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.
- 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 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.
Hygiene
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..)
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
7:00-9:00
Family grouping, free play and organized activities, such as puzzles & drawing
9:00-9:30
Hygiene and snack
9:30-11:00
Period of group activities: arts and crafts, science, cooking, painting, music and dance etc..
11:00-11:30
Free play (indoor and outdoor)
11:30-12:30
Hygiene and lunch
12:30-14:30
Nap and/or relaxation period
14:30-15:30
Wake up, hygiene & quiet play
15:30-16:00
Snacks
16:00-18:00
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.
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
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