Panda Cub House Childcare Centre

anda Cub House programs and staff can best be defined by the mutual values which bind us together. We strive for consistency in our program, be it in the style of interaction, richness and breadth of activities offered, or the reflection in our daily program of the diversity of families we serve. Our shared philosophy, goals and objectives provide a guiding framework from which teachers expand using their own experience and creativity. Our hope is to be a significant source of support for each family while providing a caring learning environment for each child. The goals of the program strongly reflect an abiding sense of respect for children, their unique cultures and individual development. With infants and toddlers, we work to provide an environment as home like as possible – warm and welcoming, cozy spaces, photos of family, and so on. In their classrooms, infants develop intimate relationships with a stable caregiver. Caregiving activities such as feeding and diapering are warm, consistent and individualized. These routines are viewed as opportunities for children to receive undivided adult attention and to promote language, self-awareness and social skills. The infants' preexisting patterns for feeding and sleeping are respected and incorporated into the child's routine at the Center. Consistency in routines and schedules allow children to anticipate what is coming next; thus, transitions are predictable. The preschool classrooms are composed of children 3 years to 5 years of age. These multi-age groupings exemplify the Center's commitment to provide experiences that enhance the development of each child's whole self: creative, intellectual, physical, social and emotional. As each of these facets develops at different rates, the children seek activities and experiences that meet their individual needs. In addition, children with different knowledge and abilities stimulate one another's thinking and encourage prosocial behaviors amongst themselves. But, perhaps most importantly, this enables families, children and teachers the chance to build strong and consistent relationships with one another. All of the Center classroom environments offer a rich variety of spaces, material and activities organized to promote children's active exploration and mastery. Although classrooms often appear informal, they are the result of careful planning and structuring to ensure that the needs of each child are met in a supportive and nurturing way. Our teachers encourage curiosity and enthusiasm for learning, promote cooperative social interactions, support individual creativity and diversity and provide opportunities for children to use their growing bodies to develop a sense of autonomy and self worth. Children spend the majority of their day involved in a variety of activities: art, block building, dramatic play, music, sorting and matching games, listening to stories, movement activities, science activities and large motor play. Because we wish the Center to be an extension of a child's family life, we offer a variety of ways for parents to become involved in children’s classroom experience and in Center concerns. Conferences are scheduled at least twice a year, or more frequently at parent or teacher request. The Center plans several social events, parent meetings and work parties each year. Our program is built around the concept that children are born ready to learn. As caregivers, we strive to create a learning environment that is safe, stimulating and encouraging:

*Children develop knowledge of their world through active interactions with caregivers, peers, materials, and events.
*Learning is sequential, building on prior understandings and experiences.
*Learning proceeds at different rates in each area and each child; children will show a range of skills and understandings in any one area of development.
*Learning in each area is interconnected. Young children learn best through experiences, which incorporate several areas of development.
*Learning is embedded in a culture. Children learn best when their learning activities are rooted in a familiar cultural context.
*Learning begins in the family, continues in early care and education settings, and depends on parent involvement and caregiver guidance.
*All children have the potential to achieve the Alberta Learning Standards with appropriate supports and instruction.