Bringing and Picking Up Your Child
When you bring your child in the morning, please tell the teachers anything you think they should know about your child (i.e. slept poorly). This information is valuable to the staff so that they have a better understanding of your child's behaviour and how to help the child to cope during the day.
Your child's safety is always the staff's first priority. For this reason we request that you complete the following tasks when bringing and picking up your child.
Phone call authorization for release of your child will NOT be accepted.
Late Pick-up Policy
It is the responsibility of all parents/guardians to pick up their child from the centre by 6:00PM. If for any reason/s the child cannot be picked up at the designated time we request that you call the centre immediately.
If a child is not picked up by 6:00PM, the attending staff will contact the parents and the emergency phone numbers. If no contact is available and the parent/guardian has not informed of any delay in picking up the child then the staff will wait until 6:30PM. The staff will then call the Centre Director, and the Children’s Aid Society (CAS), to report of the child not been picked up by the parent/guardian. The staff/director will then follow the instructions given by the CAS worker for further action. The attending staff will prepare a written report at the time of the incidence.
Each day there will be one full meal at noon, consisting of meat/protein alternative, fruits, vegetables, salad, dessert, milk, and bread. Morning and afternoon snacks will also be provided at the center.
A weekly menu will be posted on the bulletin board at the beginning of every week. Please take the time to view the menu and notify the staff if you have any concerns regarding the food items.
In order to reduce the exposure to Anaphylactic causative agents (severe allergies) there will be NO outside food allowed unless approved in writing by supervisor/operator. Our menu is NUT FREE. The food provided is nutritious for all and meets every child’s dietary needs and food restrictions.
To ensure the safety of all children at the center, we ask that parents provide us with their child's immunization record prior to admittance. The child’s immunization record is an essential requirement by the Peel Health Department. If your child has not been inoculated for measles, please consult your doctor about the importance of being protected.
Young children are very susceptible to infections, and we ask for your co-operation in keeping your child at home if he/she is ill. If your child does not feel well during the day, the staff will contact a parent or the person that has been delegated for this responsibility, and ask that arrangements be made to take your child home. When a child is even mildly ill, the stimulating atmosphere of a large group of children and an active program makes it more tiring for the child. For this reason, children are better at home where they can rest more easily with fewer distractions.
There are “No Smoking” signs posted at all entrances and exits. To all parents, staff, volunteers, and visitors smoking is prohibited on the premises and in the playground.
In our inclusive learning environments, we welcome children of all abilities. Respect for diversity, equity and inclusion is vital for optimal development and learning. Here are some of the ways in which we create an inclusive environment in our programs: Recognize each child as having equal rights to participate in program activities, trips and events. Recognize and respect the unique qualities of each child and family, including ancestry, culture, ethnicity, race, language, gender, gender identity, sexual orientation, religion, socio-economic status, family environment, and developmental abilities and needs. Create strategies that value the culture and first language of all children.
CODE OF ETHICS
All Early Childhood Educators are required to honour and follow the Code of Ethics entailed in this profession. The Code of Ethics reflects the core set of beliefs and values of care, respect, trust and integrity:
Responsibilities to children
Responsibilities to families
Responsibilities to colleagues and to the profession
Responsibilities to the community and to the public.
PROGRAMMING & INCLUSION:
At Little Superstars the Educators incorporate a range of varied engaging activities, self-expression opportunities, sense of belonging and wellbeing.
Examining how to include all children in activities by reflecting on individual abilities and strengthening skills each child is working on.
Parents greatly assist educators by informing us of their child’s preferred activities, preferred play materials, culture, language, and traditions.
Educators ensure materials are ample and accessible creative materials are made available for individual activities
Educators document their observations of what they hear children say and what they see children do. Through observing children’s innate abilities, natural curiosity and unique interests, educators then plan their weekly curriculum to prepare, enhance and facilitate each child’s learning.
Educators adjust their curriculum plans to meet the individual needs, personalities and well-being of each child and by on-going communication with the families we collaborate with.
Recognizing children learn by doing and observing and keeping them engaged in an environment filled with variety of play materials.
A child's interactions are supported by educators who model kindness and respect, and who themselves are students of life.
Little Superstars recognizes that diversity includes: race, culture, age, beliefs, gender, ability, appearance, class, lifestyle, sexuality, family composition and language: and it is the right of every child to be treated with the same respect and dignity, adults require for themselves.
Through our weekly curriculum plan, we a child’s natural rhythms by:
Establishing program strategies to foster an inclusive learning environment in which every child can participate. View the diversity of children and families as an asset, and plan programs to reflect differences and enrich the environment.
Flexibility to make reasonable program modifications as needed to ensure every child is included in the program
Facilitate and Support
Importance of connecting with community partners to better support the mental health and well-being of families and children? For example: Peel Inclusion Resource Services (PIRS)
“Supervisors, owner operators, directors, managers, board members staff, parents and volunteers play the single most important role in achieving inclusion success.” (Lero, Irwin, Hope)
The inclusion policy is reviewed and signed off, annually, by all staff to ensure it remains relevant, effective and appropriate.
Every effort is made to support new and existing placements (Reference to PIRS Continued Placement Process)
Professional Education for staff related to special needs and ongoing learning and development.
Importance of strengthening relationships and ensuring social inclusion, participation and a sense of belonging
The centre will have a party for the last day of the school year, as well as Valentines Day, Halloween, etc. We believe that the centre should be a fun experience, and your support during these days is much appreciated.
The centre will celebrate birthdays of each child with the parents consent. A special snack will be included for the children for everyone to be able to participate. Parents are asked to not bring any food items for any events.
Centre Events will be held at Little Superstars throughout the year. Our past events have included: Puppet shows, Farm Animals, Gymnastics, “Mystic Drumz”, “Chester the Clown” and many more engaging activities. We will inform parents of event details through our newsletter and parent information boards. We request permission forms to be signed and returned for child/children to participate in events.
Interviews and Observations
Observations will take place during the Winter Term and each parent will have the opportunity to observe their child for a day and discuss their observations with a staff member. A parent can also request an appointment for an interview at this time.
Clothing and Shoes
All clothings should be clearly labeled with the child's name on the inside with a permanent marker. Sometimes there may be five pairs of clothing or shoes in the same size and colour.
If you have a particular idea for a craft or a field trip, please do not hesitate to share your ideas with a staff member. If you would enjoy helping with a special craft or activity, or if you have any comments, we would like to hear from you!
According Child Care and Early Years Act (CCEYA), all staff members are required to strictly adhere to The Prohibited Practices as stated below:
According to Ontario Regulation 137/15 in reference to Prohibited Practices, all staff members, volunteers and students at Little Superstars are strictly forbidden any acts relating to:
None of the following practices are observed in the program:
a. corporal punishment (which may include but is not limited to, hitting, spanking, slapping, pinching);
b. physical restraint of children, including but not limited to confining to high chair, car seat etc. for discipline or in lieu of supervision unless for the purposes described in the regulation (to prevent self-harm, harm to others and only until risk of harm/injury is no longer imminent);
c. locking the EXITS of the child care centre for the purpose of confining the child, or confining the area or room without adult supervision, unless such confinement occurs during an emergency;
d. use of harsh, degrading, measures or threats or derogatory language directed at or used in the presence of a child that would humiliate, share or frighten the child or undermine their self-respect, dignity or self-worth;
e. depriving the child of basic needs including food, drink, shelter, sleep, toilet use, clothing or bedding; or
f. inflicting any bodily harm on children including making children eat or drink against their will.
Research from diverse fields of studies show that children who attend programs with supportive relationships are happier and more motivated than those who do not. Experiencing positive relationships in early childhood also has significant long term impacts on physical and mental health, and success in school and beyond. HDLH provides information on ways adults can engage in positive, responsive interactions and why this is critical for children’s overall learning, development, health and well-being.
Child Abuse Policy
Child Abuse of any kind will not be tolerated at any time.
a) physical harm
b) emotional harm
c) sexual harm
Any person who suspects that a child is being abused has a legal duty to report the suspected abuse directly to the Children’s Aid Society (CAS).
It is the responsibility of parents, an employee, volunteer, supply and support staff that are in contact with the children to report abuse or any suspicions of child abuse to the CAS immediately, at phone number (905) 363- 6131.
The center has very clear policies regarding discipline, which is listed below. Please feel free to question the staff and/or the supervisor should you require any additional information. We list below for your reference, very explicit policies of the center:
• Class teachers will explain to the child what type of behaviour is expected of him/her in any given situation.
• A child that has difficulty in following normal behaviour patterns will be reminded and aided in order to understand the expectation in a constructive and positive manner.
• If a child continues to disrupt the classroom, he/she will be taken to another area within the classroom and given a book or a toy.
• At each stage of this process, the child will be given the choice of remaining and behaving or being moved from the disruptive situation.
It is important that the staff adopt a consistent approach to discipline. This will help to provide children with a framework of behaviors, which are acceptable and also help the children to feel secure within the school environment.
We believe that the adult can increase the development in a child with respect to high self-esteem and competent behavior through positive guidance and by setting an appropriate model for the child to emulate.