The Family Centre Program Statement
The Family Centre Childcare has been established to provide positive early childhood experiences where children are seen as competent, capable of complex thinking, curious, and rich in potential and can grow socially, emotionally and physically in a safe, nurturing family centered and family sensitive environment.

The Child Care and Early Years Act (CCEYA) provides the licensing standards which we must abide by, names the document, How Does Learning Happen? Ontario’s Pedagogy for the Early Years, as a professional resource in regards to learning through relationships for those working with young children and families. It is intended to support pedagogy and curriculum/program development in Early Years programs.

How Does Learning Happen? is organized around four fundamental conditions that are important for children to grow and flourish: Belonging, Well-Being, Engagement, and Expression. These foundations are embedded in our centres through our interactions with children, their families and the staff. These four foundations apply regardless of age, ability, culture, language, geography or setting.

We believe:

  • That every individual, inclusive of staff, families and community, involved in our services should be treated with dignity and respect, and have access to available opportunities and services within our community.
  • That respect for family, cultural and community diversity is recognized in the development and delivery of service.
  • That families and relevant others have the opportunity to take an active part in the growth and development of children, and to participate in the development, goals and operation of the services provided by this Organization. Informed, involved and confident participants are better able to advocate in the best interests of their families.
  • That accountability is essential to the successful achievement of our programs and goals. We are accountable to the children and families to whom we provide services, to the community, and to the funding sources, in terms of the services offered and the use of the resources with which we are entrusted. This is the basis of the trust and support necessary to maintain quality services and meet the needs of the children and families involved in our Organization.

The following approaches will be implemented into our programs to reflect our beliefs:

Program Goals and Objectives

To support emotional development by encouraging positive and responsive relationships with children, families and staff, we will provide opportunities for independence while respecting individual needs.

  • Staff will display compassion through posture, voice tone and physical contact.
  • Staff will be at child’s level most of the day
  • The ideas of children, families and staff will be heard, validated and if necessary followed through on
  • Staff will ask parents relevant questions upon drop off and pick up to gather information about the child’s day


To support health, safety, nutrition and wellbeing, we will provide opportunities for fine and gross motor, inside the classroom and outside on the playground. There will be a balance of quiet activities and active play throughout the day. We will provide nutritious snacks and meals, and ensure safe and hygienic practices.

  • Infants will follow their own schedules for sleeping and eating
  • We will offer breakfast, open snack in the morning, lunch and open snack in the afternoon that follows Canada’s food guide


  • Snack baskets will be located in the classrooms to offer children when hungry as well
  • Children will be encouraged to serve themselves during meal times whenever possible
  • Healthy eating and physical activities are embedded in the program
  • Each classroom has a quiet area which the children will be able to use at any time throughout the day
  • Each child will have their own cubby to store their belongings when possible
  • Sleeping children will be closely monitored
  • Each child will have their own cot to sleep on which is labelled with their name
  • Staff will ask relevant questions upon arrival to ensure that the children are well enough to participate, and they will document in the Health and Well Being logs
  • Educators are aware of their role and responsibilities to respond to every child at risk of abuse or neglect
  • Related activities will be planned and spontaneous throughout the day
  • Children will be adequately supervised inside and outside at all times
  • Children will be encouraged to wash their hands before and after activities
  • Nearing the completion of any child’s day, staff will do their best to ensure that the child is ready for pick up (hands and face are washed, clothing is dry, diaper is changed and belongings are easily accessible).
  • Illnesses will be posted for families to be aware of
  • Ill children will be kept comfortable until a guardian can pick up
  • Our Joint Health & Safety Committee will conduct monthly safety walk arounds to ensure safety standards are met
  • All staff working with children in our centers must be first aid/CPR trained
  • All staff working in our centers have a cleared criminal reference/vulnerable sector check and a yearly offense declaration
  • We will work closely with the Health Unit, Fire Department etc, to ensure the safety of all


To support social development, we will provide opportunities for sharing and co-operating, guiding positive communication and promoting self-regulation.

  • Staff will help children through conflict using negotiating and problem solving skills
  • Staff will engage with children one on one and as a group to demonstrate appropriate social interaction


  • Staff will encourage children to engage in social interactions with other children
  • Staff will teach Infant and Toddler children basic sign language to help in their social development
  • Staff members will be engaged with the children for most of the time during play
  • The design of the classrooms will allow for small and large groups and individual activities
  • Routines are built into the schedule for the day to promote self-regulation
  • Staff members will respond quickly to children when upset, and validate their feelings
  • Children will be encouraged to feel what they are feeling with staff support
  • Staff members will redirect children if the behaviour becomes difficult and follow necessary policies
  • Staff members will engage children in conversation during snack and meal times by sitting with them when possible
  • Staff will consult with community agencies if necessary in regards to children’s social development


To support each child’s development through planning and creating a positive learning environment and providing child initiated and adult supported experiences which foster exploration, play and inquiry.

  • Staff will plan their curriculum based on the interests shown by the children the previous week


  • Staff will plan most of their curriculum for the next week, but will allow for spontaneous activities to happen as the week progresses
  • Staff will enhance their indoor and outdoor environment with age appropriate activities that encourage manipulation, construction and creative expression
  • Staff will allow children to explore freely when engaged in an activity
  • Staff will ask open ended questions to children to try and understand their thought processes, instead of imposing our ideas onto them
  • Staff will provide a planned provocation weekly to foster children’s inquiry and exploration
  • Children will be encouraged to explore all areas of       their environment, allowing play materials to be used in an appropriate manner
  • All areas of the classroom will be open to the children at all times, when possible
  • Staff will enhance the children’s play by engaging in conversation with them


To support communication with parents, we will view parents as the child’s first teachers. To support the involvement with community partners, we will view them part of our team.

  • Staff will greet families as soon as they enter the room and will communicate with them in regards to their child and their day at the centre.
  • Infant and toddler parents will receive a daily sheet that provides information of the primary needs such as feeding, sleep and diapering. Upon parental request, a daily report can be provided for preschool aged children.
  • All classrooms will have a whiteboard either in the classroom or in the hallway that informs parents on the daily activities that have taken place in the classroom. These will be updated daily.
  • Staff will upload pictures in to a digital picture frame for parents to look at
  • A monthly newsletter will be available to each family


  • The Supervisor will have an open door policy which invites parents to communicate issues when they arise
  • Supervisors will take all necessary steps to follow through on parent grievances
  • Once a year families will be asked to complete a survey in regards to the effectiveness of our centers in meeting their needs as well as their children’s needs
  • Illnesses that occur in a centre or classrooms will be posted for parents to be aware of
  • Staff will complete documentation of activities and post for parents to see
  • Learning stories will be created and posted by staff to show a snapshot of learning occurring in the classrooms
  • Parent engagement happens throughout the year to encourage relationships with families
  • Staff complete Whole Child Reports on children yearly
  • Upon enrollment, and then yearly afterwards, parents will be provided with an Ages & Stages Questionnaire (ASQ) to fill out in regards to their child’s development.
  • Yearly the staff will hold parent teacher night to have a set time to sit with parents and discuss their child’s development
  • When required, staff and management along with parents and support staff will have meetings in regard to children’s development
  • Staff may use a communication book for families of children with extra needs to help with daily communication.
  • Staff will welcome support staff into their classrooms and take into consideration the development of all children when planning their curriculum
  • When required, staff will allow adjustments to their programming to benefit all children’s needs.
  • The Organization will plan parent engagement with community partners in mind
  • The Organization will welcome volunteers into the centres to help out when needed

To support continuous professional learning, we will encourage our staff to engage in workshops and other means of professional development.

  • Supervisors will take copies of the staff’s certificate of completion for their files. These workshops will be taken into consideration when looking at staff for promotion. Staff are to be working on their Continuous Professional Learning (CPL) with the College of ECE
  • Staff who attend all day workshops, may be asked to present at a staff meeting
  • Once a month, staff must attend our mandatory staff meetings, which includes professional development
  • All of our ECE qualified staff belong to the College of ECE
  • Supervisors will continually monitor and mentor staff and will conduct Coach and Development documentation on each staff throughout the year
  • Supervisors will conduct yearly performance appraisals on each staff
  • Management will stay well-informed of the ever changing field and keep staff updated as necessary


Once a year, the staff and management will document and evaluate our strategies set out in our program to ensure it reflects our vision for the organization. If it is deemed necessary, a plan will be put into place to better meet these strategies.



Prohibited Practices

The following are prohibited practices under the Child Care and Early Years Act, and are not permitted by the staff or students of the Centre. Staff or students using prohibited practices will be subject to  immediate disciplinary action and/or dismissal.

  1. a) Confining in a locked or dark area-Confining a child to a locked or dark area is a prohibited practice.
  2. b) Corporal Punishment-Hitting, kicking, pinching, squeezing arms, etc. are not allowed under any circumstances.
  3. c) Deprivation-It is not permissible to deprive a child of food, clothing or shelter.
  4. d) Abusive Language-Swearing, yelling or screaming at the children (or in their presence) is not permitted.
  5. e) Humiliation-Humiliation, degradation, harshness or anything which would undermine a child’s feelings of self- worth or self- respect are not acceptable.
  • Toilet training-sending back to toddler room
  • Forcing to taste food
  • Withholding food or drink
  • Cover a child’s face at sleep time with a blanket
  • Comparing a child to another child in the group
  1. f) Threats and Sarcasm-It is prohibited to use threats or sarcasm as a behaviour management practice under any circumstances. Example-If you don’t put on your coat, you can’t go outside.
  2. g) Lack of Confidentiality- Refrain from:
  • Speaking about a child in front of him/her
  • Speaking about a child in front of other children
  • Discussing a child with anyone other than his/her parents and other professionals involved at The Family Centre and
  • Discussing a parent’s handling of a situation with another parent.

Supervisors will conduct monthly walk arounds in the classrooms to observe, document and review the impact of the strategies in regards to the children and their families. Supervisors will complete a Coach and Development on each staff and then will meet with the staff one on one to review and set goals for the future. As well, once a year, staff will be required to complete a checklist in regards to the strategies. We will review the checklists at a staff meeting as a whole. Changes will be presented to the Board of Directors for approval.

 Implementation Policy

Re: Program Statement Goals and Objectives

Purpose of the Policy:

To ensure that all staff, students and volunteers are fully informed about The Family Centre’s Program Statement, our Curriculum Goals and Objectives, and the Prohibited Practices.

Policy Goal:

That all staff will have read and understand the document How Does Learning Happen and our Program Statement, our Curriculum Goals and Objectives, and our Prohibited Practices to guarantee a smooth policy implementation. To ensure that all staff, placement students and volunteers are implementing the Program Statement into the classrooms.


  • The Supervisors of The Family Centre are informed about the policy, enforcement procedures, and their role in the enforcement.
  • The staff of The Family Centre are informed of the policy’s provisions, enforcement procedures, and implementation process
  • All questions or comments from staff /students and volunteers regarding the policy are answered by the Director/ Supervisors within 48 hours


Supervisors will use their monthly checklists to ensure that all employees are following our Program Statement thoroughly. It will be documented on the checklist if discrepancies are noted. The Supervisor’s will then speak directly to the staff in question and perform a Coach and Development with the said staff. If the Supervisors continue to see infractions from the staff in regards to the Program Statement, they will proceed to the discipline stages which are: a copy of a verbal warning, then a written warning and then the final written warning. If staff proceed through all of the stages they will then be dismissed with cause. If a staff breeches our Prohibited Practices, they will immediately be dismissed.

Organization Re-evaluation:

Once a year, the staff will be asked to assess whether their classrooms are meeting all of our Curriculum Goals and Objectives that are outlined in our Program Statement. They will complete the Reflection Checklist and bring to the staff meeting for all staff to discuss. The Director along with the Supervisors will then re-evaluate our Curriculum Goals and Objectives and make necessary changes to the Program Statement, upon Board of Directors approval.