Kanata Research Park Family Centre programs are designed to be secure, inclusive, respectful and inviting environments where children can learn through thoughtfully planned, hands-on learning experiences that stimulate curiosity, investigation, exploration, inquiry, discovery and self-expression. The environments are rich in natural materials and in authentic interactions. Daily schedules are planned to provide for long periods of uninterrupted play with fewer transitions, creating a calmer atmosphere for more engaged play. Children have opportunities to practice choosing, thinking, negotiating, problem solving and taking risks. The children are viewed as competent and capable. Educators encourage, support, and actively participate as engaged learners with all children. The programs support independence and the development of responsibility by providing opportunities for decision-making and problem-solving. Educators actively join in children’s play, responding to children’s views and ideas; they listen carefully and respond sensitively.

The programs are emergent, inquiry based, play based, and child directed. How Does Learning Happen? Ontario’s pedagogy for the early years and the Kindergarten Program (kindergarten program only) are the professional learning guides for pedagogy and curriculum/program development in all programs. There are designated and purposeful meetings for educators to reflect, collaborate and discuss the weekly experiences and observations that are fundamental in developing and modifying curriculum plans for positive learning environments and experiences for children. Educators are thoughtful and deliberate in their decisions and actions. Educators meet on a weekly basis to discuss their observations and reflections with a focus on the children’s interests, interactions and development. During this weekly meeting the educators collaborate to develop the planned curriculum which is incorporated and changes on an ongoing basis. The planned curriculum is posted on each programs Storypark page and includes the educators’ reflections, thoughts and ideas going forward in the planning. The educators encourage parents to participate, share ideas, and volunteer in the curriculum development. We promote and encourage staff to create opportunities to meet their own professional learning goals. Educators are supported in their participation of the Continuous Professional Learning (CPL) process as outlined through the College of ECEs. This is facilitated through on going reflective practice during monthly staff meetings, weekly team meetings and larger communities of practice. The Family Centre also engages in an annual staff retreat where the professional development content reflects the pedagogical framework and other current topics within the early learning sector.

The programs nurture children’s healthy development and support their growing sense of self. Responsive and supportive educators promote the children’s emotional well-being by first establishing strong, trusting, genuine relationships with children and families. The family intake meetings, the gradual orientation plans and open door policies are in place to help build the important foundation for developing a strong sense of belonging. All health needs (mental, emotional, nutritional, physical, rest) are considered on an individual basis – we respect and strive to find ways that incorporate family and cultural preferences. In all daily activity and interactions children are supported in building their understanding of and ability to express feelings and emotions – their own as well as those of others. A number of staff have participated in training to deliver the Seeds of Empathy program to build social/emotional competence. Educators are reflective and responsive practitioners and have a strong understanding of the individual children. This knowledge assists them to provide an environment where children can develop their ability to self-regulate. In daily interactions, children are supported in learning about their unique strategies for feeling calm and focused.

The Family Centre is very fortunate to have a full time chef who prepares all the food on the premises in our full kitchen. The chef uses the Canada food guide as a resource for all the menu planning. We have 2 sets of seasonal menus and they rotate on a weekly basis for 4 weeks. Our menus are designed with the children and seasons in mind. The food is prepared with an emphasis on providing the children with a variety of fresh seasonal foods that have high nutritional value. For example: all the casseroles and soups are made using whole foods, all baking is done in our own kitchen, many breads are made daily on site. Our kindergarten program plants a garden each Spring and it provides many of the fresh herbs that can be found in our food during the gardening season. The Family Centre has also prepared a cookbook which is a collection of recipes from many of the past and current attending families and educators. The children are introduced to cooking and baking in their programs through planned activities on a regular basis.

Developmentally appropriate risks are viewed as opportunities for supportive and knowledgeable educators to engage with children to identify, manage, and navigate risk safely. Experiencing risk is seen as an integral part of learning and healthy development. The more children are free to participate in risky play the better they will be at managing risks, judging what they are capable of, and keeping themselves safe.

Children are encouraged to explore the natural world around them. The Family Centre provides many opportunities for developing a connection to and an appreciation of nature. The children are encouraged to use a range of methods to explore and experience nature. Nature experiences indoors include caring for living things like pets and plants. The value of outdoor opportunities is embraced by programs and the planned curriculum extends to the outdoor environments; a significant amount of daily program is outdoors. Natural playgrounds provide for exploration, discovery connecting and caring for nature – children and educators together build and care for many natural spaces. KRPFC is nestled in a space with access to small forests, walking trails, soccer field and grassy hills – environments to explore, play, build, create, imagine and use all senses to fully experience.

The educators are dedicated to fostering strong partnerships with families and the community. We welcome families to be involved in the program and active participants in their children’s education. Reciprocal communication is foundational for building partnerships with families and for participation in the program; therefore, the program utilizes many methods to facilitate communication with families, including Storypark; an online, collaborative documentation of each child’s individual learning and development, formal parent/teacher meetings, documentation around the classroom, parent workshops, and e-mail updates of program developments and daily conversations. Through ongoing two-way communication with parents and families, we foster their engagement and encourage them to be involved with us, which strengthens the children’s sense of belonging in our programs.

The different opportunities for children, families and educators to engage with people and places in the local community help to build valuable connections to the world around them. Community partners also benefit from experiences with children. The programs have strong connections with the local retirement home residents, our many KRP campus neighbours and the local librarians.

It is our goal that all children, families and educators have a place that is their own, where they feel important, respected, secure, and cared for.