Windsor: We are open FOR CHILDCARE 6:00am til 5:30pm office hours are 9-5.
The educational philosophy defines the guiding principles that underlie the educational approach. It is the basis for determining the goals and objectives and developing or adapting implementation strategies.
The Educational and Child Development philosophy of the Ska:na Family Learning Centre is:
High/Scope programs follow a predictable sequence of events known as the daily routine. This provides a structure within which children can make choices and follow their interests. Following a consistent routine day after day gives children the sense of security they need to be able to make choices and take risks, which opens the door to exciting learning opportunities. Although each High/Scope program decides on the routine that works best for its setting, schedule, and population, the segments described in the following section are always included during the program day. The length and order of the segments varies from program to program.
Plan-Do-Review Sequence (Planning Time, Work Time, Recall Time) - This three-part sequence is unique to the High/Scope Curriculum. It includes a 10 to 15 minute period during which children plan what they want to do during work time (the area to visit, materials to use, and friends to play with); a 45 to 60 minute work time for carrying out their plans and another 10 to 15 minute period for reviewing and recalling with an adult and other children what they've done and learned. In between "do" and "review" children clean up by putting away their materials or storing unfinished projects.
Children are very active and purposeful during the "do" portions of the day because they are pursuing activities that interest them. They may follow their initial plans, but often, as they become engaged, their plans shift or may even change completely. The three elements of this sequence always occur in the same order.
Small-Group Time - During small-group time, 6-8 children meet with an adult to experiment with materials, try out new skills, and solve problems. Adults develop a small-group activity based on children's interests and particular skills, materials, or content areas that suit children's developmental learning needs. Though the adult plans the activity and sets it in motion, children make choices about how to use the materials and freely communicate their ideas. The length of small group varies with the children's age, interests, and engagement. At the end of the period, children help with cleanup.
Large-Group Time - Large-group time builds a sense of community. Up to 20 children and 2 adults come together for movement and music activities, interactive storytelling, and other shared experiences. Children have many opportunities to make choices and play the role of leader.
Outside Time - Children and adults spend at least 30 minutes outside every day, enjoying vigorous and often noisy play in the fresh air.
Transition Times - Transitions are the minutes between other blocks of the day, as well as arrival and departure times. Teachers strive to make transitions pass smoothly, since they set the stage for the next segment in the day's schedule. They also provide meaningful learning opportunities themselves.
Eating and Resting Times (if applicable) - Meals and snacks allow children to enjoy eating healthy food in a supportive social setting. Rest is for quiet, solitary activities. Since both activities happen at home as well as at school, adults in High/Scope programs try to respect family customs at these times as much as possible. A primary goal is to create a shared and secure sense of community within the program.
Adult Team Planning Time - This time happens every day in a High/Scope program. It can occur during children's naptime, before children arrive, or after they leave. The teaching team meets to discuss their observations of children's developing abilities and interests, focusing on these observations as they plan activities and review the materials in the classroom.
High/Scope Preschool Key Developmental Indicators (Key Experiences) © 2007 High/Scope® Educational Research Foundation
High/Scope's "key developmental indicators" (KDIs) are early childhood milestones that guide teachers as they plan and assess learning experiences and interact with children to support learning. The term "key developmental indicators" replaces the term "key experiences." The 58 KDIs match the 58 preschool key experiences, but they have been reorganized under the following five curriculum content areas: approaches to learning; language, literacy, and communication; social and emotional development; physical development, health, and well-being; and arts and sciences. Arts and sciences are further divided into these subjects: mathematics, science and technology, social studies, and the arts.
Approaches to Learning
Language, Literacy, and Communication
Social and Emotional Development
Physical Development, Health, and Well-Being
Arts and Sciences
Science and Technology
1684 Ellrose Avenue, Windsor, ON N8Y 3X7
INFANT, TODDLER & PRESCHOOL
295 Essex Street, Sarnia ON N7T 4S3
INFANT, TODDLER & PRESCHOOL
Before & After School Program
Little Friends at Hanna Memorial P.S.
369 Maria Street, Sarnia, ON N7T 4T7