Crèche Childcare Centre: Program
Programming & schedules
Below you can find the daily programming & scheduling at Crèche Childcare Centre.
Daily schedules
Infants (under 18 months)
| Time and location | Experience / Activity |
Skills enhanced |
| 7:00 a.m. Daycare / morning drop-off in indoor activity room (all children) |
Free play for all children |
Social Interaction Group Interaction |
| 7:30 - 8:30 a.m. Indoor activity room for infants and toddlers |
Free play |
Gross Motor Skills Active Play Eye-Hand-Coordination Creativity Social & Group Interaction Fine Motor Skills |
| 8:30 - 8:45 a.m. Infant room |
Preparing for morning snack Washing hands and faces Changing diapers (if needed) |
Introducing Self-Help Skills |
| 8:45 - 9:15 a.m. Infant room |
Morning Snack Please See Our Menu Posted On The Bulletin Board Menu Is Rotated On A Weekly Basis |
Social Interaction Self-Help Skills Fine Motor Skills Language Development |
| 9:15 - 9:30 a.m. |
Diaper Change Indoor Activity Room Depending On Weather Extreme Wind-chill Warning Raining,Smog Advisory |
|
| 9:30 - 10:00 a.m. Infant room |
Sensory Activities Art Activities |
Tactile Exploration Auditory Discrimination Olfactory Visual Discrimination Group Interaction Social Development Fine Motor Skills Eye Hand Coordination Creativity Social and Emotional Experimental play |
| 10 - 11 a.m. Outdoors |
Outdoor play / playground/ Stroller Walks For Younger Infants Sand Box: Scoops/shovels/trucks/ |
Gross Motor Skills Exploration Social and Emotional Exploration Language Development |
| 11 - 11:30 a.m. Infant room |
Prepare For Lunch |
Introducing Self-Help Skills |
| 11:15 - 11:30 a.m. Infant room |
“Come On Everyone, Its Circle Time” Story books Thursday’s French Circle With Amal |
Music and Rhythm Language Development Cognitive Development Group Interaction |
| 11:30 a.m. - 12 p.m. Infant room |
Lunch Time Please See Our Menu Posted On The Bulletin Board Menu Is Rotated On A Weekly Basis |
Social Development Self-Help Skills Fine Motor Skills Language Development |
| 12 - 12:30 p.m. |
Changing Diapers/Getting Ready For Sleep Time Reading/Looking at picture books |
|
| 12:30 - 2:30 p.m. Depending on length of each child's nap |
Nap-Time For the babies that had a morning nap, they will have a nap later in the afternoon |
|
| 2:30 - 3 p.m. Infant room |
Quiet Activities Reading/Looking at picture books Some children will be waking up from their naps Prepare For Afternoon Snack Washing Hands and faces Afternoon Snack Please See Our Menu Posted On The Bulletin Board Menu Is Rotated On A Weekly Basis |
Language Social Development Gross Motor Skills Fine Motor Skills Exploration Introducing Self-Help Skills Fine Motor Skills Social Interaction Self-Help Skills Language Development |
| 3 - 4 p.m. Infant room |
Free play Dramatic play |
Gross Motor Skills Eye-Hand Coordination Cause And Effect Auditory Exploration Language Social Development |
| 4 - 5 p.m. Outdoor play |
Outdoor play Push toys |
Cognitive Development Gross Motor Skills Sensory Exploration |
| 5 - 6 p.m. Infant room |
Indoor playtime |
Quiet Time Social Play Fine Motor Skills Exploration |
| 6 p.m. Infant room: evening pick-up |
Daycare Closed. Have a great night! |
Cuddly Toddlers (18 - 30 months)
| Time | Experience / Activity |
Skills enhanced |
|
7 a.m. |
Free play Gross motor activities Climber & slide Fine motor activities Puzzles, lego,magna doodle, lacing/sorting Arts & Crafts |
Active play Balancing coordination Group cooperation Eye-hand coordination Fine motor skills Creativity Self expression |
| 8:30 a.m. Cuddly toddler room |
Free play Carpet toys and shelf Dramatic play, small cars and Arts and Crafts Crayons and paper |
Social interactions
|
| 9:00 a.m. | AM Snack See posted menu |
Language development Self help skills Turn taking |
| 9:30 a.m. |
Arts and crafts continued, fine motor and sensory activity Offered daily Puzzles, lego, self-help boards, Scheduled fine moral activity Sensory Scheduled activity on program Offered Daily Play dough, sand, water |
Eye hand coordination Problem solving skills Social development Turn taking Language development Social /individual development |
| 10 a.m. |
Outdoor play / enrichment programs in small groups Tuesday: Thursday: Outdoor play |
Cognitive development Appreciation for books Concentration skills Appreciation for our elders Socialization community development Language development Large and gross motor Fine motor Social and emotional development |
| 11 a.m. |
Songs Finger plays, puppets felt board stories, special scheduled activity |
Social skills Language development Group cooperation Cognitive development |
| 11:30 a.m. | Lunch time See lunch menu |
Social skills Turn taking Trying new things |
| 12 p.m. |
Books, sleep toys as children settle Sleep time environment Light turned out Soft music and night light kept on |
Self control Emotional development Independence |
| 12:30 - 2:30 p.m. |
Children that are awake are given books and quiet activities or go to indoor active play room |
Quiet time Respect for individual needs Self help skills |
| 2:30 p.m. | Snack time See posted menu |
Social Self help Turn taking |
| 3 p.m. |
Free play: Including dramatic play, fine motor Manipulative toys, legos, magnets, buts and bolts, shape sorters are placed on tables |
Fine motor skills Creativity Self expression |
| 4 p.m. Outdoor play |
Water play in the summer |
Social development Gross motor Sensory Language development |
| 5:30 p.m. Indoor play (weather depending) |
Shelf toys Quiet activities such as books |
Individual play Quiet time Fine motor skills Language |
| 6 p.m. | Home time |
Jolly Toddlers (18 - 30 months)
| Time | Experience / Activity | Skills enhanced |
| 7 - 8 a.m. | Free play in the indoor active room (large gross motor room) |
Social skills and peer interactions are integrated in group games and activities. For example, building with blocks in a small group, or using the climber together |
| 8 - 8:45 a.m. |
Programmed creative & Cognitive: |
Creative activities promote self-expression and imagination. Cognitive activities enhance the child's problem-solving skills. The child learns through "trial & error" experiences |
| 8:45 - 9:15 a.m. | Morning snack | |
| 9:15 - 9:30 a.m. | Group time Reading books Singing songs Using finger puppets, felt pieces Finger plays or new games to promote learning of colours, shapes, letters, etc. |
Group circles and games enhance the child's language, social,emotional and intellectual development. |
| 9:30 a.m. | Washroom routine (diapering and toilet training) | Children will learn independence through toilet-training, self-help skills, ex. hand washing |
| 9:30 - 9:45 a.m. | Dress up for outdoor play | Self-help skills & independence promoted through learning to dress on their own (putting on their hat, boots, learning to do the zipper on their coats) |
| 9:45 - 11 a.m. | Outdoor play in the playground / bike area | Gross motor activities are implemented Running Kicking a ball Pushing a shopping cart Riding a tricycle / stroller Using a big car Digging in the sandbox |
| 11 - 11:30 a.m. | Group time / washing hands | Learning new songs or poems. Friday is show & tell (child brings in item from home to share with friends). This enhances language & social skills. |
| 11:30 a.m. - 12 p.m. | Lunch time | Independence & self-help skills are encouraged (feeding and drinking from cup) |
| 12 - 12:30 p.m. | Washroom / toileting | |
| 12:30 - 2 p.m. | Naptime | Toddlers sleep on a cot and teachers assist them |
| 2:30 - 3 p.m. | Sensory and fine motor activities |
Children learn through exploration. Sensory consists of: Fine motor: ... These activities promote |
| 3 p.m. | Afternoon snack | |
| 3:30 - 3:45 p.m. | Dressing time & apply sunscreen | |
| 3:45 - 5:30 p.m. | Outdoor play |
Physical games |
| 5:30 p.m. | Washroom routine | |
| 6 p.m. | Crèche closes |
Junior Preschool
| Time | Experience / Activity |
Skills enhanced |
| 7-7:30 a.m. |
Free play in the Indoor Active Room |
A variety of activities are offered |
| 7:30 - 8:45 a.m. |
Free play in the Jr. Preschool Room |
These fine motor activities promote hand-eye coordination. |
| 8:45 - 9:15 a.m. |
Morning snack, washing hands. |
Independence and self-help skills are encouraged through actions like serving themselves, scraping food into the garbage, and putting dishes in the sink. |
| 9:15 - 9:30 a.m. |
Clean up and washroom routing (pull-ups and toilet training) |
Children are encouraged to use toilets and sinks for hand-washing |
| 9:30 - 10:30 a.m. |
Outdoor play for group 1 – dress up in the locker area. Programming learning activities for group 2 (circle time). Provides opportunities for group discussions about different holidays, families, foods, etc. Includes an introduction to alphabet, numbers, colours and shapes. Also involves show and tell every Wednesday. |
Self-help skills and independence are promoted through learning how to flip (putting their jackets, shoes, hats, etc. on) Circle time promotes language skills, turn taking, social interaction and helps build self-esteem. |
| 10:30 - 11:30 a.m. |
Outdoor play for group 2. Programming learning activities for group 1. |
|
| 11:30 a.m. - 12:30 p.m. |
Handwashing, lunch time, and washroom routine |
Independence and self-help skills are encouraged (serving food, scraping food, placing dishes in the sink, etc.) |
| 12:30 - 2:30 p.m. |
Rest time |
Preschoolers sleep on cots while teachers help them go to sleep by rubbing their backs. Soft music and quiet activities are provided for children who do not nap (ex. books, colouring, etc.). |
| 2:30 - 3 p.m. |
Hand-washing and afternoon snack. |
|
| 3 - 3:45 p.m. |
Activities such as music and movement stories, felt board, puppets, reading our favorite books (letting children finish familiar sentences), telling stories, music instruments and singing songs. |
These activities promote self-expression, enhance language skills, teaches rhythm and improves memory recall. |
| 3:45 - 4 p.m. |
Dressing up in locker area. |
|
| 4 - 5:30 p.m. |
Outdoor play (balls, hula hoops, scheduled activities for outside, follow the teacher, “Simon Says,” cars and garage, balance beam, etc.) |
Outdoor play gives opportunities to practice balancing skills and coordination, and lets the children participate in group games that teaches them co-operation and teamwork. |
| 6 p.m. | Closing |
Senior Preschool
| Time | Experience / Activity |
Details |
| 7 a.m. | Daycare open, children in large playroom | |
| 7 - 8:15 a.m. | Children move to preschool room | |
| 8:15 - 8:25 a.m. | Washroom | |
| 8:25 - 9 a.m. | Sr. Preschool room - free play and snacks | |
| 9 a.m. | Clean up time | Children are asked to clean up the toys they are playing with and put them back on the shelves |
| 9:15 - 9:45 a.m. | Pre-Academics (Group A) Learning Circle (Group B) |
View details below. |
| 9:45 - 10:15 a.m. | Learning Circle (Group A) Pre-Academics (Group B) |
View details below. |
| 10:10 - 11:10 a.m. | Outside - Group A | Washroom routine - dressing at cubbies – going outside |
| 10:20 - 11:20 a.m. | Outside - Group B | Washroom routine - dressing at cubbies – going outside |
| 11:10 a.m. | Go inside - Group A | Undressing at cubbies – wash hands – go to lunch area |
| 11:20 a.m. | Go inside - Group B | Undressing at cubbies – wash hands – go to lunch area |
| 11:30 a.m. - 12 p.m. | Lunch | |
| 12 - 12:15 p.m. | Washroom | |
| 12:15 - 2 p.m. | Quiet/nap time |
Children sleep or do quiet activities on their cots. Once we get all the children who nap to sleep, we invite the ones that are awake to come to the table to do quiet activities (colouring, painting, bead work or just looking at books) |
| 2 - 2:15 p.m. | Washroom | |
| 2:15 - 2:30 p.m. | Mini circle | Teacher will describe activities and assign children to stations: approximately 20 minutes per station, in this mini circle we will ask the children what project they would like to work on. Throughout the day we will also observe the children to see what they are interested in to help us decide what our next project will be. |
| 2:30 - 3:30 p.m. | Snack | |
| 2:30 - 3:30 p.m. | Activity stations | View choices below. |
| 3:30 - 3:40 p.m. | Clean up | |
| 3:40 - 4 p.m. | Music circle | The children will pick songs that they would like to sing. We play musical chairs, duck duck goose and simon says |
| 4 p.m. | Outside | Washrooms routine – dressing at cubbies – going outside |
Pre- Academics & Learning Circle - Details & activities
Learning Circle - The children will learn to sing the "good morning song," the "weather watcher song" ( we have a child look out the window and the rest will sing the weather watcher song, "Weather watcher Weather watcher what do you see, tell us what the weather is, tell us what the weather is come tell me." If the child tells us the weather is sunny then we sing "sunny is the weather the weather sunny is the weather today").
We learn the song "the months of the year" and ask the children what month is it and we learn the song "the days of the week" and ask the children what day it is (Today is Monday June 22, 2009) We learn to count and our different shapes and colours.
To help us learn we will use the bingo game, memory game, building blocks ( smallest to tallest). We have a rug with the different shapes and colours upon it, and we ask the children to sit on the shape of a square and tell us what colour it is.
We will play a game where we ask the children to find us five things in the room that are square, four things that are shaped like a triangle, three things that are shaped like a circle and two things that are shaped like a rectangle and one thing shaped like a diamond, then we will ask what colour are your shapes, this enforces there shapes, colours and numbers.
Pre-Academics – Research supports the importance of multi-sensory teaching to address children's diverse learning styles: visual, tactile, auditory and kinesthetic. We encourage the multi-sensory activities in the classroom to appeal to different learning styles and make lessons fun. The Get Set for School (pre-academics) program goes beyond typical multi-sensory instruction. Our strategies and materials are exceptional and uniquely effective at facilitating dynamic classrooms. Here are just a few teaching methods:
VISUAL
- Step-by-step illustrations of letter formation give clear visual direction
- Clean, uncluttered black and white pages are presented in a visually simple format
- Illustrations in workbooks facing left-to-right, promoting left-to-right directionality
TACTILE
- Wet-Dry-Try on a slate or blackboard gives children touch and repetition without boredom
- Step-by-step workbook models are big enough for finger tracing
- The frame of slate helps children make lines and keep letters and numbers well proportioned
AUDITORY
- Consistent, child-friendly language helps children learn and remember easily
- Music promotes memorable and entertaining letter instruction
- Unique letter games prevent children from using old bad habits by delaying the auditory letter cue
KINESTHETIC
- Music and movement teach letter formation
- Imaginary writing teach using large arm movements and visual cues
Below is the list of our multi sensory lessons:
- Music and movement
- Wood pieces
- Mat man
- Roll a Dough letters
- Shaving cream
- Wet dry try
- Tracing in sand
Activity stations
Choices include:
Drama
- The children will go on stage and use their imaginations to play house, doctor, fireman, put on puppet shows or dress up
Cognitive
- The children will develop their fine motor skills by putting together puzzles, using lacing boards or building sets
Sensory
- Water play: washing dishes, soap and water, animals in the water, ice cubes and water (how long does it take for the ice to melt), find the buried treasure inside the ice cube, fill cups and bowls (how many cups of water did it take to fill the bowl or bucket?)
- Sand play: buckets and shovels, hidden treasures (how many teddy bears, Dino's, etc. did you find in the sand)
- Sensory beads: hidden animals, fill containers, goop play (the children make goop using cornstarch and water we add paint for colour)
Math
- Counting teddy bears arranging from smallest to largest
- Measuring how tall we are
- Cash register (to learn about money and the value of money)
Science
- We have two science experiments a week, exploring milk, lava lamps, volcanos, dancing raisins, learning about magnets, magic of bubbles, growing plants, learning about animal life styles (frog cycle)
- Once a year we will have a science fair where we invite the parents to see what we have learned about science
Creative
- The children will use their imaginations to create art with different materials: paint, beads, boxes, flowers, string, pom poms, beautiful junk (egg cartons, paper towel rolls, Styrofoam trays, coffee cans and thing that we can find and recycle)
Construction
- The children will build castles, roadways, buildings, boats whatever their imaginations can think of
- The children will build using wooden blocks, Lego's and boxes
- The children will bring in cars, animals and fishing rods to complete their play
