Respect is an attitude that shows up in behaviour. Respectful behaviours on the part of caregivers are demonstrated by treating young children as people when changing a diaper, communicating with them, and facilitating their growth, development and learning all the way through their preschool years until they enter Kindergarten.
We practice the “Three-R” Interaction. The 3R Interaction is Respectful, Responsive, Reciprocal. The interaction is Responsive (the caregiver pays attention), the responses are linked in a Reciprocal way (back and forth responses between caregiver and child) and the caregiver is Respectful by telling what she will do before she does it.
The benefits of PLAY are enormous and go far beyond developing skills and learning concepts. Play can be an avenue to early literacy skills. Play is where many paths to literacy come together and emerging understandings are integrated, practiced and tested in a safe environment. In play, you can find all aspects of the kinds of skills children need for the foundations of reading and writing. Play offers children opportunities that come from nowhere else. Through play, children get involved in open-ended exploration. They are not confined by rules, procedures, or outcomes. Children play, they make discoveries they might otherwise never make, they work on problems they make choices, and they find out what interests them. The way we Respond to young children at play by giving them freedom, by helping them pursue their special interests, and by providing resources may result in children gaining lifelong skills and interests in their adult lives.
Giving young children freedom to move is a concept we embrace. Play involves movement and if they cannot move freely, they cannot fully engage in play. Movement, from the first months of life is important for brain development. It is also important for cognitive development. Physical movement with young children is about learning—not just to use the body, but to use the brain as well.
The terms “Free Play and Exploration” we define as undirected but monitored activity play when children have choices to pursue their special interests without continual caregiver control or expected outcomes. Letting free play and exploration remain free is difficult for some adults once they recognize how important activity is for young children. Adults often want to set up specific adult-created activities with objectives and plans for a controlled outcome.
We urge those adults who want to create activities and objectives and lesson plans to appreciate what children gain from free play by observing them. You will see that given a safe, developmentally appropriate, and a rich environment, they create their own objectives and lessons, which are far more effective that those you set up in advance.
Our curriculum content considers age-appropriateness in all developmental areas of social, emotional, cognitive, language and physical with emphasis on promoting friendships and increasing feelings of self-worth.
All children have strengths as well as needs. Our common goal is the development of skills, attitudes, and behaviour that will allow children to deal effectively with the world in which they live.
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