Wawanesa Wee Care Inc. |
Parent information
Working together with the families we serve is what makes our programs so special. Wee Care strives to maintain an open line of communication between family and facility. This partnership will only enhance the care we offer to the children who attend our programs, thus giving them social skills that will serve them well as school agers, teens and adults!
To register your child, please call the facility. You can also get a jump start on things and fill out the 'wait list registration form' online, by clicking the link below.
https://wawanesaweecare.fastoche.ca/waitlist
Preschool Curriculum Statement for Wawanesa Wee Care Inc.
We believe that children learn best through play because of the opportunities for social, emotional, cognitive and physical development. Our children are provided with free choice activities for extended amounts of time, of at least 45 minutes at a time, throughout each day. This time frame known as ‘free play’ allows children to gain independence; develop decision-making skills while choosing toys and activities on their own; have access to new experiences; learn cause and effect; and gain self help skills all while developing language and early literacy skills. This play may be facilitated by staff through modeling, offering vocabulary, initiating conversation, and asking open ended questions. Comments and questions such as “Tell me about your picture!” or “What was the best part of your weekend?” help children develop language, reasoning skills and the ability to express their thoughts and ideas. Staff are often seen down at the level of the children modeling things such as manners, kindness, and respect as well as communication skills to help children learn to negotiate, problem-solve and get along with each other.
Staff also use these times during play and routines to observe individual children and their developmental level and to actively listen as children share concerns and stories or ask questions. We use information gathered from our observations to plan the schedule, set-up of play areas, activities, and further interactions with children.
The daily schedule and transition times are organized to support the learning and development of the group as well as individual children. The schedule is structured, but staff have the flexibility to make change based on what they are observing. If valuable learning is taking place, we may prolong free play or any activity if children’s interest is being held. Spontaneous activities may also arise since staff are actively listening and observing as the children play, learn and explore and so an activity or routine may be adjusted accordingly.
Our staff work as a team to plan activities and organize the play areas to promote the children’s learning and development. Staff rotate toys bi-monthly based on the likes and needs of the children observed during play. We also ensure that choices are obvious; children can easily find and return items; and these spark questions and curiosity. For example, the dramatic area may be set up as a baby nursery to reflect the interests of children with new siblings or scissors may be added to the art area to enhance specific needs of children for fine motor practice. Play areas and activities are often planned the interests of the children we have noticed during play or conversations. However, these are always based on the developmental levels of the children. As staff provide activities, changes may be made along the way to better meet the needs of the group in attendance.
Staff build relationships with children and their families through a variety of ways. Every day, staff meet and greet children and their parents by name as they arrive at the center. We provide information to parents about their child’s learning and development through regular conversations at drop off and pick up times and we provide a comfort level with an ‘open door’ policy to ensure there is open communication between parents and staff. Journals are sent from each program, including photographs and art work are displayed, activities or projects that have happened during the week, as well as info on upcoming event/outings.
Staff make a special effort to reflect and represent all families and the community while exposing the children in our program to differences and similarities of the community and the greater culture. We use books, toys and activities to help children learn about anit-bias, different cultures and beliefs and our community. For example, we have books about grandparents in our library; people figurines with specialized equipment in the block centre; use gender-friendly language such as ‘firefighter’ instead of ‘fireman’; have multicultural dolls and male & female dress up clothes in the drama area.
Our curriculum is play based and the learning and development we see daily, from all ages and levels of development, supports this method. Children learn best when given opportunities to do things for themselves, role play, and learn by first-hand experience. Staff use child development knowledge along with an understanding about individual children to facilitate this learning.
*Wawanesa Wee Care’s space procedures gives priority to full time care.
To register your child, please call the facility. You can also get a jump start on things and fill out the 'wait list registration form' online, by clicking the link below.
https://wawanesaweecare.fastoche.ca/waitlist
Preschool Curriculum Statement for Wawanesa Wee Care Inc.
We believe that children learn best through play because of the opportunities for social, emotional, cognitive and physical development. Our children are provided with free choice activities for extended amounts of time, of at least 45 minutes at a time, throughout each day. This time frame known as ‘free play’ allows children to gain independence; develop decision-making skills while choosing toys and activities on their own; have access to new experiences; learn cause and effect; and gain self help skills all while developing language and early literacy skills. This play may be facilitated by staff through modeling, offering vocabulary, initiating conversation, and asking open ended questions. Comments and questions such as “Tell me about your picture!” or “What was the best part of your weekend?” help children develop language, reasoning skills and the ability to express their thoughts and ideas. Staff are often seen down at the level of the children modeling things such as manners, kindness, and respect as well as communication skills to help children learn to negotiate, problem-solve and get along with each other.
Staff also use these times during play and routines to observe individual children and their developmental level and to actively listen as children share concerns and stories or ask questions. We use information gathered from our observations to plan the schedule, set-up of play areas, activities, and further interactions with children.
The daily schedule and transition times are organized to support the learning and development of the group as well as individual children. The schedule is structured, but staff have the flexibility to make change based on what they are observing. If valuable learning is taking place, we may prolong free play or any activity if children’s interest is being held. Spontaneous activities may also arise since staff are actively listening and observing as the children play, learn and explore and so an activity or routine may be adjusted accordingly.
Our staff work as a team to plan activities and organize the play areas to promote the children’s learning and development. Staff rotate toys bi-monthly based on the likes and needs of the children observed during play. We also ensure that choices are obvious; children can easily find and return items; and these spark questions and curiosity. For example, the dramatic area may be set up as a baby nursery to reflect the interests of children with new siblings or scissors may be added to the art area to enhance specific needs of children for fine motor practice. Play areas and activities are often planned the interests of the children we have noticed during play or conversations. However, these are always based on the developmental levels of the children. As staff provide activities, changes may be made along the way to better meet the needs of the group in attendance.
Staff build relationships with children and their families through a variety of ways. Every day, staff meet and greet children and their parents by name as they arrive at the center. We provide information to parents about their child’s learning and development through regular conversations at drop off and pick up times and we provide a comfort level with an ‘open door’ policy to ensure there is open communication between parents and staff. Journals are sent from each program, including photographs and art work are displayed, activities or projects that have happened during the week, as well as info on upcoming event/outings.
Staff make a special effort to reflect and represent all families and the community while exposing the children in our program to differences and similarities of the community and the greater culture. We use books, toys and activities to help children learn about anit-bias, different cultures and beliefs and our community. For example, we have books about grandparents in our library; people figurines with specialized equipment in the block centre; use gender-friendly language such as ‘firefighter’ instead of ‘fireman’; have multicultural dolls and male & female dress up clothes in the drama area.
Our curriculum is play based and the learning and development we see daily, from all ages and levels of development, supports this method. Children learn best when given opportunities to do things for themselves, role play, and learn by first-hand experience. Staff use child development knowledge along with an understanding about individual children to facilitate this learning.
*Wawanesa Wee Care’s space procedures gives priority to full time care.