Is a play based and in line with the MF program “Meeting early childhood Needs”
Aspects of our program are based on Emergent curriculum, an approach that focuses on the children’s interests, strengths, needs, and lived realities. Authentic learning experiences an approach that puts children at the centre of their own learning. The Project Approach a flexible and interactive approach using real life experiences and focusing on the whole child. Last but not least, Reggio Emilia, an approach where children interact with their peers, the environment and the community at large.
Narnia’s Educational Program is centered around two themes: What Children Deserve and Guidance & Pro-social Skills Development. For a detailed description, please read the CPE Narnia Educational Program document which describes daily activities at Narnia as well as our communications strategy. Please also read our Fostering Second Language Acquisition document prepared by our educational team.
Experts say every child develops differently. These Developmental Milestones are designed to give a general idea of how a child of this age may develop on these areas
- Gross Motor Development (large muscles of arms and legs)
- Fine Motor Development (small muscles of thumb and fingers)
- Cognitive Development (thinking skills)
- Communication and Language Development
- Social/Emotional Development
- Creative Development
Please see the following documents:
Widely held expectations:
C. Copple & S. Bredekamp. NAEYC’s Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8. 3rd edition. National Association for the Education of Young children. Crowther. Oct. 12 2005. Child Development: A Primer. 1st edition. Top Hat Publishers
Experts say that every child develops differently. These developmental milestones are designed to give a general idea of how a child of this age might develop.
What Children Deserve :
- Children have the right to be heard, understood and accepted as individuals; they each have their own personality and progress at different rates.
- Children have the right to be safe, both emotionally and physically.
- Children have the right to live their childhood with curiosity and creativity.
- Children have the right to an environment and learning materials that reflect their needs, preferences and personality.
- Children have the right to a predictable, consistent and calm routine and environment.
- Children have the right to a place where they can interact with their peers and learn from each other.
- Children have the right to a staff that teaches them social skills while demonstrating empathy, responsiveness, patience and respect, both to children and families and to each other.
- Children have the right to a qualified education team that is knowledgeable about child development theories and approaches.
- Children have the right to an education team that is passionate and fully committed to the field of child education and that continually strives to grow and learn.
Guidance and development of pro-social skills :
One of our main objectives is to help children develop their social and emotional skills and to gain a sense of what behaviours are and are not acceptable using the following methods:
- Modelling and reinforcing appropriate behaviour
- Felicitating and encouraging positive social interactions
- Teaching age-appropriate social skills
- Ensure that the classroom environment is as effective as possible
- Use preventive measures, be alert to potential problems and readjust if necessary
By Carol Anne Wien
“Emergent curriculum is an approach that begins with listening. Teachers collaborate to monitor children’s interests, concerns, desires, understandings and use these as starting points for the curriculum. It is developmentally appropriate and builds on the well-developed observation skills of early childhood teachers. Once teachers have chosen a topic, they organise interesting provocations or events that stimulate children’s thinking and activities. Teachers document the children’s responses and reflect on the next step. The intention of emergent curriculum is to strengthen positive relationships between children, teachers, families and their environment” (Wien & Stacey, 2000).
The emergent curriculum is the teachers’ enquiry into what children know and understand and how that understanding can be stretched and deepened. The process of documenting, taking photographs of children in activity, recording what they say on tape or in notes, collecting samples of work such as drawings or clay models, and reflecting on this documentation – studying it to understand what it shows about children’s understanding of the world – leads to the next stage of planning. Documenting emerging programmes makes teaching and learning visible to those both inside and outside the experience.
Authentic learning experiences
Authentic learning experiences are activities that have been carefully designed by educators for your children. These activities are about exploration and discovery. Children are encouraged to explore with their senses, ask questions, test theories, make plans and think deeply.
All authentic learning experiences are created throughout the year using these guiding principles.
- What were the children wondering?
- What do the children already know?
Activities are planned in terms of what children already know and what they want to know. They are designed to build your child’s sense of wonder, including :
- indoor and outdoor observations
- sensory exploration and discovery activities
- exploring a new art medium or materials
- observational painting or drawing
Materials are then collected with the help of the children. Natural materials are encouraged as they appeal to our senses (colour, texture, smell, taste)
The activities are then set up in a defined work area to help attract the child’s attention.
Promoting health and safety through weather observation
Too cold? Too hot? By observing changes in the weather, childcare workers can plan their activities and outings while respecting factors related to the health and safety of the children in their care. The document was produced by the Regroupement des CPE de la Montérégie. https://www.aqcpe.com/wp-content/uploads/2021/06/2019-charte-temperature-rcpem.png