Curriculum Information

Our curriculum has been created using various components from well-established teaching methods.  The curriculum takes into consideration many factors, including society’s values, behavioural expectations, cultural and language differences. Children learn through play and it is through play-experiences that children learn to make sense of the world around them. The curriculum builds upon the interests, skills and abilities of the child and we use the "How Does Learning Happen"(HDLH) and the "Early Learning For Every Child Today" (ELECT) document as a framework to support our curriculum. 

We start with a discussion topic which emerges into infinite possibilities of exploration and learning opportunities. The children learn about themselves and the world around them through investigation and discovery, and through activities such as art, music, games, books, puzzles, dramatic play and social interactions.  Educational activities are planned on an on-going basis in each of these areas. Activities support the formation of self-esteem, confidence and a strong social-emotional foundation.  Literacy and numeracy development are introduced and woven through all activities.

Children with different learning styles are given the opportunity to use their particular skills to build on what they already know about certain topics, and learn new things.

Play equipment and planned activities in the playgrounds encourage the children to run, jump, climb, ride and explore their environment.

Importance of Play

Our program philosophy is based on the premise that children learn about the world around them through play (active involvement with other children, adults, and materials). Children need years of experience with real objects and events before they are ready to understand the meaning of symbols such as letters and numbers. Learning takes place as young children touch, manipulate, and experiment with things and interact with people. The teachers’ role is to create an environment that supports the ideas and experiences of children and invites them to observe, be active, make choices, and experiment. Children spontaneously engage in activities such as block building, painting, or dramatic play, adding pieces of information to what they already know and thereby generating new understandings. Children learn simple concepts and then use these concepts to grasp more complex ideas (the building blocks of learning). Because our program is designed to maximize individual development and promote developmentally appropriate practices, our activities focus on the process of learning.  Therefore, the emphasis is on the experiences of the children rather than the results of those experiences. For example, painting is more important than what has been painted; building with blocks is more important than what is built. Each child has his or her own set of possibilities and we help those possibilities unfold. Days are filled with planned and spontaneous moments of learning. There is time allowed for active outdoor play, imaginative games, independent discovery, and group activities.