Early Learning Child Care recognizes each child as an expert in their learning. We take pride in meeting each child's individual needs by providing the materials and activities to challenge them to explore the world around them.
Our mission is to develop and share an inquiry based approach to education that fosters creativity, promotes academic excellence, builds imagination, and inspires a growing passion for learning in students. We believe all students deserve access to high quality STEAM programming and thus, we service populations that are underprivileged, undeserved, and underrepresented.
We envision out of school care that enables all children to have access to quality STEAM, and Maker learning experiences. We are committed to wiring the littlest minds of today to become the biggest thinkers of tomorrow.
Early Learning Child Care an emergent, program that is based on children's ideas and interests, building on children's curiosity. Children have access to a number of learning centers on a daily basis such as building, dramatic play, makers station, STEAM, puzzles and games, and physical education. In addition to the ELCC programming each program will have a STEAM Maker space, each will incorporate daily outdoor and indoor play, and will promote a growth mindset and hands-on inquiry learning. These different areas give children the opportunity to learn and grow in a variety of ways.
We strive to meet all children's developmental needs, by adhering to the benchmark model of S.P.I.C.E. (social, physical, intellectual, cognitive, and emotional development).
Children in Kindergarten and Grade 1 want the approval of parents, children and teachers, and they often like to have attention on them. Staff will plan programming that is based on this need for attention, and they will ensure to always be on the child's level when speaking to them. Staff will focus their work with the children around active listening, teaching them how to share and how to use their manners, as well as why these are important.
Children in Kindergarten and Grade 1 are starting to have a firm grasp on the idea of meaning of the alphabet and need activities that will challenge them to use and identify the letters. They also need simple activities that will help them count, group, and recognize patterns. They need challenges, with activities helping them identify the "how" and "why" of how things work and why certain things are certain ways. An example would be exploring what space looks like on a simple level, and why it is important to learn about that. Coded Minds will especially provide a large number of simple activities that explain how items are combined to make play-dough, or simple motors that help cars to move.
Children in Kindergarten and Grade 1 tend to be extremely active, with short attention spans. Games such as tag, football or cricket will be provided, as well as games that teach small skills, such as basketball dribbling. This will give them skill building about working with a group, working against each other where it's not a big deal to win or lose, and will allow some basic skill building that that will use as they age. Additionally, fine motor physical skills will be developed over time through the cutting out of simple shapes, stamping activities, and colour activities that teach them how to hold pens and markers.
Children in Kindergarten and Grade 1 engage in a lot of imaginative play and respond well to having access to open ended play items, such as doctor's sets, tools, food or large pieces of fabric that they can use as they please. There will be a number of dramatic, music and dance activities planned to help them get their creativity out through movement. They will also have access to a number of open-ended activities with simple instructions such as "what can you build with paper, paper clips, scissors and a paper towel roll.
Kindergarten and Grade 1 children are just learning how to truly get along with their peers, which includes how to interpret facial expressions to assess feelings. Coded Minds will strive to work with these children through problem solving by first helping them to identify the emotions they are feeling, as well as the emotions that the other children involved may be feeling. These children often tend to experience irrational fears, and are scared of items such as the dark or strangers. It will be part of our staff's job to help them work through these fears, including recognizing that they are real fears that they are experiencing and help them to overcome them.
These children need coaching on how to negotiate during their play, and how to always play fair. These children are better at handling competition, so more competitive games will be introduced into the program. These children are also learning to tell jokes at this age and will need access to different items that will help them learn how to tell a good, logical joke.
These children are learning at minimum 20 new words each day. This is being learned mainly through reading and being read to, meaning that program will offer a wide variety of books, as well as programming that involves that children being read to by an adult or an older child.
These children are much more advanced than their younger counterparts. They will need games that challenges them to focus on more than one skill, such as both jumping and using a jump rope. The program will also provide activities that involve more complex cutting shapes, small letters and smaller beads etc. This will include projects such as perler bead designs. These children will also need to be taught how to take breaks during their play, so the program staff will build in breaks for the children, using these times as a time to get a drink or the review rules if necessary.
Having time for free choice is extremely important. They need an adult that helps them flesh out ideas and make them a reality, but do not need someone to hold their hand. Leaders will provide a number of open ended activities, with open-ended items that allow children to build as they wish, creating based on certain themes.
Children at this age are going to start requiring more help in building their self-confidence and self-esteem as they start to build their understanding of who they are and start to develop their independence. They are learning to criticize themselves at this age, and thus need a lot of positive reinforcement from their leaders and a celebration of their wins. Leaders will ensure that they are down on the children's levels as they work through problems and that they work with children to find the positives in their actions. These children will also need to learn that it is okay to make mistakes and will need an adult to help them work through how to learn from mistakes.