents are responsible for delivering and picking up their children from the program. Childcare staff is not permitted to transport children home from the program. In the case of field trips, where transportation is required, the children will either walk as a group or take a school bus. If a school bus is needed, children will be briefed on all safety procedures prior to departing.
HEALTH/NUTRITION
STAFF
All staff must meet the provincial requirements showing they are in good health. These requirements include being healthy and an up to date immunization record.
SNACKS & FOOD
Please send a healthy snack with your child each day. All elements or your child’s day are essential components of the curriculum including snack time. This is an opportunity for conversation, discussion, nourishment and learning about healthy choices. We ask that you pack a balanced, nourishing snack of dairy, grains, fruits and/or vegetables. Please, no soda, candy, or gum. We also ask that you be mindful to not create extra garbage with pre-packaged foods and use reusable containers as much as possible. This is an important part of the children’s education. Meal times provide excellent opportunities for social interaction. Staffs sit with the children in small “family” groups and encourage conversation. Children are encouraged to try a variety of foods but are never forced to finish their meals or eat food they dislike.
Jr. Kindergarten Students are expected to bring a snack from home on a daily basis.
Afterschool Care Students will be provided with a daily snack. A list of children food with allergies is posted in the classroom as well as in eating areas of each classroom. Parents with children who have food allergies and dietary sensitivities will be required to provide snacks for their children to satisfactorily meet the needs of those children.
CHILDREN
All children must be in good health. SICK CHILDREN WILL NOT BE ALLOWED TO ATTEND AT ANYTIME. In an effort to keep sick children from spreading viruses and illnesses to the other children in the daycare, parents are asked to keep them home if they are displaying any of the following conditions:
( The child is running a fever of 100F or higher, even if being controlled by Tylenol.
( The child is vomiting two or more times in a 24-hour period. Excessive vomiting can lead to dehydration.
( The child has a body rash or is itching.
( The child had diarrhea.
( The child has an eye infection (thick mucus or pus draining from eye)
( The child complains of a sore throat or swollen glands.
( The child is not feeling well and does not want to take part in any activities, is pale, has a lack of appetite, is confused, sleepy, or cranky.
Children who become ill while at daycare and cannot fully participate in the program will be made comfortable in a separate area away from the children, and the parent will be contacted immediately. If the parent is unavailable the emergency contacts will be called to pick up the child. Children who become ill must be picked up as soon as possible. Any child sent home, will not be allowed to return to the daycare for a minimum of 24 hours. With any type of viral or bacterial infection children may return after taking antibiotics for no less than 24 hours. .
We do not discriminate against children who are not immunized, as long as the daycare is aware of all children’s immunization status.
If your child has an accident causing minor injury, staff will administer first aid and complete an accident form for you to sign. When medical attention is required, you will be called to take your child to the doctor.
In the event of serious injury, an ambulance will be called and a staff member will accompany your child to the hospital, if allowed by medical personnel. Otherwise a staff member will attend to your child at the hospital until you or the emergency contact arrives.
MEDICATION (updated February 1, 2012)
Under NO circumstances are staff to give children any medication without written authorization of the parent. PRESCRIPTION MEDICATION ONLY.
The center will administer or allow the administration of medication to a child only where:
the written consent of the child’s parent has been obtained
the medication is in the original labeled container, and
the medication is administered according to the labeled directions.
Where medication is administered to a child, the center will ensure that the following information is recorded:
the name of the medication;
the time of administration;
the amount administered;
the initials of the person who administered the medication.
The center will ensure that subject to the following clause, all medication is stored in a locked container that is inaccessible to children.
Parents are required to provide information in writing to staff about when medications and herbal remedies were given to the child prior to arriving at the center.
EMERGENCY MEDICATIONS
medication that may be needed in an emergency is stored in emergency back packs that are inaccessible to children.
Ensure all staff know which (if any) children use emergency medications, where the medications are stored, and how to administer them is necessary.
Ensure that staff responsible for a child who requires health care(additional to giving medication) are trained in the proper method of administering the type of health care required by the child and this is documented in the child’s file. (staff file if appropriate)
Children requiring special medical attention will have a medication form with their picture attached located next to the allergy list.
Staff who receive medication from a parent are responsible to ensure the appropriate staff member is aware that the child has medication. When a Senior ECE is not available to administer medication, staff with a valid First Aid Certificate are the only people allowed to administer the prescribed medication. Staff who administer the medication must sign at the time of giving the medicine.
*Medication form attached to Employee policies and are located in classroom binders.
PARENT INVOLVEMENT & CONCERNS
The daycare relies on the active participation and support of its parents, to ensure the success of our daycare. Parents are encouraged and invited to participate in the daily program whenever their own schedule allows.
Parents are encouraged to attend the Annual General Meeting where the Board of Directors is elected, the daycare’s financial position and the activities of the past year are reviewed, and plans for the upcoming year are shared.
The daycare has an open door policy. Please feel free to stop by and visit your children. The office staff and teachers are more than happy to answer any questions or address any concerns you may have. When parents feel their concerns have not been answered, they may contact a board member. A list of Board members and their phone numbers are posted on the parent information board or available in the office.
The Daycare Licensing branch of Child and Family Services monitors the daycare to ensure that all provincial childcare regulations are met. Recent inspection reports are available for viewing by parents. Complaints regarding non-compliance to the Social Care Facilities Licensing Act and Daycare Regulation can be lodged with our Licensing officer. Phone numbers and addresses are available in the office. The Licensing Branch does not divulge complainants’ identities. All complaints regarding non-compliance will be investigated. Written complaints will be answered in writing to indicate that the complaint was investigated and appropriate action, if needed, was taken.
VOLUNTEERING & FUNDRAISING
The Canmore Community Daycare relies on active participation and support of it parents. Your involvement and volunteer efforts help to ensure the success of our daycare and allow us to reduce costs wherever possible. For volunteer and fundraising opportunities, please see monthly newsletters.
GENERAL INFORMATION
Children must bring enough extra clothing to see them through the day. During season changes this may mean bringing clothing for both cold and warm weather. Children may keep extra clothing at the daycare. Children should always have a hat at the daycare. All clothing and personal items must be labelled. The daycare cannot be held liable for lost or damaged clothing and belongings. In spite of all care taken, clothing will occasionally get lost or taken home by another child. Please check all clothing that your child brings home to make sure it belongs to them. The daycare does have some extra clothing for emergencies. Daycare clothes must be returned the next day.
Fire regulations require children to wear shoes at all times. Please make sure that your child has an indoor and an outdoor pair of shoes. Both sets of shoes must have rubber soles. Slippery soles can be dangerous when playing. We prefer that you do not send your child in slippers, thongs or sandals.
Please heed the NO PARKING ZONES. This applies to everyone even if you are “only stopping for a few minutes”. We ask, also, that you not leave your car engine running when you are picking up or dropping off your child.
It is essential that you inform us immediately of any address, phone number, emergency contact names or family information changes.
Toys should not be brought from home except on “Show & Tell” days.
Every effort is made to provide your child with a clean and safe environment. Our facility is cleaned daily and toys and equipment are cleaned and disinfected on a regular basis.
Elizabeth Rummel School and the Canmore Community Daycare Society is a smoke-free center. Smoking is not allowed in the center or within the fenced area. Staff are not allowed to smoke in any area around the center where it may be visible to the children.
When your child leaves daycare, there may be mixed emotions. Friends are left behind, but new adventures await. If we know in advance, we can help to ease the transition and also do something special on his or her last day.
JUNIOR KINDERGARTEN PROGRAM:
TEACHING PHILOSOPHY
We believe that children are strong, capable, full of curiosity and resourceful. We believe they are capable researchers, able communicators, social beings and creative learners that will thrive in inviting, inspiring, and safe environments that foster play in which they are connected to the natural world and their community. We believe in creating an environment where child-focused exploration, creativity, and collaboration inspire the curriculum.
• The View of the Child: strong, capable & resourceful.
• The Role of the Teacher: provocateur, researcher, facilitator, and guide.
• Environment as the Third Teacher: The environment (indoor & outdoor) is inviting, inspiring, and accessible.
CURRICULUM
Emergent Curriculum & Project Work
The Junior Kindergarten program will use an emergent curriculum. This is one that builds upon the interests of children. Topics for study are captured from the talk of children, through community or family events, as well as the known interests of children (puddles, shadows, bugs, etc.) Inspired by the Reggio Emilia philosophy, we believe that curriculum derived from students’ curiosities is more meaningful and allows them to become more motivated to learn, to write, to make meaning of their world and problem-solve. As they explore, the children are encouraged to express these through a variety of means (drawing, music, dance, discussions etc.).
GOALS OF EMERGENT CURRICULUM
• inspire delight, curiosity, celebration and inquiry in the classroom.
• build intrinsic motivation and a long-term love of learning in children.
• help children craft an internal compass to guide them as a learner
• inspire children to be authors, inventors, illustrators, designers, dancers etc.
• support and guide learning as it emerges naturally inside the school, in
the natural world, and in our community as a whole.
• allow the natural pace of individual and group learning to emerge, and not be guided exclusively by the clock.
• give children an organized environment in which to use all of their senses
• recognize that critical learning takes place during conflict, negotiation, brainstorming and resolution.
• interact with the outdoors as our primary classroom
• support the varied learning styles (visual, auditory, sensory, verbal, etc)
The curriculum seeks to support Whole Child Development through the following 5 focus strands:
• WELLBEING which includes social skills, and the promotion of emotional and physical health,
• COMMUNICATION which includes being expressive and creative, literacy, numeracy, non-verbal and verbal communication
• EXPLORATION which includes curiosity, making hypothesis and understanding of the community and world. Using inquiry, physical skills and challenges, problem solving and thinking skills to making sense of the world.
• CONTRIBUTION which encourages children to express, create & appreciate aesthetic experiences while working alone and with others. Contribution encourages understanding differences and an understanding that each child can make a valuable contribution.
• BELONGING which helps children develop an understanding of their own bodies, abilities, sense of self, community and develop a sense of place in their environment and world.
Importance of a Play-based curriculum:
When children are engaged in meaningful play, they learn many life skills and values such as teamwork, creativity and tolerance of others viewpoints. In order to integrate learning into play children need:
• support to work effectively in small and large groups,
• time to pursue their own ideas and to make choices,
• freedom to do things in their own way,
• space to move about,
• choice of materials and equipment,
• variety of experiences and activities,
• adult support to encourage and extend ideas and to help if necessary,
• challenges to stimulate, motivate and extend knowledge and skills,
• emotional literacy - experiencing and expressing feelings in an appropriate way,
• to accept and respect themselves and others,
• to be able to cope with change,
• to learn to internalize - gain an understanding of boundaries, routines and their participation in them.
BENEFITS OF OUTDOOR PLAY
In Playing Outdoors: Spaces and Places, Risks and Challenges (2007), British researcher Helen Tovey writes, “Overall there is compelling evidence for the value of outdoor play in young children’s lives and learning. It offers young children:
• Space and freedom to try things out
• An environment that can be acted on, changed, and transformed
• A dynamic, every-changing environment that invites exploration, curiosity, and wonder
• Whole body, multi-sensory experience
• Scope to combine materials in ways that are challenging and problematic
• Opportunity to make connections in their learning
• Space to navigate and negotiate the social world of people, friendships, to experience disagreement and resolve conflict with peers
• Experience the pure joy of being in nature
• Potential for mastery, a willingness to take risks, and the skills to be safe
• A wide range of movement opportunities that are central to learning
• Experience of the natural world and understanding of their own place in it
• Opportunities for learning in all areas of the curriculum
• Using an Emergent & Play based approach, the Junior Kindergarten program creates authentic and experiential opportunities to support the following Key Development Indicators.
THE OUTDOOR CLASSROOM
The primary learning environment for the Junior Kindergarten Program is the Outdoors. The Outdoor environment offers children a place to CREATE, MOVE, IMAGINE, BE INSPIRED, SHARE, CONNECT, BUILD, EXPLORE, OBSERVE & WONDER. Children need the freedom to explore using all of their senses and nature provides an environment that stimulates all of the senses in a variety of ways. Connecting with their local environment will foster a sense of place and supports the child’s development in a variety of ways. Research suggests that unstructured “free play” time encourages children to become socially adept, helps them cope with stress and builds cognitive skills such as problem solving. Some examples are below:
|Activity |Developmental benefit |
|Playing imaginative games using whatever resources and |This helps children to explore their own thoughts without prescribed plans from a |
|ideas come to mind |toy designer |
|Building shelters or structures from natural objects, with|This requires goal definition, planning, engineering, teamwork and perseverance |
|the help of other children and adults | |
|Arranging natural items to make a picture, or build a toy |Art, Fine motor development |
|Drawing scenes |Art, creativity, accurate inspection, imitation |
|Walking in the community to nearby creeks and parks from |Improves strength and stamina; preparation (e.g., route selection) improves |
|the building. |planning and communication skills |
|Playing outside in every season & exploring outdoor spaces|Sense of place local environmental knowledge, engages senses, decision making |
| |processes, ask questions, inquire, hypothesize |
A developmentally appropriate play-based curriculum will be used to stimulate the child`s learning experience. Outdoor prompts and tools will also be available to to support exploration during different seasons and environments. These may include:
• Weather Station (rain gauges, observations of weather, indicators seasons)
• Music Exploration (listening to birds, making drums, nature songs)
• Observation Tools (magnifying glass, binoculars, jars, sketch books, bug books)
• Garden (plants, dirt, tools, seeds)
• Art Expressions (sidewalk chalk, paint, crayons, sketch books)
• Sand/Dirt Piles (containers, sand/dirt)
• Building Tools (simple tools, rocks, sticks, shovels, found objects)
• Archeology Exploration (buried objects, simple tools)
• Composting (worm or dirt compost for snack scraps)
• Movement (hoola hoops, skipping ropes, tunnels)
BRINGING THE OUTDOORS INSIDE WITH MEANINGFUL LEARNING CENTRES
"Play has long been recognized as the key way in which children come to make their own sense of their often confusing world. Play provides a rich method for children to express what they know and most significantly, how the feel about the world and their relationships`` - Marjorie Ouvry
The indoor classroom centres are inspired by elements of the outdoors. We strive to invite the outdoors inside and create meaningful play centres that compliment and overlap with the children’s outdoor explorations, questions, curiosity, connections and communication of emerging interest themes. These centres will be changed, extended and modified throughout the year to support the new emerging themes and will be designed to engage all of their senses and the curriculum focus strands. All learning centres will foster language development through play based interactions. These learning centres may include:
A PLACE TO CREATE
• Draw, paint, make models, connect objects, express ideas in fine arts mediums
• Fine motor-eye hand coordination
• Creative Growth-imagination and inventiveness
• Self-expression & Independence
• Use Oral Language skills
• Gain knowledge of art media-textures, sizes, shapes, line and form
• Opportunity to plan and organize projects
A SPACE TO MOVE
• Gross motor movement, dance, yoga, body awareness, singing
• feel and express steady beat, move in various ways and with objects, explore the singing voice, develop melody and rhythm
• Foster sense of place & familiarity with place in their environment
A PLACE TO IMAGINE
• Use puppets, costumes, props to make plans, make decisions & role play
• solve problems encountered in play, express feelings, be sensitive to others, use oral language & develop social skills through co-operative play
• express stories, gain confidence through play & make new friends
• make sense of the world & be creative
A PLACE TO INSPIRE & SHARE
• share ideas, hypothesis & connections with others
• display, explain or share creations, inventions and discoveries with enthusiasm and pride
• talk about personally meaningful experiences describe, write, have fun with language
• explore alphabetic knowledge & print
• fine motor skills – pencil grip, cutting, tracing
• tell, create and sequence stories and meaningful events
• capture ideas and thoughts through text, drawing and language
A PLACE TO CONNECT
• Sing songs, listen to stories, share ideas & stories (early literacy skills)
• build relationships with self and others
• Participate in shared reading & interact with books, text & letter sounds
• Participate with a community and develop social skills of learning to take turns and respect what other people have to say
• Oral communication- learning to share ideas with others, asking and answering questions
• Feel good about self & develop confidence
A PLACE TO BUILD & EXPLORE
• Gross and fine motor skills
• Understanding of concepts such as height, length, quantity and sets
• Explore Science concepts through play (gravity, physics, movement)
• Creative construction and dramatization, simple machines, architecture, space…
• Interact with Math concepts (space, shape, relative size)
• Social interactions (learns to work with others, share materials, space and problem solve)
• Construct & Deconstruct objects
• classify, explore and describe similarities, differences, and attributes of things
• compare, arrange, fit and order things by attributes
• explore one-to-one correspondence & counting
• be aware of space; changing shape, experiencing different play spaces, and interpreting spacial relations
• be aware of time, starting and stopping, time intervals, anticipating and describing sequences of events
• Gaining satisfaction from a completed task or challenge
• Independence- self section of materials
• Cooperation, turn taking
A PLACE TO WONDER & OBSERVE
• Make observations, ask questions and make hypothesis
• Sensory learning through hands-on exploration
• Investigating and discovering the properties of materials and natural objects
• Participate in inquiry process
• Foster curiosity & wonder
• Self-confidence
Curriculum Content - Key Developmental Indicators
The Following Key Developmental Indicators are supported through the above curriculum and promoted in all learning centres, meaningful play activities, authentic experiences and experiential education opportunities. We strive to create educational opportunities that promote integrated development in the following areas.
A. Approaches to Learning
1. Initiative: Children demonstrate initiative as they explore their world.
2. Planning: Children make plans and follow through on their intentions.
3. Engagement: Children focus on activities that interest them.
4. Problem solving: Children solve problems encountered in play.
5. Use of resources: Children gather information and formulate ideas about their world.
6. Reflection: Children reflect on their experiences.
B. Social and Emotional Development
7. Self-identity: Children have a positive self-identity.
8. Sense of competence: Children feel they are competent.
9. Emotions: Children recognize, label, and regulate their feelings.
10. Empathy: Children demonstrate empathy toward others.
11. Community: Children participate in the community of the classroom.
12. Building relationships: Children build relationships with other children and adults.
13. Cooperative play: Children engage in cooperative play.
14. Moral development: Children develop an internal sense of right and wrong.
15. Conflict resolution: Children resolve social conflicts.
C. Physical Development and Health
16. Gross-motor skills: Children demonstrate strength, flexibility, balance, and timing in using their large muscles.
17. Fine-motor skills: Children demonstrate dexterity and hand-eye coordination in using their small muscles.
18. Body awareness: Children know about their bodies and how to navigate them in space.
19. Personal care: Children carry out personal care routines on their own.
20. Healthy behavior: Children engage in healthy practices.
D. Language, Literacy, and Communication
21. Comprehension: Children understand language.
22. Speaking: Children express themselves using language.
23. Vocabulary: Children understand and use a variety of words and phrases.
24. Phonological awareness: Children identify distinct sounds in spoken language.
25. Alphabetic knowledge: Children identify letter names and their sounds.
26. Reading: Children read for pleasure and information.
27. Concepts about print: Children demonstrate knowledge about environmental print.
28. Book knowledge: Children demonstrate knowledge about books.
29. Writing: Children write for many different purposes.
30. ELL/Dual language acquisition: (If applicable) Children use English and their home language(s) (including sign language).
E. Mathematics
31. Number words and symbols: Children recognize and use number words and symbols.
32. Counting: Children count things.
33. Part-whole relationships: Children combine and separate quantities of objects.
34. Shapes: Children identify, name, and describe shapes.
35. Spatial awareness: Children recognize spatial relationships among people and objects.
36. Measuring: Children measure to describe, compare, and order things.
37. Unit: Children understand and use the concept of unit.
38. Patterns: Children identify, describe, copy, complete, and create patterns.
39. Data analysis: Children use information about quantity to draw conclusions, make decisions, and solve problems.
F. Creative Arts
40. Art: Children express and represent what they observe, think, imagine, and feel through two- and three-dimensional art.
41. Music: Children express and represent what they observe, think, imagine, and feel through music.
42. Movement: Children express and represent what they observe, think, imagine, and feel through movement.
43. Pretend play: Children express and represent what they observe, think, imagine, and feel through pretend play.
44. Appreciating the arts: Children appreciate the creative arts.
G. Science
45. Observing: Children observe the materials and processes in their environment.
46. Classifying: Children classify materials, actions, people, and events.
47. Experimenting: Children experiment to test their ideas.
48. Predicting: Children predict what they expect will happen.
49. Drawing conclusions: Children draw conclusions based on their experiences and observations.
50. Communicating ideas: Children communicate their ideas about the characteristics of things and how they work.
51. Natural and physical world: Children gather knowledge about the natural and physical world.
H. Social Studies
53. Diversity: Children understand that people have diverse characteristics, interests, and abilities.
54. Community roles: Children recognize that people have different roles and functions in the community.
55. Decision making: Children participate in making classroom decisions.
56. Geography: Children recognize and interpret features and locations in their environment.
57. History: Children understand past, present, and future.
58. Ecology: Children understand the importance of taking care of their environment.
TIPS FOR PREPARING YOUR CHILD FOR THE FIRST DAY
As wonderful as this new experience may be, it can also be quite stressful for the young child. It is common for even the most outgoing child to be anxious the first day of school. Here are a few tips to help prepare your child for this exciting new adventure!
1. Read About Having Fun at School
• Spend time reading books about how school can be fun, interesting and enjoyable. (ex. Mouse's First Day of School by Lauren Thompson)
2. Act Out Junior Kindergarten Scenarios and Roles.
• Spend time playing school and acting out being teacher-student. Remember to talk to your child about how school can be inside and outside.
3. Pick Out Clothes and Accessories for the First Week.
• Pick out the clothes for the first day and the first week of school. Have your child get excited about what to wear. Remember to talk to your child about dressing for the weather and begin conversations about how to dress for different weather. (Tip: Offering two choices can be an empowering way of encouraging your child to participate)
4. Talk About a Typical Junior Kindergarten Day.
• Start talking to your child about how they will get to school (walk, bike, drive, bus) and who will drop them off. Remind them of who will be picking them up and excited to see them! Discuss what they might discover at school (new friends, snack time, outdoor play, arts and crafts, music, exploration etc.). Remind them that we will play a lot because that is one of the best ways to learn!
5. Take a Trip to the School and Play Around.
• Go for a visit to the school and explore the school yard with your child. Have a picnic or get to know the park so that it is familiar.
6. Pick out Healthy Snacks Together & Create a Morning Routine.
• Choose & discuss healthy and fun snacks. Establish a routine involving both the night before a school day as well as morning preparation. Rituals and routines will add predictability and are comforting in unfamiliar situations.
7. Develop a Good Bye Routine & Look Forward to Being Reunited
• Maintain a clear good-bye routine. This may include warning the child you are leaving, a kiss and hug, or a wave from the window. Once you tell your child you are leaving, it is important to follow through. Spend special time with your child at the end of the day so they look forward to this reuniting.
CLASSROOM SUPPLY LIST
Please bring the following items during staggered entry.
[pic]Indoor Shoes Labeled to remain at the school for the entire year. To encourage independence, please send shoes that your child can put on independently.
[pic]A backpack, big enough to carry a library book
[pic]An extra set of clothes in a labeled Ziploc bag, to be kept at school (socks & underwear included please).
[pic]A box of Kleenex
[pic]A reusable water bottle (labeled with child’s name) to keep at school and use for outdoor excursions.
*Depending on projects we are working on, we may send home requests for alternative craft supplies and found-at-home items throughout the school year (toilet paper rolls, newspapers etc.) These are voluntary requests and your participation would be greatly appreciated whenever possible! Thank you!
OUTDOOR CLOTHING SUPPLY LIST
“There is no such thing as bad weather, only the wrong clothes”
It is vital that your child is prepared to spend time in the outdoors each and every day. This is a mandatory part of the program and each child must be adequately prepared to participate. Learning to dress for the weather is an important part of the curriculum. Please model and encourage your child to dress appropriately each day to foster positive experiences and a love of the outdoors! Dressing your child with layers of clothing supports changing temperatures and weather conditions. Please make sure your child is prepared with the following items daily.
[pic]1 set of “Exploring Clothes”. These clothes will be kept at school and used for any muddy or messy explorations! These will be their grubby clothes in which they can feel free to get dirty so please do not send clothes that you wish to be returned in good condition (
-T-shirt
-Long Sleeved Layer (Hoodie, Jacket, Sweatshirt etc.)
-Socks
-Pants
[pic]Insulating Layer: Wool or fleece jacket to wear under outer layer
[pic]Outer Layer:
FALL & SPRING - Water proof Rain Jacket & Rain Pants Jacket (or one piece rain suit)
WINTER: Warm Winter Jacket & Snow Pants
[pic]Head Wear:
FALL & SPRING: Sun hat, Rain Hat, Umbrella & Sunglasses
WINTER: Toque, Neck warmer
[pic]Foot Wear:
FALL & SPRING: Outdoor shoes & Rubber Boots
WINTER: Warm Snow Boots
[pic]Hands: WINTER: Warm mittens
[pic]Other: Sunscreen & Mosquito Repellent (Labeled with your child’s name)
Please - please, label all clothing with your child's name, especially, sweaters, hats, mittens, coats and boots.
JUNIOR KINDERGARTEN DAILY RHYTHM & ROUTINE (Regular Day)
MORNING PROGRAM
8:15 Program Opens
• Teacher Preparation for the Day
8:22 Bus Drop-off (Teacher B Picks up Bus Students)
8:30 Children Arrive
• Arrival: Hang up coat & backpack, unload snack & papers, change shoes, sign in (find picture)
• Settling Activity: Books or Table Time Activity (Child’s Choice)
8:40 Clean Up Time
8:45 Welcome the Day & Circle Time
• songs, weather, news
9:05 Transition to Outdoors
• Bathroom Break & Clothing Check (Visual example) (
9:15 Outdoor Time
• Gross Motor Play
• Large Group Learning Prompt (tool, task, prop, centre, story)
• Exploration, Inquiry, Interaction & Observation
10:10 Transition Inside
• Hang Up Clothes, Bathroom Break & Wash Hands
10:20 Snack & Planning Discussion (Emerging Themes)
10:30 Learning Centres & Project Work
• Child Selected Learning Centre
• Represent Learning
10:55 Clean Up & Transition Home
• Song, Pack Backpack, Change Shoes, Dress for Home
11:00 Children Picked Up
11:15 Bus Pickup (Teacher A – Bus Drop-off then Break from 11:15-11:45)
(Teacher B – Supervise Lunch Students & Prep)
11:45 Lunch (Teacher A – Supervise & Prep)
(Teacher B – Break from 11:45 – 12:15)
AFTERNOON PROGRAM
12:00 Bus Pick Up (Teacher A)
• Quiet Time Free Choice Activities, Story Listening or Books
12:15 Children Arrive
• Arrival: Hang up coat & backpack, unload snack & papers, change shoes, sign in (find picture)
• Settling Activity: Books or Table Time Activity (Child’s Choice)
12:25 Clean Up Time
12:30 Welcome the Day & Circle Time
• songs, weather, news
12:50 Transition to Outdoors
• Bathroom Break & Clothing Check (Visual example)
1:00 Outdoor Time
• Gross Motor Play
• Large Group Learning Prompt (tool, task, prop, centre, story)
• Exploration, Inquiry, Interaction & Observation
1:55 Transition Inside
• Hang Up Clothes, Bathroom Break & Wash Hands
2:05 Snack & Planning Discussion (Emerging Themes)
2:15 Learning Centres & Project Work
• Child Selected Learning Centre
• Represent Learning
2:40 Clean Up & Transition Home
• Song, Pack Backpack, Change Shoes, Dress for Home
2:45 Children Picked Up
2:56 Bus Pick Up (Teacher B Takes Students to Bus)
3:00 Program Closes
JK DAILY RHYTHM & ROUTINE (Outdoor Day & Nature Walk)
MORNING PROGRAM
8:15 Program Opens
Early Arrivals – Table Time Activity Available
8:30 Children Arrive
• Unload papers, sign in & Bathroom Break
• Clothing Check in preparation for Outdoor Time (Visual Cue & Partner Check)
• Observation Activity for students ready early & Transition
8:40 Transition to Outdoor Walk
• Group A & Group B Depart Classroom, Walk & Observations
• Songs & Creative Play & Exploration at Destination
10:10 Snack (Outdoors)
• Review the Day: Discussion about Play, Weather, News, Observations
10:30 Transition Back to School
• Walk Back to School
10:55 Transition Home
• Song, Pack Backpack, Change Shoes, Dress for Home
11:00 Children Picked Up
11:15 Bus Pickup(Teacher A – Bus Drop-off then Break from 11:15-11:45)
(Teacher B – Supervise Lunch Students & Prep.)
11:45 Lunch (Teacher A – Supervise Lunch Students & Prep.)
(Teacher B – Break from 11:45 – 12:15)
AFTERNOON PROGRAM
12:00 Bus Pick Up (Teacher A)
• Quiet Time Free Choice Activities, Story Listening or Books
12:15 Children Arrive
• Unload papers, sign in & Bathroom Break
• Clothing Check in preparation for Outdoor Time (Visual Cue & Partner Check)
• Observation Activity for students ready early & Transition
12:40 Transition to Outdoor Walk
• Group A & Group B Depart Classroom, Walk & Observations
• Songs & Exploration & Creative Play at Destination
2:00 Snack (Outdoors)
• Review the Day: Discussion about Play, Weather, News, Observations
2:10 Transition Back to School
• Walk Back to School
2:35 Transition Home
• Song, Pack Backpack, Change Shoes, Dress for Home
2:45 Children Picked Up
2:56 Bus Students Picked Up (Teacher B Takes Students to Bus)
3:00 Program Closes
BEFORE & AFTERSCHOOL CARE PROGRAM – DAILY SCHEDULE
AM Schedule
7:00 Program Opens, Children Arrive & Do morning settling in routines (hang up backpack etc.)
7:10 Children & Staff Choose Appropriate Activities
7:45 Snack Time
8:00 Clean up, bathroom break
8:10 Transition Time (gather belongings and movement to class)
8:15 Program Closes
PM Schedule
2:45 Teacher arrives, prepare snack
2:55 Program Opens, Children arrive
3:00 Hand washing & Snack
3:30 Free Play & Homework Club (optional)
4:30 Group Discussion & Group game chosen by children
5:00 Outdoor Time: Gross Motor Games and Outside Play
6:00 Program Closes
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