Program Statement
Welcome
Welcome to Les Fanfans Daycare. We are pleased that you have entrusted us with the care of your child.
Please read through this parent handbook and keep it for future reference. If you have any questions or concerns, please let us know right away. We look forward to partnering with you to maximize your child’s early learning.
Please read through this parent handbook and keep it for future reference. If you have any questions or concerns, please let us know right away. We look forward to partnering with you to maximize your child’s early learning.
Program Statement
LFN finds great inspiration from the following documents:
From that vast experience, Les Fanfans Daycare has developed these primary educational objectives for its children.
Our Program Philosophy
At our licensed daycare, we believe in fostering a respectful and nurturing atmosphere for all children. Our aim is to instill a passion for learning in each child and provide them with a safe, healthy, and stimulating environment that promotes growth and development.
- We believe that children learn by doing. We operate a developmentally appropriate program that provides each child with many large-group, small-group, and individual experiences to aid in their cognitive, physical, social, and emotional development.
- We value the dedication of our teachers and their commitment to creating a healthy environment for our students. We believe their hard work and dedication are what makes our program successful and we are committed to providing them with the support and resources they need to fulfill their mission.
- We believe that parents are the primary teachers and role models for their children. We strive to partner with them and offer guidance, encouragement, and support in nurturing their children to become responsible adults.
- We believe that proper behavior can be taught through collaborative efforts. We guide the children in our care towards positive behavior through demonstration and assisting them in developing the language skills needed to effectively communicate their emotions.
- Our greatest hope for ourselves and the children in our care is that we will set an example for them to follow to allow them to reach their highest potential.
Skills That Children Will Learn
Our Program Statement Framework
- Inclusive enriched childcare environment
- Honors and respects all children’s beliefs, culture, language, and experiences acquired from their family and community
- Promote health and well-being
- Foster the children’s exploration, play, and inquiry as a key goal
- Capture and document our practice as reinforcement of the learning
- Support all children’s ability to self-regulate, so children feel comfortable and confident
- Foster the children’s health and well-being indoors and outdoors
- Form trusting relationships with children and their families
- Provide everyone with a sense of belonging
- Children learn to: care about other people; understand others’ feelings; cooperate and share; express their opinions; resolve conflicts; and develop self-competence, have self-worth and self-regulate.
Our Plans of Action
The Plans of Action in each of these topic areas are the means to execute our strategies:
- Behaviour Guidance
- Communication and Extending Children’s Learning
- Menu and/or Snack Adaptations
- Food Substitutions
- Preparation, Handling and Transportation of Food
- Health and Safety Kitchen and/or Food Preparation Area
- Connecting and collaborating with local community and institutions
- Outdoor Playground environment
Our Strategies (approaches)
- Promote an environment that is healthy, safe, and supports general well-being
- Promote an environment that ensures good nutrition and safe food preparation
- Support positive and responsive interactions
- Encourage children to interact and communicate
- Foster exploration, play, and inquiry
- Provide child-initiated and adult-supported experiences
- Plan for and create positive learning environments and experiences
- Incorporate indoor and outdoor play, active play, and quiet time
- Foster the engagement of and communications with parents
- Involve local community partners
- Support others in relation to continuous professional learning
Our Practices
All new staff on hiring, and all existing staff (annually) will acknowledge and review the following:
- Parent survey will be conducted annually to assess performance against the 11 key requirements.
- Internal Rating (AQI) for each Plan of Action will be conducted annually for each program.
- Undertake monthly staff meeting. Always include agenda item to discuss performance against the program statement and plan for improvement for next month.
- Each monthly staff meeting will, on a rotation basis, include on the agenda, one of the 11 key strategies to create the conditions promoted by the HDLH document. Staff will discuss and reflect on current practices against this strategy, and any opportunities for improvement will be captured.
- Undertake quarterly management/board meetings. Always include agenda item to discuss performance against the program statement and plan for improvement for next period.
- Gather together with staff annually to review and reflect on our performance and capture outcomes and set goals for the next period.
- Share “performance outcomes and goals review” with Board/Management and document and incorporate their feedback.
- Budget a professional development investment for each staff and align the professional development with the program statement needs.
- The annual employee performance review will include a self-assessment of the 11 key strategies to create the conditions promoted by the HDLH document. Staff will annotate the assessment with an example of each and identify goals for improvement for the next year.
Prohibited Practices
In accordance with the Child Care and Early Years Act, LFD staff will not engage in any of the following:
- Corporal punishment of the child.
- Depriving the child of basic needs including food, drink, shelter, sleep, toilet use, clothing or bedding.
- Inflicting any bodily harm on children including making children eat or drink against their will.
- Use of harsh or degrading measures or threats or use of derogatory language directed at or used in the presence of a child that would humiliate, shame or frighten the child or undermine his or her self-respect, dignity or self-worth.
- Locking the exits of the child care center premises for the purpose of confining the child, or confining the child in an area or room without adult supervision, unless such confinement occurs during an emergency and is required as part of the licensee’s emergency management policies and procedures.
- Physical restraint of the child, such as confining the child to a high chair, car seat, stroller or other device for the purposes of discipline or in lieu of supervision, unless the physical restraint is for the purpose of preventing a child from hurting himself, herself or someone else, and is used only as a last resort and only until the risk of injury is no longer imminent.
