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 PROGRAMS
& GOALS
Goals and Objectives
Our primary goal is to provide high quality care for children in
a safe, secure and positive environment. This atmosphere will assist
the total development of each child at his/her own pace.
Teachers are loving, caring and involved in planning a quality
program that gives children opportunities to explore, experiment
and develop creativity. The program gives children opportunities
to socialise with others, learn socially acceptable behaviour, encouraging
self-esteem and independence.
Infant Care
The objective of bonding and trust is achieved through consistent
and responsive primary care. Children's needs of feeding, diapering
and cuddling are met quickly, predictably and viewed as opportunities
for positive adult-infant interactions. Personalised schedules
and interactions throughout the day encourage learning, developing
and growing in their own unique way.
Toddler Care
Toddler beginnings of independence are supported with planned
activities of short duration that require little sharing. Children
are consoled and cuddled during frustrating attempts of trying
out new skills. The environment is flexible, supporting each child's
needs for a balanced day.
Delivery of our Program
 Toys
and equipment are provided for a chronological age range. Playrooms
are arranged in different activity centres such as:
- Dramatic Play
- Library
- Music Centre
- Art Centre
- Table Top Toys
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- Puzzles
- Blocks & Floor Toys
- Sand Play
- Water Play
- Science & Discovery
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 These
activity centres are updated and maintained. We continually replace,
rearrange and assess each centre for further learning possibilities.
By understanding the development and cognitive capacities of each
child, we match learning to abilities. Teachers guide children,
allowing them to problem solve, thus increasing their sense of effectiveness
and competence.
Daily Routines
Each day includes various activities.
| Free Play |
Large blocks of time during the
day consist of free play. Free play allows children to choose
their own activities from well-defined activity centres. Teachers
interact with children, providing guidance and encouraging them
to problem solve, promoting learning.
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| Group Time |
This time consists of children-teacher
or teacher directed activities. Crafts stories, songs, etc.
It can be based on specific themes for special occasions. These
activities enhance eye and hand co-ordination, fine motor skills,
and creativity, pre-reading and pre-writing skills. Children
are encouraged to participate.
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| Gross Motor Play |
This time consists of children-teacher
or teacher directed activities promoting physical Development.
Conducted indoors and outdoors, depending on the weather.
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| Hygiene Time |
This time provides an opportunity
for children to acquire good personal habits (e.g. Hand Washing).
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| Transition Time |
Consists of a short time period
between two activities. This period is kept to a minimum and
usually does not last more than five minutes. It is a very busy
time for both teachers and children. Transition songs enhance
this short time.
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| Rest Time |
This period provides opportunity
for younger children to sleep and for older children to rest.
Alternate quiet activities are available for children who do
not need to sleep. If a child spends a very long day at the
centre, it is advisable to schedule sleep time so that the child
can spend a quality evening with his/her parents. |
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