Category Archives: Early Learning and Care

Inclusion Ideas Corner – Lin Teaches Children About Autism

DollkitChildren are curious about the world around them. Let’s teach them about how similar we all are and that differences are a good thing. CISS has Educational Dolls Kits that come with a comprehensive binder where educators and providers will find detailed suggestions for every routines and transitions. Although your program may not currently be supporting a child with a specific diagnosis, may we suggest that you make use of the doll kits in your daily programming to promote diversity.

The following are examples of how a child care program may set up their environment with the contents from an Educational Doll Kit. The Doll Kit chosen is Lin – Autism Spectrum Disorder. Continue reading →

Interview with Children’s Village at Stoneway

Pina, Resource Consultant from CISS interviewed Brenda Fick-Kahler, Program Supervisor, Bernie Seville and Darren Walker, educators at the Children’s Village at Stoneway. The purpose for this interview was for them to share their process in contributing to Team Service Plans.

Resource Consultant: How do you prepare for a Team Service Plan?

Brenda: It’s a collaborative on-going process within our program blending the Early Learning for Every Child Today (ELECT) with Emerging Curriculum. The team has weekly meetings where they evaluate the program and discuss the children’s needs. From the time the child enters the program, the educators begin taking notes and developing profiles for all the children. When CISS is involved, the team meets with the Resource Consultant on a regular basis. With our process, we are able to deal with issues, resolve challenges and try different approaches. This style of programming lends to the children being successful. Continue reading →

Your Library Can Help Children Talk, Sing, Read, Write and Play EVERY DAY!

With 33 Branches, 2 Bookmobiles and a strong online and digital presence, the Ottawa Public Library (OPL) is in your neighbourhood, your child care centre, your child’s classroom and your home. With core values that include “access and inclusion”, “bilingualism”, and “love of reading”, OPL and its employees are great resources. If you are looking for accessible collections, story time programming or expertise related to early literacy, OPL is here to help.

Children’s Services employees offer early literacy programs in the Library and out in the community for example at early learning and care centres and schools. Employees are trained in presenting engaging programs for children and also in educating parents and educators on best practices for preparing children to read. OPL uses a curriculum called Every Child Ready to Read, which is based on five simple practices which parents and caregivers can easily integrate into everyday activities. These practices include: Talking; Singing; Reading, Writing and Playing. Continue reading →

Inclusion Ideas Corner – Job Chart, Greeting/Goodbye Apron and Classroom Accountability System

Job Chart

At Gardenway School Age Program, we have been implementing many aspects of Conscious Discipline©. This is a comprehensive self regulation program that integrates social-emotional learning and discipline.

Job ChartOne of the tools we have successfully implemented is a Job Chart for the children. It is important for these jobs to be meaningful. Every child has their picture on the job board. Each job has a corresponding picture. At the beginning of the week, we ask the children which job they might like to do. Once the job is chosen, we take it and Velcro it to their picture on the board. Some jobs are composter, pet care-taker, room and cubby checker, book tidy-er, door-holder, line-leader and caboose, tidy-up, snack announcer and helper, first-aid, and the ‘We Care’ helper. The children are always thrilled and excited to pick and carry out their new jobs. Continue reading →

One Hour a Day, Grow Stronger Every Way!

In early April some of my colleagues and I began a training study with CHEO (Children’s Hospital of Eastern Ontario). The ABC (Activity Begins in Childhood) program is “designed to facilitate the engagement of 3 to 5 year old children in physical activity and movement experiences that form an overall physical, cognitive, social and emotional development” (Kristi B. Adamo, PhD).

Through the study, we received training and support to help us engage the children in a wide variety of physical activities both indoors and outdoors. The goal was to provide one hour of physical activity every day. It seemed like a lot until we realized that the hour could be broken into smaller parts; five minutes here and fifteen minutes there adds up quickly. Over the six month period of the study, we chose activities to enhance and develop the children’s skills; loco motor, manipulative movement, music and creative play. Continue reading →

Rhythms to Learn By

At Providence Day Care Centre, we use music and songs to foster various aspects of a child’s physical, linguistic, social and emotional development. Music connects us with a range of emotions, and harmonizes moods and feelings while enhancing mental and physical well-being.

We can all recall the songs from our childhood, those we listened to repeatedly in adolescence, and those with which we now choose to enhance our lives. Their lyrics, melodies and rhythms evoke feelings of well-being. Continue reading →

Achieve Positive Results…

by Improving the Environment of Early Learning and Care Programs!

Each day children of preschool age or younger are enrolled in an early learning and care program in their community, where they are challenged to develop their abilities and adhere to established rules and expectations. It is quite a challenge for these young children as the development of skills is the main goal for any child regardless of having special needs or not.

Children’s Integration Support Services’ (CISS) mandate is to support and assist children with special needs, their families and educators. Their Resource Consultants and Behaviour Consultants focus on what is positive, constructive and durable by concentrating on the transfer of knowledge and by offering a delivery model based on inclusion practices, skills development, team collaboration and prevention. Another innovative CISS program is the Positive Outcomes Program (POP), which supports children with behavioural challenges who are not identified as having special needs. Continue reading →

Inclusion Ideas Corner – Kindergarten Quiet Corner

Quiet CornerMorning drop off and daily transitions can be stressful for children.  In our Kindergarten program we realize that when a child leaves one environment and enters another or separates from their parents they may experience a variety of emotions. We have created a quiet corner to help children collect themselves, regroup and manage their emotions. This space accommodates one child at a time and encourages them to make use of the many quiet and calming activities. Continue reading →

Yoga for Children

Tips to Help Teach Children Yoga
The most important things to remember when practicing yoga with children—keep it fun, free and simple! Let your creativity flow and many more good ideas will come.

When working with young children don’t try to make the poses technically “perfect”. At such a young age, the purpose of yoga is to introduce them to, and familiarize them with, the basic concepts of the practice. The essence of yoga is breathing, relaxing, balancing, trying and being good to self and others. Continue reading →

Fine Motor Booster Program at Bettye Hyde Co-operative Nursery School

Generations ago children spent the majority of their time outdoors climbing, digging, hanging from trees, running, riding bikes, swinging along with many other body developing activities. Childhood was full of physical activity which developed muscles of the hand to prepare them for school work. Today children can spend the majority of their spare time indoors playing on computers, watching TV and videos and playing video games as early as 2 years old. As a result, it is not uncommon for children’s hand muscles to be immature upon entrance into Kindergarten. Continue reading →