This document contains the general views, the educational perspectives as well as a portrait of the physical and material organization of the CPE du Campus.

This educational framework has been put together using the initial mission and objectives of the center to offer children a pedagogical program adapted to their age and their needs. It will be used as a collective reference point, where the CPE common goals, beliefs and values are the basis of the educational curriculum.

HISTORY AND PRESENTATION OF THE CENTER

Since April 1st 1988, the CPE du Campus is a non-profit corporation according to Part III of the Loi sur les Compagnies du Québec. The goal is to offer a service where the child will have a stimulating, safe and warm environment. CPE du Campus is a childcare center located on a University site (MacDonald Campus of McGill University in Sainte-Anne-de-Bellevue), offering services in priority to the campus community which includes full time students and staff of McGill University and John Abbott College. The CPE holds a permit for 60 places. Presently the distribution is as follows:

Infants 3 to 18 months : 10 places
Children 18 to 59 months : 50 places

The CPE also accepts children with special needs provided that they can integrate harmoniously in the functioning of the group and/or we can provide for their needs.

The services are offered from 7:00 am to 6:00 pm in a center located on 1 Maple Street, Sainte-Anne-de-Bellevue.

At the CPE, the belief is that the child must feel at home. The environment provided must be warm and make the child feel accepted. The child must be able to develop his independence, his tenacity, and his socialization skills in a context of mutual respect.

ORGANIZATIONAL CHART

The CPE is managed by a board of directors composed of seven parents from the center that are elected by the parent members of the corporation at the Annual General Assembly. Under the authority of the board of directors is the general director, responsible for the daily management of the center operations. The CPE employs a bookkeeper, and a cook who provides nutritional meals to the children following the “Canadian Health Guide“. The educational services are provided by a team of 11 educators. The ratio of qualified educators respects the government standards.

Given the important role of the person in charge of a group and the importance we put on the quality we want to offer, we believe that the educators at the center must possess an education recognized by the Ministry, or has pertinent experience.

They must also, at all times, hold a proof of training in emergency first aid and must comply and pass the impediment check (both must be renewed every 3 years).

Furthermore, to meet our nutritional objectives, we ask that the person responsible for food preparation have a diploma and training in that field such as a D.E.C. in “Technique de diététique” or equivalent experience.

The person responsible for the administration of the center must have a university diploma in early childhood and/or in administration along with experience or a diploma in another field of discipline.

The field work students who intervene with the children must be at all times supervised by a member of the permanent staff.

VALUES

The following section describes the values privileged within the center. These values guide the interventions with the children and their parents as well as exchanges between colleagues.

At the CPE du Campus, we value:

RESPECT: 1. of one self

2. of others

3. of the environment

SELF RESPECT

General Objective:

Have the child become aware that he is a unique being and develops at his own rhythm.

Specific Objectives:

Respect the child for who he is and not for what we would want him to be.
Enable the child to feel, identify and understand his physical and emotional needs.
Allow the child to affirm his own characteristics at each age and each stage of his development.

Means:

Show a good knowledge of the specific needs of each child.
Recommend intervention methods appropriate to the stage of development and temperament of each child.
Sensitize the child in regards to his personal hygiene and his diet via routine activities.
Offer activities adapted to the needs, interests and capacities of each child in order to promote the enrichment of their abilities.

RESPECT OF OTHERS

General Objective:

Have the child be conscious that he is a social being and that he is developing within a group of peers also having needs.

Specific Objectives:

Promote diversity and multiculturalism through a rich and nurturing environment.
Bring the child to respect differences.
Become a role model and allow him to develop social values.
Through daily experiences, guide the child toward tolerant, non racist and non sexist views.

Means:

Encourage interactions with peers.
Create situations that encourage helping others.
Promote exchanges of experiences and ideas through circle time.
Allow the integration of children with special needs in the group.
Bring the child to understand the feelings of others by reminding him of his own experiences.
Create a harmonious environment same as with the work team.
Never encourage or accept behaviours and words that are sexist, racist or that imply economic, social, cultural, or religious prejudices.

RESPECT AND KNOWLEDGE OF THE ENVIRONMENT

General Objective:

Bring the child to be aware and respect his environment.

Specific Objectives:

Allow the child to explore the outdoor and indoor environments of our center.
Establish rules that bring the child to respect the environment.
Sensitize the child to respect the materials and the physical environment.

Means:

Visit another group.
Explore the streets of the area
Visit all areas of the center through daily activities: playground, gross motor room, library, and kitchen.
Propose activities related to nature and the environment (simple and adapted to age group).
Put emphases on recycling and reusing material.
Get the children accustomed to putting waste in the garbage.
Put materials back in their proper place.
Keep the center clean and healthy (air quality, cleanliness of classes, strict hygiene standards).

COMMUNICATION

General Objective:

Bring the child to express his needs, his expectations and his emotions in a way that respects his peers, the adults and the environment.

Specific Objectives:

Encourage talking about feelings.
Respect the emotions of the child (ex: sadness, anger, love, fear, etc…)
Create an environment where communication and expression of emotion is accepted and encouraged.

Means:

Speak and exchange with the child, and describe the situation.
Use stories, nursery rhymes, and puppets to increase the exploration of language and create situations that put into play various emotions.
Redirect children who present aggressive behaviours towards positive and energetic alternatives.
Show children alternative ways of expressing aggressive emotions.
Keep parents informed (info on board at the CPE, internal communication, emails).
Daily exchanges between parents and educators through the daily report.
Favour dialogue and exchanges between members of the staff (meetings, consultations, ‘I’ messages, resolution of conflicts in a positive manner).

SHARING AND COOPERATION

General Objective:

Promote sharing, cooperation and mutual help.

Specific Objectives:

Encourage participation and avoid competition.
Entrust responsibilities that contribute to the well-being of the group and emphasize them.
Encourage the child to help his peers.

Means

Intervene in a democratic manner (active listening)
Play games where everyone participates.
Teach the notion of taking turns.
Invite children to exchange and share.
Ask children to help their peers: E.G. Do you want to hold his hand? , Can you help him construct his building?
Plan common projects and put them on display: murals, group art, etc.
Encourage staff participation in various committees.

PROFESSIONALISM

General Objective:

Maintain a high level of competence in the accomplishment of our daily tasks.

Specific Objectives:

Hire qualified and reliable staff.
Maintain healthy work relations.
Ensure that the beliefs and values are known and shared by all the staff, regardless of their hierarchal position, thus favouring confidence, a sense of belonging, cooperation and coherence between the facilities and comprehension between colleagues.

Means:

Ensure a follow up with new employees.
Proceed with periodical evaluations of the employees.
Target the need for workshops (individual and group)
Create and put into application rules and values within the work team.
Believe in an open communication with the staff in order to create a feeling of belonging and team work with the organization.

EDUCATIONAL PROGRAM AND THE CPE

The CPE is a place a child can feel comfortable and secure. While remaining warm and welcoming, our environment must be structured and stimulating in order to encourage the development of the child. We believe the child learns in each and every moment of the day. The adult must stimulate the child, offering him a range of activities that develop different aspects of his development.

The CPE framework is based on the Ministry educational program. For example, our classroom setup and our daily schedule are inspired from ‘High scope’, but educators can draw from other educational programs to comply with their objectives. These learning objectives^[1] are aimed at the global development of the child through these developmental areas:

Physical and motor
Cognitive
Language
Social-emotional-moral

Established in respect to the 5 basic principles:

Each child is a unique person
Child development is a comprehensive, integrated process
Children are the primary agents of their development
Children learn through play
Cooperation between childcare personnel and parent contributes to the harmonious development of the child.

OUR DEFINITION OF EDUCATIONAL QUALITY

At CPE du Campus, our priority is the positive growth of each child. We believe that through a nurturing environment, we can achieve this goal. This is why we are motivated by our own individual and collective beliefs. The staff attends workshops on a regular basis to further increase their knowledge on educational quality. We believe in positive democratic interventions, as well as open communication with everyone involved.

DEMOCRATIC INTERVENTION

In keeping the Educational Program in mind, we feel the use of democratic interventions in our daily life at the center is important.

The program explains that democratic intervention allows for the child to become involved in decision making. It allows the child to express his needs and be able to negotiate a solution to a problem. Both child and educator have an important role to play. Democratic intervention also takes into consideration being consistent and flexible.

It is important to guide the child in his development rather than try to control him.

We achieve this by having clear age appropriate means that everyone is aware of, in order to have continuity between the educators and the children from class to class. We believe the child will learn through experimenting on his own; through observing and asking open-ended questions.

Finally, because we believe the word democracy also calls on the notion of equality, we must become a role model of respect to teach respect.

PHYSICAL ENVIRONMENT

The Indoor Environment

A classroom setup plays an important part on how a child will learn. Classrooms are arranged into learning areas or centers through the placement of furniture. Furniture and shelves are used to break up the classroom into different areas offering the children a diversity of activities. This layout helps children focus on individual tasks as well as encourages conversation and collaborative work between children.

The physical environment should provide opportunities for the children to explore and learn. An appropriate indoor environment can be created by subdividing the classroom into learning areas or centers. For example, dramatic corner, block corner, quiet play corner.

Accessibility of materials is the key when thinking of overall classroom design. The age of the children should be the first consideration.

The Outdoor Environment

Outdoor play is an extension of the classroom. It is healthy for the children to go out whenever possible. Outside play occurs at least once a day (weather permitting). Here are a few gross motor activities that can be seen outdoors: ball play or sand play, climbing structures, walking.

Ratios

The following ratios are respected or can be lower:

Children from 3 to 18 months (infants): 1 adult to 5 infants

Children from 19 to 24 months (toddlers): 1 adult to 8 toddlers

Children from 25 to 47 months: 1 adult to 8 children

Children from 48 to 59 months: 1 adult to 10 children

DAILY SCHEDULE

The daily schedule is an important part of the day. It helps the day flows smoothly and it helps to regulate the activity level of the children. It gives them a sense of security and helps them integrate notions like time and space. Diversified activities in the daily schedule allows for an up/down flow in the classroom.

TYPICAL DAILY SCHEDULE

18 Months and over

7:00 to 9:00	Greeting ,snack : Children of different ages are together; free play; snack by age group
9:00 to 9:30	Circle-time, or music, or art Activities initiated by the educator, or child in a group or solitaire play
9:30 to 10:00	Small group activities or preparation to go outside Older groups may walk to the library or the pool in the summer.
10:00 to 11:00	Outdoor play, gross motor activities
11:00 to 11:30	Story time transition & lunch preparation
11:00 to 12:00	Lunch served at different time according to age group
12:15 to 12:30	Routine activities (toileting & hand washing)
12:30 to 2:30	Quiet time and nap time
2:30 to 3:30	Wake up time, snack and routine activities (toileting, hand washing & snack)
3:30 to 6:00	Children group in different ages, free play and departures

TYPICAL DAILY SCHEDULE

Babies

The baby room opens at 7:00

The babies can eat according to their own individual schedules.

The schedule in the nursery is flexible and respects the children’s pace. It is up to the educator to offer the children stimulating activities that meet each child’s needs. They must plan indoor and outdoor activities. Regularity in the day’s activities is encouraged in order to give the children a sense of security to the children.

Routine activities (change of diapers, cleaning, etc.) meet the needs of the children and are aimed at maintaining their good health.

Routines and transitions for babies and all age groups

Routines are the framework of the program offered to young children. Routines allow the children to feel confident and secure. A routine is necessary and occurs daily; each day, certain moments are repeated, providing continuity and a sense of order in the schedule. Transition periods play an important role in the cognitive development of the child (development of his memory), in his emotional development (self confidence), and in his social development (respect of rules in the group) etc. The curriculum works around routines such as clean up, group time and outdoors play. The routine of changing diapers, preparation of meals and hand washing are aimed at maintaining their good health.

Special Activities

Educators with the assistant director plan special activities for all age groups: outings such as sugaring off, apple picking, special days and shows. All of these activities must have an educational base. Parents can participate and accompany the children.

NUTRITION – Development of healthy eating habits

The meals offered to the children are prepared at the center and follow the Canadian Health Guide. Our menus follow a seasonal schedule: fall/winter and spring/summer. We believe in serving fresh fruits and vegetables and no fried foods. We pay close attention to food allergies and nutritional restrictions. There is a policy aimed at preventing allergic reactions. The staff work closely with the parents of infants, to slowly introduce new foods.

Through different activities (books, stories, role playing, cooking etc) educators are offering the children, many opportunities to learn about food, and good and healthy eating habits.

PARTNERSHIP WITH FAMILIES

Each educator is invited to maintain an open relationship with the families by respecting differences in child-rearing values and practices.

Communication with parents

The educators acknowledge the parents as the primary caregiver. Given that the child spends a large amount of time each day at the center, we value open communication with parents. Various tools such as the daily report and the programming board are used on a daily basis to promote dialogue between parents and the educator for the well being of the child

Parent-teacher meetings take place throughout the year where the educators present their curriculum and discuss with the parents about the daily leaving of their child at the center.

RELATIONS BETWEEN ADULTS

At the CPE, we encourage active listening and active participation. The personnel are encouraged to communicate openly and respectfully with one another. The administration encourages cooperation and communication with the staff.

The center team meets periodically (once a month) to exchange ideas and discuss pedagogy, and do follow-up on the daily functioning of the center.

APPENDIX 1

Developmental objectives for children 18 months and older.

COGNITIVE DEVELOPMENT

The center encourages and stimulates language Development.

Methods:

The adults listen and speak to the children.
The adults use adequate vocabulary.
They offer activities that encourage communication; puppet theatre, circle time, etc.

The center promotes bilingualism.

Methods:

The educators are fluent in one language and speak and understand well a second language (French or English)
The daily activities are offered in English and French.

The center promotes the development of school learning prerequisites.

Methods:

The adult answers children’s questions concerning the everyday world.
Materials are made available to the children to stimulate creativity, promote basic learning (colours, textures, shape, etc.)
The adult encourages the child and stimulates their curiosity; the educator questions and guides the child’s thinking.

The center promotes curiosity and the

spontaneous expression of the children.

Methods:

The adult asks open-ended questions and accepts the expression of new solutions.
Free play allows the children to choose and experiment, to set objectives and obtain them.
The educators encourage those children who are less curious to participate in the activities.

The center promotes the development of language

Methods

Activities are offered to children allowing them to express themselves (identifying things, circle time, stories etc)
Children are encouraged to share what they do outside the center
Children are encouraged to exchange with their peers (role playing, conflict resolution etc)

The center promotes the development of the children’s memory

Method

Classifying, memory games, storytelling activities are offered to children
Project activities are offered so children can learn to develop their memory through steps

The center promotes learning ways to address the information

Method

Activities are offered allowing the children to acquire new knowledge and new abilities and use them in the appropriate ways
Children are offered activities where they can use their own creativity
Educators ask children questions to support them in their discoveries
Educators support the children in encouraging them to observe and talk about their observations, to ask questions, to find solutions

Physical and MOTOR DEVELOPMENT
The center promotes health.	Methods: To provide quality menus which respect the Canadian Food Guide. To respect the need to rest for the children by integrating rest periods and relaxation techniques. To establish and put into application hygiene policies and the prevention of illness. Exterior play is daily when weather permits.
The center promotes fine motor development.	Methods: Art materials and lacing activities are accessible to the children. The educators offer activities that encourage the use of fingers; painting, colouring, crumpled paper, etc. Activities like cutting, folding, modeling are offered to children
The center promotes gross motor development.	Methods: Children have access to sufficient space and organized space. It provides material that encourages gross motor: balls, hoops, tunnels, jumping ropes, outdoor structures, etc. The educator offers cooperative play time, activities that use the whole body. Activities promoting the development of the child’s balance (walking on a beam, play structure etc) are offered by the educators

SOCIAL-EMOTIONAL – MORAL DEVELOPMENT
It is important that a link of attachment be build between the educator and the child	Methods The integration of children in the center is done progressively with the parents spending time with their children and the educator in their group The educator considers the child individually with needs specific to him The educator responds to the children’s needs rapidly The educator talks to the parents positively about the children
It is important that the child develops his self esteem	Methods The child’s productions are posted Children are congratulated on their success Children are offered choices of activities Children are encouraged to talk about their activities outside the childcare center
It is important that the children learn to solve their conflicts on their own, to know how to defend them.	Methods: The adult encourages the child to use their words to solve their problems. They accompany the children concerned in the steps to solve their conflicts. They do not decide for them. Compromise and mutual agreement are favoured.
It is important that children know how to show affection, tenderness.	Methods: The adult shows tenderness and affection towards the children and the adults with whom they work. The children have access to dolls in order to reproduce behaviours of ‘taking care’. It is recommended that the child bring a favourite item from home (stuffed toy, blanket).
It is important that children respect differences (race, ethnics, religions, handicaps).	Methods: The center chooses their staff in a way that reflects multiculturalism of the environment The toys offered give a realistic image of the environment (dark skinned dolls, Asian, etc.) The center respects religious convictions of the families (special menus, holidays, etc.)
The center does not accept sexist attitudes or behaviours.	Methods: Tasks are assigned without regard for the sex. The games and activities are offered to everyone. The adults use language and adopt non-sexist attitudes.
It is important that children learn about functioning in group, playing in a group	Methods The children are encouraged to use words to express themselves Activities are offered to reinforce exploration and discoveries Free activities allow children to develop relationships with their peers Opportunities are offered to children where they will have occasions to exchange with peers and learn about differences
It is important that intervention help children start learning about what is permitted from what is not	Methods Explanations is given by educators to children on negative or positive consequences of actions

LANGUAGE DEVELOPMENT
The center promotes language development.	Methods: The educators stimulate and encourage using words, various sounds and short sentences to communicate. A sufficient time is given to every child to allow for one on one interaction. Activities and games are planned to allow the child to develop his/her vocabulary. Simple words and sentences are used to explain activities and routines. Songs and stories are adapted to the various age groups.
The center encourages communication.	Methods: The educators encourage the use of words to express feelings and emotions between every child and their peers. The tone of voice expresses equally their emotions. Nevertheless, they must preserve an open atmosphere and never scream or excessively raise their voice.
The center promotes the development of language through body expression	Methods Opportunities to dance, move, learn about rhythm are offered to children
The center promotes the development of language through artistic expression and learning about writing	Methods Opportunities to draw, paint, sculpt with different materials and textures are offered to children Opportunities to write and listen to stores are offered

APPENDIX 2

The developmental objectives specific to infants: the objectives are almost the same as for the older children but are carried out more specifically in the following ways:

SOCIAL-EMOTIONAL – MORAL DEVELOPMENT
The center offers occasions to infants to be with other children	Methods Educators offer objects, materials, infants can want, take, explore with other children Educators offer opportunities for infants to imitate
The center favours the expression of respect and affection.	Methods: The educators interact frequently with the children both verbally and non-verbally by talking to them softly and taking them in their arms. The non-verbal messages to the infants correspond with their verbal messages (ex.: words of affection are followed by a hug) The personnel do not make fun of the children, they treat them with respect. The personnel considers situations also from the point of view of the children.
The center favours personalized contact.	Methods: The educators devote time to each child during routine activities or play. They respond to their needs without discrimination. They maintain eye contact with each child during privileged activities.
The center encourages the development of self esteem and confidence.	Methods: The personnel comforts immediately the infant in distress by taking them in her arms and if she cannot intervene immediately, talks softly.

COGNITIVE DEVELOPMENT

The center promotes cognitive development.

Means:

The center puts at the disposition of the infants toys and material that allows for classing and sorting objects.
This allows the infant to also identify their attributes (colour, size, texture).
These safe objects allow the manipulation and identification of components of their environment.
Statements are given to allow the infant to situate him in time. Ex.: “Soon, we will eat.”
Mobiles and illustrations of all sorts are hung that stimulate the infant visually and auditory.

Physical and MOTOR DEVELOPMENT

The center promotes motor development.

Means:

The space is arranged in a way that allows the infant to crawl and walk safely.
The security of the little one is ensured (those who cannot move about alone).
Toys are offered to the infants in order to encourage walking.
Toys infant can handle are offered to him
Occasions to explore different textures are offered.

Annex 1 show the developmental objectives for children 18 months and up and annex 2 the developmental objectives for infants. ↑

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