Day Care, Toddler, and Preschool Programs
Hawthorn School Daycare offers children aged 18 months to 4 years old a loving, nurturing, and caring environment where they are able to grow in all areas of development: social, emotional, cognitive, language, and physical. The classroom environment has been designed to encourage children’s curiosity and exploration. Each room has been divided into areas including: dramatic, sensory, building blocks, and language. Theses areas provide a variety of choices and opportunities enriching the learning process and helping each child to enhance, practice and master their skills in all aspects of development. The main goal of our programs is to ensure that each child who is enrolled in our centre is recognized as a unique individual who is able to be competent, capable, curious, and rich in potential. This objective follows the guidelines of The Minister’s policy statement How Does Learning Happen? Ontario’s Pedagogy for the Early Years (HDLH) which is the document that provides support on programming and pedagogy in licensed child care programs.
Daily activities include: indoor and outdoor play, quiet and active play, self-oriented, and structured activities, as well as, individual and group experiences.
- Co-ed classes
- Toddlers (18 – 30 months) – 1:5 teacher-child ratio
- Pre-School (30 months – 4 Years old) – 1:8 teacher-child ratio
- Emergent Curriculum
- Open July and August
- Open Monday to Friday from 7:30 a.m. to 6:00 p.m.
- Download of Toddler Room schedule
- Download of Pre-School schedule
- TODDLER AND PRESCHOOL PROGRAMS PARENT HANDBOOK
The Emergent Curriculum
At Hawthorn School Day Care, we strongly believe that children are able to achieve their maximum potential when their individual needs are supported and their strengths enhanced. In addition, if the children are in a setting where they are interested, engaged, and motivated to learn, the learning process will have a positive lifelong impact.
Based on this premise, our programs are inspired by the Emergent Curriculum which is a child-initiated, teacher supported approach. This curriculum is flexible and dynamic. The educators take the role of facilitators and plan based on the interests and needs of the children.
Early Childhood practitioners observe children’s interests, needs, and strengths to implement the daily activities. Educators interact with the children, spending time with them, while observing and listening to what they say. This enables the educators to plan individual and group learning opportunities, according to the stages of development of the age group they are working with.
The rooms are equipped with developmentally appropriate learning materials and are carefully and thoughtfully set up. The children are provided with many opportunities to explore, play, and interact with the environment, encouraging the children’s curiosity and imagination to learn and develop. Under the Emergent Curriculum approach the environment becomes a part of the curriculum.