Our Approach

Ours is a play-based program, built around the belief that children learn naturally through their play. We offer a diverse and exciting curriculum with many stimulating activities in an environment that has a variety of learning centres and opportunities for free play. These include:

• housekeeping area/doll corner
• block corner
• book corner
• art area
• music materials
• table toys (puzzles, peg boards, beads, etc.)
• science centre
• sand and water play
• small and large climbing apparatus

These centres and activities provide unlimited creative opportunities for discovery, challenge and exploration as well as a safe environment for building self-confidence, self-awareness and supportive relationships with peers.

* As our program involves play in sand, clay, paint, water and other messy activities, families are asked to send their children in play clothes which can get dirty as well as providing three spare changes of clothes to be kept in the cubby. A large part of our day includes outdoor play in all weather, rain or shine, so we ask families to make sure that children have appropriate outdoor wear for the weather.

As well as free play opportunities, we offer daily structured learning activities for larger groups, such as circle time and story time in which we explore music, drama, movement, language and literature.

We also work individually and in small groups with children to help them attain skills and achieve specific learning goals identified by families, day care staff, and therapists.

We have a resource room, away from the distractions of the classroom, in which we can work with individual children and small groups. This also gives therapists and other professionals a quiet place to meet with children, families and staff.

We also provide educational support to families through a variety of learning opportunities. Information of interest to families may be posted on the bulletin board, included in family notices or made available in the family library. We can access literature, videos and speakers through the college and community.

We have two well-equipped outdoor playgrounds, one for our toddlers and one for our pre-schoolers. We also use the rest of the college for walks and nature trips. We go on field trips away from the college occasionally. We sometimes use the college gymnasium, library and audio-visual services to extend our program.

As part of a holistic and play-based approach in which all areas of their development are supported and nurtured, we believe that children require good amounts of active play during the day. Active play promotes children’s healthy physical development as well as contributing to all other areas of their development including social, emotional and cognitive. The children spend well over two hours per day engaged in various types of active play.The following activities are examples of our active play programming.

• Music and Movement, adult guided dance and movement activities and free open dance and self-expression, both indoors and in the playground, occurs daily during free play and as a component of circle time
• Gym time once a week using the college gym and a variety of gym equipment, eg balls, hoops, ropes, bowling equipment, bean bags, parachute, balance beams obstacle courses
• Playground time each morning and afternoon, active and physical play, eg climbing, biking, balancing, swinging from monkey bars  
• Nature walks in small groups each morning and afternoon
• Walks in the college and neighborhood for small groups
• Bicycle walks for small groups
• Sports experiences such as soccer, hockey, basketball, T-Ball, running, jumping, skipping, skipping rope, ball play, for small groups during outdoor time
• Sports day, annual morning event held every spring

In their early years, children are fully and actively engaged in the world and the relationships around them. Whether through active or reflective play, through social interactions or when playing on their own, children are busy with their work of exploring, discovering, learning, and being challenged. In our centre we believe that screen time can interfere with this natural process of growth. Being in front of a screen, whether IPad, TV, computer or other electronic device, is usually a passive experience that we believe should be limited. For this reason, we do not include regular screen time in our programming. The American Pediatric Society recommends no screen time before the age of 2 years and limited time thereafter.

Exceptions to this rule are:

• when a child with extra support needs uses a device as a communicative aid
• when a teacher uses the computer as a supplemental tool to teach children about special events or to complement the children’s learning of a specific topic

Children with extra support needs participate in every aspect of our program according to their ability. We individualize programs in consultation with parents and professionals such as Speech and Language Pathologists, Occupational Therapists, Physiotherapists, Psychologists and Supported Child Development Program Consultants to meet each child's specific needs for growth and development. A written Individual Plan will outline the child's strengths and needs, specific goals and timelines and the supports needed to implement those goals.

When a child has extra support needs, the family and staff must assess the day care environment in relation to the child's needs. Safety, access, equipment and storage needs must be considered to determine if any modifications or adaptations should be made to accommodate the child.

We recognize families as their children's most valuable resource, and as such, we welcome families' input and involvement. We schedule two conferences per year for children with extra support needs and others as requested by the family or day care staff. We also encourage ongoing communication concerning the child's development, progress and concerns both at home and at school. As well, we participate in team meetings with families and the professionals involved with each child.

We provide extra support to families during critical transition periods, those times when children with extra support needs and their families move from one service or program to another. This includes the kindergarten transition planning process in the springtime before the child goes to kindergarten. We provide a final report and meeting with families and school personnel to facilitate a smooth transition to school.

We receive ongoing contract funding to pay for extra staff from the Supported Child Development Program. This extra staffing allows us to serve all our children better. Aside from the contract funding, the Ministry provides additional insurance for our inclusion program as well as the services of the Supported Child Development Program Consultants.

Langara Child Development Centre is part of a network of inclusive childcare programs and community resource services geared to supporting children and families. We maintain strong links with these programs in a variety of ways and are able to access their services to assist us in meeting the needs of our children and families.