Program Statement

"In every seed, there is the promise of a forest." - Susan Jeffers

Our Philosophy

Rockcliffe Child Care Centre strives to provide an environment that embodies the comfort and safety of home. Our program and curriculum reflect the research and guidelines provided by How Does Learning Happen? Ontario's Pedagogy for the Early Years, and its supporting framework, Early Learning for Every Child Today (ELECT). The How Does Learning Happen? pedagogy focuses on learning and development through relationships and built on four foundational conditions: Belonging, Well-being, Engagement, and Expression.

In addition, RCCC actively practices the Conscious Discipline approach; an approach that focuses on helping both adults and children learn to manage their emotions and behaviours through self-regulation, whereby educators model healthy emotional responses so they can more effectively guide children through conflicts, viewing discipline as a teaching moment rather than a punishment. In other words, “focusing on what you want instead of what you don’t want” (Dr. Becky Bailey).

RCCC enacts the notion of being an "extension of the home" by practicing the School Family philosophy guided by Conscious Discipline; an approach which encourages educators to consciously respond to daily conflict by transforming them into opportunities that teach critical life skills.

Our View of the Child

We believe that children have the right to high-quality child care and recognize the unique strengths and abilities of each individual; molding their autonomy by viewing them as competent, capable, and curious, and at the same time, maintaining that sense of community by helping one another.

Our purpose as educators is to ensure the fostering of growth of each child’s full potential, allowing them to fully participate in the program and engage with peers in an inclusive and meaningful way. Every child should feel that they belong, that they are a valuable contributor to their surroundings, and that they deserve the opportunity to succeed.

Our Program Statement Goals

The following categorized goals guide the structure of our programming and our centre. Expand each section to learn about our emergent curriculum (the ideas, concepts, play, and routines that follow on a daily basis) and our pedagogy (how our educators support learning and interact with the children and their families).

Our programs are dedicated to...

Promoting Child Well-Being and Development

Promote the Health, Safety, Nutrition, and Well-Being of the Children

Our Daily Curriculum & Environment...

Greeting families and ensuring a safe transfer of care.
Checking in with families for updates or information regarding their child.
Tracking attendance and confirming ratios are met.
Monitoring the children's' health and behaviours throughout the day.
Physically positioned to see, hear, and supervise children at all times, using their knowledge of each child to anticipate and prevent risks.
Instructing children on ways to avoid the spread of germs (e.g. covering coughs by coughing against elbow, proper handwashing techniques, etc.).
Ensuring all staff, students, and visitors are aware of the list of children with anaphylaxis' and/or special diets.
Modelling healthy eating and positive attitudes and behaviours towards food. For more information on RCCC practices regarding nutrition, please see our Nutritional Booklet.

...And How We Support It!

Enforcing policies for safe drop-offs and pick-ups, field trips, and proper storage of medications and cleaning supplies.
Hygiene practices, such as frequent handwashing and disinfecting surfaces, to prevent the spread of illness.
Reporting any observations or changes to a child's health through Digibot.
Depending on the dietary restriction or preference, providing food with an inclusive mindset by purchasing equivalent substitutes for children with allergens or a special diet (i.e. lactose and gluten-free).
Researching 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 Dietitans in Public Health.
Maintaining an environment free of hazards which involve regular safety checks of indoor and outdoor equipment.
Conducting 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.
Mandated to report any suspected signs of child abuse or neglect to the appropriate authorities.

Encourage the Children to Interact and Communicate in a Positive Way and Support their Ability to Self-Regulate

Our Daily Curriculum & Environment...

Maintaining a caring environment that provides comfort and reassurance, such as hugs or a "support band-aid" for children who are upset.
Modelling positive and healthy communication skills, especially when children are experiencing overwhelming emotions.

...And How We Support It!

Using the science of mirror neurons and creating safe spaces with love and laughter.
Promoting social-emotional by using positive guidance and Conscious Discipline to help children express emotions, manage conflicts, build positive relationships, and develop self-regulation skills.

Foster the Children’s Exploration, Play, and Inquiry

Our Daily Curriculum & Environment...

Allowing children to actively ask questions and be curious about the world around them.
Teaching children how to use tools such as shovels, magnets, magnifying glasses, and so on, to enhance inquiry and exploration.
Going along with the children's in-the-moment findings and creating extended learning opportunities.

...And How We Support It!

Creating provocations and invitations to play that complement play-based learning.
Providing children with the tools and skills to explore.
Understanding the learning occurs through a mix of both planned activities and spontaneous, in-the-moment experiences that arise from play.

Incorporate Indoor and Outdoor Play, as well as Active Play, Rest and Quiet time

Our Daily Curriculum & Environment...

Encouraging both structured and unstructured active play, indoors and outdoors, to support physical development and healthy growth.
Facilitating rest and quiet play which are crucial for a child's physical and mental health.

...And How We Support It!

Program Planning & Learning Environment

Provide Child-Initiated and Adult-Supported Experiences

Our Daily Curriculum & Environment...

Being flexible with the curriculum and sharing the excitement about spontaneous discoveries with the children.
Creating activities that allow children to actively engage in their play at a level suitable for their developmental stage.

...And How We Support It!

Observing play, asking open-ended questions, and modifying play materials (adding or removing them) to enhance learning.

Create Positive Learning Environments and Experiences that are Inclusive and Based on Individualized Needs

Our Daily Curriculum & Environment...

Visibly creating a web of interests and at times, expanding the web with the children.

...And How We Support It!

Using the Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (ELECT) to support the curriculum and create learning opportunities that develop the following developmental domains: Social, Emotional, Language, Cognitive, and Physical. These developmental domains are interrelated and no one domain is more important than another.

Document and Review the Impact of the Strategies Set Out in the Goals

Our Daily Curriculum & Environment...

...And How We Support It!

Family & Community Engagement

Support Positive and Responsive Interactions Among the Children, Families, and Staff

Our Daily Curriculum & Environment...

Building positive, secure relationships with the children, ensuring they feel safe, valued, and confident in the learning environment.
Maintaining an "open-door policy" that encourages families to visit, ask questions, and share concerns at any time.
Using the child's interests and creating an extension for learning.
Sharing documentation and observations throughout the day through Digibot.
Embracing cultural and familial diversity in the program.

...And How We Support It!

Recognizing that the child's family are the primary caregivers.
Creating pieces formed by the children's interests and sharing it with the children's' families through program displays or Digibot posts.
Respecting cultural and familial diversity and actively learning from families.
Scheduling meetings with families when required.

Foster the Engagement of and Ongoing Communication with Families about the Program and their Children

Our Daily Curriculum & Environment...

Maintaining collaborative relationships with families by sharing information about their child's progress, well-being, and any concerns verbally or through Digibot.
Asking families to participate in their child's readiness for special-day events (e.g. themed PD Days, March Break, or Summer activities).
Inviting families to share their skills, read a story, or assist with specific projects or activities.

...And How We Support It!

Creating the sense of a second family by keeping families engaged in both a professional and personal level.
Soliciting feedback from families regarding program satisfaction, menu planning, and activity ideas.

Involve Local Community Partners and Allow Those Partners to Support the Children, their Families, and Staff

Our Daily Curriculum & Environment...

Share resources and information with families on topics such as nutrition, toilet-training, safety practices in the home, and community support services.

...And How We Support It!

Professional Practice & Staff Support

Support Staff in Continuous Professional Development

Our Daily Curriculum & Environment...

Continually practicing the Conscious Discipline approach by applying core structures and use of language.

...And How We Support It!

Engage in ongoing professional development and maintain required certifications to stay informed about the latest health, safety, and nutrition best practices.

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