Mimi’s dayhome

“Z”and” M”had fun coloring the box and helping make a face for our caterpillar. They painted, used their creativity, and worked together to bring her to life. After that, everyone joined in and pretended to feed the caterpillar some pizza!
They practiced sharing, taking turns, using their imagination, and working together as a group. They also used their fine motor skills while painting and coloring.

This afternoon, the children chose to stay inside, so I followed their lead and enjoyed some quiet table games together. They played cards and a board game, taking turns, counting spaces, matching numbers, and practicing patience while waiting for their turn. Through this simple play, the children were building important skills such as problem-solving, communication, cooperation, focus, and early math learning. It was a calm and meaningful afternoon where the children made choices, worked together, and learned through play.

Much of the work of early childhood education happens in ways that are not always visible.

It happens after children leave for the day, when educators revisit documentation, return to a conversation, or reflect together on a moment that continues to linger. It happens in the preparation of environments, in the careful selection of materials, and in the ongoing decisions educators make about which questions to stay with and what stories might be important to carry forward.

This work also lives in the emotional and pedagogical labour of everyday practice. In noticing when a child needs more time. In holding space for uncertainty. In responding thoughtfully to conflict, curiosity, or unexpected encounters. In continuing to think with children’s ideas even after leaving for the day.

During Child Care Month, we want to acknowledge this often unseen work. The work of paying attention. The work of creating conditions where relationships, inquiry, and belonging can grow. The work of staying engaged with the complexities of living and learning together.

These everyday practices shape the life of early childhood spaces in profound ways, even when they are not immediately visible from the outside.

Water, flowers, leaves, sticks, and lots of curiosity!

The children led their own soup-making adventure, choosing ingredients from nature, mixing, pouring, and exploring together through imaginative play and teamwork.This experience supports the Flight Framework Curriculum by encouraging holistic play-based learning, fostering communication and collaboration, promoting a strong sense of well-being and belonging, and inspiring curiosity, creativity, and exploration in the natural environment.

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the children explored a fun “sticks and rings” activity! They carefully matched shapes and pictures using colorful pieces to recreate different designs. This activity helps develop fine motor skills, hand-eye coordination, problem-solving, focus, and early math and spatial awareness. The children were also practicing patience, creativity, and following visual patterns while having fun learning through play.