Curriculum/Program Philosophy/Approach

The Deep Cove Parent Participation Preschool offers a play-based learning environment. Through play, children's physical, emotional and social skills are developed. Preschool years are among the most formative in a child's life. In these crucial years, children learn through play. It is their work.

The program is designed to enhance children's areas of strength, and to then encourage them to acquire new knowledge and understanding. Adults in the classroom will strive to provide the children with an environment that supports and challenges their cognitive, social, physical and emotional skills.

Our curriculum is based on the premise that play is central to learning in preschool children. This pedagogical theory informs our preschool's curriculum and can be seen in the classroom in its many forms. By way of example, fine motor skills and creativity are developed through various artistic activities while mathematical concepts and physical properties can be examined in block building, sand play, and cooking. Children are introduced to hands-on (an often messy) science experiments, learning principles of chemistry or biology in the process. Exploration, creative play, and social skills are acquired through unstructured play time, and children participate in daily circle time where reading, music, and drama are the focus.

Throughout the year, our preschool plans various field trips and social events. These can include a visit to the pumpkin patch, a teddy bear picnic, pajama day, sojourns into the local community, and a trip to the ecology centre.

The overall program goal is to provide children with a stimulating, supportive environment that enables them to develop a strong sense of self esteem and self.

Discipline philosophy - Chris Eldon - Teacher

Guidance and discipline varies for each child and I believe that each child needs to know the limits to his/her environment. The limits set in the preschool are for safety reasons and need to be applied effectively and consistently. Choices are given whenever possible. When a child needs to make a choice or complete a task s/he needs to be given enough time to complete the task. Again, take care not to give a child a choice if there is a task or activity that must be done. (e.g. If it is snack time and you need to child to wash his or her hands, avoid wording your request in the following way: "Would you like to wash your hands now?" You do not want to give that child the option to say no.

In a situation where a child is unable to cope, s/he is removed and redirected to another activity. This is not punishment, but rather a change from the situation until s/he is ready to rejoin. Keeping the children safe and respecting their rights is important. Teachers and parents must work together to provide a safe environment in the school and on the playground.

From the Community Care Facility Act:

No child enrolled is:

• Subjected to shoving, hitting, shaking, spanking or any other form of corporal punishment
• Subjected to harsh, belittling or degrading treatment, whether verbal, emotional or physical, that would humiliate the child or undermine the child's self respect
• As a form of punishment, confined, physically restrained or kept without adult supervision, apart from other children; and,
• As a form of punishment, deprived or meals, snacks, rest or necessary use of a toilet