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Our Educational Programs

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    Infant Program (9 months-20 months)

    Our Infant classroom called “Nido” is an Italian word which means “nest”. The word conveys the spirit of the Infant environment. Our goal is for Infants to develop trust with the Staff and feel comfortable in the environment. The environment is designed to encourage movement as Infants in this age group are learning to control the movement of their bodies. The Infant classroom is unique where furniture is child-sized to encourage independence and allow freedom of movement. Children in the Infant environment receive nurturing care in the hands of caring adults who make sure that health and safety is a priority.

    “Children are human beings to whom respect is due, superior to us because of their innocence and of the greater possibilities of their future…… Let us treat them with all the kindness which we would wish to help to develop in them.”-Maria Montessori

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    Toddler Program (20 months-3 years)

    The toddler program is focused on building on the independence of children and developing self-confidence and a sense of self-competence. Children in this classroom also are learning self-awareness and the environment encourages independence. The environment is designed with materials that are rich in teaching language, practical life activities that develop concentration, fine motor skills, and eye-hand coordination. Children go through performing challenging tasks and learn through trial and error. Teachers in a Montessori classroom guide children by modeling and being their emotional anchor. Teachers show respect for the children and use quiet voices which inspires the classroom to be peaceful and a fun exploration area.

    “Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.” -Maria Montessori

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    Junior Kindergarten Program (Casa) (3 years to 5 years)

    Our Junior Kindergarten program is a calm, child-centered learning environment where children have the freedom to move and choose work, they are interested in. Children learn that freedom comes with responsibility and they are responsible for their own learning. Concepts are presented using concrete materials and moving to abstract. The Montessori environment fosters self-confidence, independence, empathy and a sense of community where children help each other in the classroom.

    “There is in the child a special kind of sensitivity which leads him to absorb everything about him and it is this work of observing and absorbing that alone enables him to adapt himself to life. He does it in virtue of an unconscious power that exists in childhood.”-Maria Montessori

Parent Resources

The Parent Handbook provides new parents with an understanding of the mission, philosophy, policies, and procedures followed at our centre.

Children need healthy, wholesome foods

Healthy Nutrition for Growing Children

The three week rotating menu is planned according to the Food Guide and recommendations from our local Public Health Unit. All food is cooked with consideration of maintaining its full nutritional value. The centre provides a morning and afternoon snack and a midday lunch. Our standards exceed the following guidelines:

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Fruits

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Vegetables

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Grains

Understanding children’s behaviour

Behaviour Guidance

Positive and consistent techniques should be used to encourage children whose play actions are both appropriate and inappropriate.

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Preferred Practices

  • Positive verbal and gestural reinforcement for appropriate behaviour, redirection of inappropriate behaviour

  • One verbal request (ensuring understanding) followed by gentle physical assistance

  • Teaching and practicing of preferred behaviours in order to help children habituate skills and learn self discipline

  • Offering children age appropriate choices and assisting them to follow through

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Prohibited Practices

  • Corporal punishments of any child (spanking, hitting, shaking, etc.)

  • Deliberate harsh or degrading measures that would humiliate a child or undermine a child's self respect (threatening, verbal abuse, yelling, etc.)

  • Deprivation of basic needs (food, clothing, shelter, bedding etc)

  • Confining in a locked room

  • Locking the exits of the Child Care Centre for the purpose of confining

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