Gingerbread House Daycare

Through an emergent curriculum based on the Early Learning Framework, we provide the environment and materials to spark the interest of children in a variety of topics and allow them to explore those topics in a variety of ways.  Our Early Childhood Educators, through observation, determine the interests of the children and provide the materials to enhance that interest and challenge the children to “dig deeper” and “discover more.”

Through this exploration we ensure opportunities for growth in all developmental areas.

Our Learning Centers provides learning opportunities throughout the day,  fully balanced with lots of imaginative activities and play. The children are in a caring atmosphere with a reassuring routine and stimulating activities. They learn through the balance of play and teacher-facilitated activities. We also help children to understand their relationships with other children through empathy and concern, celebrating our diversity and unique gifts.  

Many self-help skills are introduced to the children through daily routines and cooperative play. The children are taught to be more vocal resulting in language development. An environment of bright colours and appropriate toys provides optimum stimulation for children's growth. As the child matures, the learning materials grow more complex. 

Learning Centers

The following are the Learning Centers set up at our Daycare:

•   The Art Area

•   Manipulative

•   Dramatic Play

•   Library Area

•   Outdoors

•   Discovery Area

•   Sand and Water

•   Music and Movement

•   Building Blocks

Three Year Olds

Children at three years old have greater self-control and are highly susceptible to praise and pleasing others. At this age they have an increase in motor skills and are able to handle larger objects, block play helps increase their carrying and lifting capacity while contributing to their building skills.

When children turn three, their fine motor development also progresses further and they become more adept at picking up small objects. Using crayons to write and colour helps encourage adult grasp and fine motor development. 

Play continues to be an important part of a three year old's development, particularly cooperative play. We therefore encourage play to be structured by their own imagination. 

Four to Five Year Olds

The four to five year old child begins to test and feel their strength and power at this developmental phase. The Daycare therefore provides children at this age tools such as climbing apparatus, board and building blocks to help them release energy and learn their strength and boundaries. 

Children at this age also develop a heightened curiosity and become seekers. Our learning environment supports their own discovery process and is arranged in a way that complements a child's natural drive to learn. Gingerbread House Daycare's classrooms are arranged to provide children the freedom to choose between individual or group play. 

Since preschoolers are on the move and becoming independent, we allow our children blocks of time to explore their environment and to delve into projects that interest them. Our learning environment further aims to develop their manipulative and coordination skills with puzzles and games, their creative skills with drawing, painting, sticking, cutting and free expression, their language skills with books, songs and individual and group discussion. Climbing, soft play, and music support their spatial awareness and body control, while jumping, kicking a ball or balancing on one leg offer fun and physical challenges. 

Gingerbread House Daycare is also proud to provide our children with field trips. These periodic adventures play a big role in our effort to bring the community into the classroom.

Daily schedule at gingerbread House Daycare

7:45-10:20 Art & free play

Kids start the day with an art activity. After their art period, they will have free play time whereby they play in a number of centres in the daycare: science, crafts, kitchen, library, table toys, dramatic play, building blocks, floor and movement.

 10:20-10:30 Clean up

We encourage children to be self-sufficient and clean up their toys by themselves. We also encourage kids to assist one another during clean up, staff are always present to help.

10:30-10:35 Sing quiet songs and wash hands

Children wash their hands a number of times while at the daycare, including pre and post snack/lunch time.

10:35-11 Snack time

Children bring their own snacks from home – omitting common as well as individual allergens and risky foods: seaweed, popcorn, nuts, whole seeds, individual allergens.

11-11:20 Circle time

Educators prepare a variety of activities such as singing, reading, felt board stories and games. Circle time includes a combination of teacher directed and child directed activities. We try to help kids develop their emotional language and intelligence – expressing feelings, empathy and boundaries. Physical activity can also be a part of circle time, including movement via dance and games. 

11:20-11:30 Dress for outdoor play, attendance check

Kids have an outdoor experience everyday, regardless of weather. During wet days, they exercise outside under the covered canopy. If the weather is cold, we limit their outdoor time.

11:30-12:15 Outdoor play

Children can freely enjoy playing with their peers in our outside playground. Educators always supervise safe play and sometimes join in kids’ play to invoke fun, teach new games and make the outdoor space a more valuable experience for them. This is a time when we may also take the kids on a neighbourhood walk or to the library.

12:15-12:45 pm Lunch time

Children wash their hands and eat their own lunch prepared from home with their peers.

12:45-1:00 Transition time (Story time)

Transition times are a requisite step to helping the kids prepare for what comes next. After lunch, kids emotionally prepare themselves for quiet time. Kids read books quietly with their peers and use the restroom prior to the lights being dimmed.

1-2:30 Quiet time

We encourage children to take a rest. They are not required to sleep, but quiet time is a period in the day when kids are asked to remain calm and either participate in quiet activities or sleep.

2:30-2:45 Transition time (Clean up)

Kids put their bedding away and head to the snack table for snack time. 

2:45-3:15 Snack time

Kids eat their afternoon snacks brought from home with their peers.

3:15-5:30 Outdoor play

Free play outside. If the weather is poor, kids will have physical activity under the outdoor covering followed by free play indoors.