Enforce policies for safe drop-offs and pick-ups, field trips, and proper storage of medications and cleaning supplies.

Continue proper hygiene practices, such as frequent handwashing and disinfecting surfaces, to prevent the spread of illness.

Report any observations or changes in a child's health through Digibot.

Depending on the dietary restriction or preference, provide food with an inclusive mindset by purchasing equivalent substitutes for children with allergens or a special diet (i.e. lactose and gluten-free). 

Research new food and recipes with the children’s best interests in mind, following the Canadian Food Guide and the Paint Your Plate approach by the Ontario Dietitians in Public Health.

Maintain an environment free of hazards which involve regular safety checks of indoor and outdoor equipment. 

Conduct emergency drills (e.g., fire drills, lockdown procedures), be trained in First Aid and CPR, and maintain up-to-date emergency contact information for all children.

Mandate to report any suspected signs of child abuse or neglect to the appropriate authorities.

Promote social-emotional development by using positive guidance and Conscious Discipline to help children express emotions, manage conflicts, build positive relationships, and develop self-regulation skills.

Support children with calming techniques and Safe Spaces where they can practice regulating their feelings. 

Set expectations that are developmentally appropriate.

Scaffold children’s learning by providing adjusted support to meet the individual child's needs. 

Use the science of mirror neurons and create safe spaces with love and laughter. 

Create Provocations and Invitations to Play; which are thoughtful presentations of open-ended materials arranged to spark a child's curiosity and encourage them to explore, create, and extend their play. 

Provide children with a wide-range of tools, materials, and skills to explore with.

Supervise "risky play" without interjecting the children's imagination and exploration. 

Understand that learning occurs through a mix of both planned activities and spontaneous, in-the-moment experiences that arise from play. 

Inquire and reflect on the documentation and observations of the children’s learning experiences. 

Create Provocations and Invitations to Play that complement play-based learning. 

Collect and provide children with loose parts for both indoor and outdoor play. 

Ensure children in care for over 6 hours are required to have 2-hours of outdoor play daily (weather permitting) and children attending after-school care are offered a minimum of 30-minutes of outdoor play daily (weather permitting).

Promote the need for Big Body Play and uses of natural materials that support gross and fine motor skills, as well as sensory input. 

Confirm our playgrounds are equipped with developmentally appropriate play structures and equipment, with gymnasium access available during implement weather.

Facilitate rest and quiet play which are crucial for a child's physical and mental health.

Perform sleep checks every 30-minutes during rest period, specifically in the Toddler Program.  

Create spaces that provide children seeking quiet time away from busy activities.

Observe play, ask open-ended questions, and modify play materials (adding or removing them) to enhance learning.

Ask children (when age-appropriate) for input regarding toys, equipment, and materials.

Encourage children to provide feedback on what they would like more of, less of, change, or add to their environment.

Implement individual, small group, or large group activities.

Utilize observations of their play to reflect on and evaluate experiences, ensuring that individual and group needs are consistently met. 

Value, respect, and recognize the importance of diversity, values, and culture of the children, families, and educators.

Carefully plan, create, and set up inclusive programs and playgrounds where each child's learning and development is supported, including children with individualized plans. 

Review ISPs on an ongoing basis to ensure they remain appropriate and effective, and modify it over time to reflect changes in the child’s abilities, evolving needs, and changing circumstances.

Recognize that the child's family are the primary caregivers. 

Maintain an "open-door policy" that encourages families to visit, ask questions, and share concerns at any time.

Create pieces formed by the children's interests and share it with the children's' families through program displays or Digibot posts. 

Respect cultural and familial diversity and actively learn from families.

Unwelcome attitudes and behaviours based on race, ancestry, place of origin, ethnic background, religious belief, non-belief, gender, sexual orientation, age, physical challenges, education, marital, economic, or family status

Schedule meetings with families when required. 

Create the sense of a second family by keeping families engaged in both a professional and personal level. 

Solicit feedback from families regarding program satisfaction, menu planning, and activity ideas.

Be responsive to family inquiries, questions, and concerns in a respectful and non-judgmental manner, providing updates and reassurance when needed.

Maintain strong relationships with families who have left the centre and happily welcome them back when they visit. 

Preserve longterm relationships with the local Library / Community Centre, Fire Department, and John Cundell Stables.

Reach out to local artists and entertainers to schedule days for Summer Programming. 

Welcome third-party services for additional guidance and support such as Children's Inclusion Support Services (CISS), applying their feedback and using their resources. 

Contact garden centers or stores for donations that complement the learning experiences of the program (e.g. plants donated by Ritchie Feed and Seed). 

To learn more about our community relationships, please visit Community page. 

Engage in ongoing professional development and maintain required certifications to stay informed about the latest in the field of early childhood education and childcare. 

Attend workshops, read relevant literature, engage in self-reflection, and pursue ongoing communication with team members and community experts. 

Provide full-time staff with a budget for professional development. 

Share resources, tools, and learning opportunities with staff. 

Identify professional development goals and plans through annual performance review. 

Review and sign all policies and procedures at the annual review and/or amendments to any regulations. 

Conduct annual staff performances with the Director to establish program goals and achieve personal and professional goals.