Program Philosophy

Program Philosophy

The Early Learning Centre’s program philosophy is inclusive, bias-free and based on the concept of learning through play and modeling.  We recognize that children learn through active involvement.  Learning activities are designed to stimulate creativity, individual growth, development of motor skills, listening / communication skills, cognitive skills, social / emotional skills, and environmental awareness. Both indoor and outdoor activities consider the children’s individual needs and capabilities. We provide an environment that encourages manipulation and exploration of concrete materials, allowing the child to understand the world.

Children learn and develop through social relationships with other children and adults. Learning is achieved from modeling significant people (adults/peers) in their environment.  We believe that the nature of a child’s relationship with others and the quality of his/her experience with people are basic and vital influences in determining the course of his/her development. Positive social experiences promote the development of healthy self-esteem and respect for others. These experiences are the building blocks for life-long problem solving.

Emergent Curriculum

The teachers work in teams and the model of programming implemented by the teachers is called Emergent Curriculum. What is Emergent Curriculum? As its name implies it is a method of curriculum planning that emerges from the observations of children’s development and life experiences and interests. Like your child’s development the method is never stagnant. As your child develops, masters new skills and demonstrates an array of interests, emergent curriculum focuses on these areas which are relevant and meaningful in your child’s life.  The approach is distinguished by teachers following the child’s lead and initiative and allowing the curriculum to explore varied and diverse directions. The approach is dependent on teachers observing developmental milestones in the areas of social-emotional, physical and cognitive learning domains. Once a teacher records these observations, planning then takes place to extend, practice and master skills and activities lending to overall development.

We believe that teaching involves observing, listening and responding, redirecting and guiding children’s actions, reactions, interests, talk and questions.  Through daily routines (i.e. diapering, toileting, tidy up, lunch, snack, dressing…) children can learn many life skills.  Spontaneity and flexibility from the teachers also help in fulfilling the needs of the children.