Programs

chalkboard iconProgram Development

Programs are evaluated regularly and reflect changes in the Child Care and Early Learning Act and ideologies in Early Childhood Education. Frequent staff meetings provide time to review program content.

Professional development opportunities are offered to staff throughout the year.

Curriculum

Hand paintingAt P.R.Y.D.E. Learning Centres, we believe that children are naturally curious and learn through their unique interests. Teachers work together to observe, guide, support and document children's play to provide children with a program that is suited to their interests and developmental needs.

Through emergent curriculum, children are engaged in activities that foster literacy, numeracy, communication, social, emotional and physical development.

Our goal is to teach children how to become critical thinkers, problem solvers and provide them with the skills necessary for success in school, while providing quality, nurturing programs.

When fully engaged in a play-based program, children are enthusiastic about learning which helps to build a foundation for life-long learning.

What is a Learning Story?

A learning story is a written document of the child's play, learning and skill development.

Toddler reading a book with teacherThe story is based on a rich, meaningful experience that may have taken place within the day or over a period of time. The story captures the special moments in the activity that make it rich and describes the feelings and development taking place. The analysis of the story describes what skills were being developed or mastered throughout the activity. The story accompanies one or more pictures of the child in the story.

At P.R.Y.D.E. we relate the learning story to the ELECT document. It is our process in documenting and recording each child's growth and development. This piece can set the stage for future activities and goals for the child.

We use the information we have gathered, to extend and provide more meaningful activities that will interest this child. We leave a space for parent comments at the end of each story to encourage feedback and collaboration with parents. Each story is read to the child, copied to the parent for their comments and kept in a file for each child as part of our approach to assessing each child's development.

Environment

Pilon iconSafety and Health

Group of children playingToys and equipment are carefully selected for safety and educational value. A stringent cleaning plan is maintained for all toys and equipment. P.R.Y.D.E. is responsible for meeting the regulations set out by the Durham Region Health Department, the Day Nursery Act and the Region of Durham. Safety and supervision are paramount throughout our centres. Great pride is given to our clean environment and supervision plans.

Age Groupings

Children are grouped according to age and each room is designed to meet the developmental needs of each child. Ratios for each group are in accordance with The Child Care and Early Learning Act.

Infants: 1:3
Toddlers: 1:5
Pre-school: 1:8
JK/SK: 1:13
School-age: 1:15

Kids playing

Toddler at table