Our Mission: A happy child, curious and confident.

Main objectives of our program

  • Welcome children: meet their needs
  • Ensure the well-being, health and safety of the children
  • Promote equality and opportunity
  • Socialize the children
  • Provide support to parents
  • Facilitate the entry of the child to school

Our curriculum is based on a program developed by the MFA which treats your child as the architect of their own development and allows them to discover and grow within their own environment and expand their own abilities. Adults are there to support this exploration, to guide your child through their socialization, and to stimulate their creativity while providing them the care they need with love and professionalism. Our program is based on two approaches:

The socio-ecological approach: A child develops within his/her environment through his/her own interactions with physical and human socialization.

The attachment approach: The quality of relationships between children and the adults who care for them forms the basis of a harmonious development. Positive and stable relationships help children develop confidence, a sense of security, and the desire to explore the world around them.

The objectives of our educational program

The objectives of our educational program

The comprehensive and harmonious development of the child, that is to say, their full development in all dimensions of their person: social, emotional, moral, linguistic, intellectual, gross / fine motor and hygiene.

Emotional, social and moral development

The child learns to develop his confidence and self-esteem during daily activities. This will lead the child to discover their personal identity and assertion of their autonomy. This aspect of the child develops in their interaction with other children of the group. Children learn cooperation by sets of tasks, the ability to share with others (in the case of toys, for example) and mutual aid. They also learn to share their views during lessons and daily conversations in groups.

• Growing plants: to instill the responsibility of care giving.

• Building a house with blocks: learn the concept of aid with his peers.

• Large-Group Activities: parachute - cooperation.

Linguistic development

Language is equally verbal, body movements and artistic. It is in contact with his peers, those responsible for his education and by the presentation of images, books and objects that children will acquire linguistic skills. Creating art is another form of language.

All these elements allow children to learn more vocabulary, to improve pronunciation, understand language; to express emotions and ideas:

• Artistic expression: singing, dancing, building, imitation, role-playing, puppets.

• Circle Time: exchange of personal experiences with and from peers - learn to express their thoughts and feelings.

• Reading Corner: early reading, uses words to describe images, invents a story and recites it to the group.

Cognitive development

Promoting this dimension allows the growth of knowledge in children. It leads them to understand the relationships between objects and events, to build and organize their thinking and develop problem-solving strategies.

• Make a necklace with beads of the same colour to learn classification.

• Sorting: Doll corner with clothes and dolls of various sizes.

• Fill and empty water from a container - the child learns to navigate themselves through time and space.

• Build a tower with blocks and compare it with the tower of their peers: familiarizing them with the notion of quantity.

• Auditory and visual memory: listening games; watch photos with corresponding audio tape and describe what you see and hear.

Gross / Fine motor development

Each child acquires various motor skills at their own pace. As the child grows they become more active, moving and developing their gross motor skills at first, then further developing their fine motor skills.

• Walking, jumping rope and running, helps develop their gross motor skills

• Lacing shoes and colouring helps develops fine motor skills

• Dance helps them recognize their right from their left, as well as, coordination and lateralization.


Healthy hygiene habits include hand washing, nose blowing, diaper changing, toilet training.. Hygiene plays an important role in preventing infections. Healthy eating habits include learning all the food groups as well as sampling or cooking from these groups.

Elements and activities that promote learning good health habits:

• Songs

• Posters

• Visual: soap near the sink, step stool near the toilet

• Toys that represents cleaning (mops, brooms, etc) and to simulate hygiene (toiletries kit for dolls, etc..)

To achieve our objectives our educational program meets the following principles

To achieve our objectives our educational program meets the following principles

Each child is unique

While there exist predictable sequences in a child’s development, each child has their own personality and their own rate of development.

The child’s development is a global and integrated process

Child development touches all dimensions of the person (physical, motor, intellectual, social, emotional, moral and linguistic.) These dimensions are interrelated as each of them relies on the other, creating a ripple effect on the overall development of the child.

The child is key to his/her own development

The child's thinking is based directly on what he sees, hears or touches. Through his/her interactions with the physical and human environment, be it by exploring, manipulating, observing, listening, or speaking, he/she will build knowledge of themselves and others within their own environment.

The child learns through play

Our program is based on play. Therefore, the activities our educators will organize are based on play for the children and directed interventions. The child can therefore explore, understand and control their own environment, which stimulates their own evolution and interaction. Through games, the educators can learn about the child’s behaviour, emotions, knowledge and thought process.

Communication between the parents and the educators is essential

Open communication contributes to the harmonious development of the child. If the child has developed a strong and trusting relationship with his parents and other adults in his life develop not sure what this means relationships amongst themselves that are based on mutual support and respect, the child will then be more open to new relationships on the same basis. The healthy exchanges between educational staff and parents are very valuable to the child as it will allow the child to adapt more easily.

Application of basic principles

Application of basic principles

The organization of classes:

• Spaces that reflect the needs and interests of children, enabling them to move, create, manipulate and play.

• Classes are arranged so as to promote overall development.

• Theme based activity centers stimulate the child’s interests:

• Block corner: floor games, cars, blocks, tools for construction.

• Creative play corner: puppets, costumes, role playing games.

• Artistic corner: crafts, creation.

• Reading corner: quiet space, books.

• Water corner: water, mix and empty, space recognition.

• Science corner: science experiments, plants.

• Educational materials are tailored to the versatile needs and interests of the child.

The structuring of activities

Daily program


Family grouping, free play and organized activities, such as puzzles & drawing


Hygiene and snack


Period of group activities: arts and crafts, science, cooking, painting, music and dance etc..


Free play (indoor and outdoor)


Hygiene and lunch


Nap and/or relaxation period


Wake up, hygiene & quiet play




Free play through games and animated activities



Activities are planned according to weekly themes, here are some examples

1. Countries:

Teach and show the children other cultures and aspects of a global society: food, clothing, music, etc..
Cognitive, emotional and language development.

2. Space:

Teach children notions of space such as the sun, moon, and stars, and distance.
Familiarize the child with means of transportation.
Develop cognitive skills, vocabulary and motor skills (games).

3. Firefighters
and Police:

Familiarize the child with people who work within their community, the nature of their work, safety
and about hazardous products.
Develop intellectual, emotional and social skills, as well as security and vocabulary.

4. Food:

Familiarize the child with healthy meals, develop healthy eating habits, and to teach children to take care of their health.

Social Skills Program

Social Skills Program

Children interact, make requests, accept the views of others; identify and express their emotions and learn to control them.

Activities that promote these goals:

• games (Group)

• reading

• discussions by looking at expression cards

Encouraging the development of healthy eating habits

Encouraging the development of healthy eating habits

Eating is a learned and social behaviour. For children to take pleasure in eating, the Center ensures that they provide a pleasant atmosphere. We promote the development of healthy eating habits, which are essential for growth and proper development of the child. The food is prepared in accordance with Canada's Food Guide.

Examples of activities:

• preparation of snacks

• kitchen activities

• healthy habits: learning about the basic food groups

• books

• toys

• songs

Activities that positively influence healthy habits

Nap: Sleeping ensures proper cognitive development. It is a period of relaxation that is necessary after intense activity. The children sleep on their mats or in their cribs while soft music plays and with the curtains closed.

Outdoor play: Outdoors activity promotes good physical health. The children play freely or participate in organized activities, while in complete safety.

Behaviours that promote the development of a healthy lifestyle:

• reading

• circle time, workshops

• discussions

Approach of educators towards the children and their parents

• Democratic approach to allow the child to express their thoughts and emotions during circle time

• Use games to communicate with children.

• Valuing the child who plays well with their classmates, with encouragement.

• Periods of observation: it is through observation, that the educators learn about the child and provides key information to help them in their approach to learning and teaching.

• Positive attitude and respect towards the parent’s aims and goals to develop quality relationships. The relationship between parents and educators is crucial to the development of the child.

• Communication between administration and parents is through email. If the parent does not have an email address, communication is in writing and handed to the parent.

• Parents are invited to participate in outings such as: sugar shack, parents committee meeting, holiday parties, and graduation ceremony.

• Communication between educators and parents is written in the child’s agenda book each day.