A Day in the Life

We offer a full-time early learning and care for children aged 1 to 4

Our program runs from 7:30 am to 6:00 pm daily. Educators, with support from our Atelierista (Artist-in-Residence) and Pedagogista (educational consultant), join children on their explorations of movement, construction, imaginative play, drawing, painting and working with clay, wire, sand and other sculptural materials.

What is ‘time’ at Atelier Kids Early Learning Centre?

Time is valued in the Reggio approach for the opportunities it provides rather than providing a rigid structure to be adhered to.

Continuity

Children and educators build up strong relationships as they stay together for longer periods of time. The educators really get to know the children which supports learning.

Socialization

Time to be, time to meet, time to play and think, reflect, talk, listen, rest and eat together.  Children learn the value of relationships, and are better prepared for kindergarten.

Richer Experiences

Children can spend long periods of time on learning experiences of interest.  If an experience really engages them, they can revisit it and consolidate their understanding.

A typical day in the life of Atelier Kids

There are only a few fixed times in the day – the start of the morning/afternoon session, meals, and the time the children leave.  The times below are loose guidelines. This allows for long periods of engaged activities without strict arbitrary timelines. We also get the children out in the community and do regular field trips to places of interest including parks, art galleries, libraries and any other locations that flows from the childrens’ journeys of learning.

7:30 – 9:00 am
Children arrive and play freely.  A snack is provided for those children that arrive early. The children will have time to play with children from other classrooms, fostering stronger relationships.
9:00 am

Educators gather the children up gently.  Children and educators come together for the morning meeting and a snack is made available in the classroom.  This time together will drive the activities of the day. Stories are read, questions are posed, and children choose projects for the morning.

9:30 – 11:30 am
The morning assembly ends and students begin to work on projects independently in small groups or with educators in small groups.  There are either two or three educators in every classroom which allows for the educators to help guide learning rather than direct it.  The Atelierista  & Pedagogista will also weave in and out of the classrooms to provide guidance to both educators and children.  Time out of doors is included as much as possible. Educators will spend time documenting the children’s activities and also share special moments with parents through our parent communication tool.
11:30 am
This is time to get ready for lunch. Educators call for the children to wash up and meet together to share experiences about the morning activities, set up tables and lay out sleeping cots and blankets.
11:45 am
Lunch begins and children are allowed ample time to enjoy their healthy and delicious meal without rushing. The children laugh and enjoy this time together.
12:30 pm
All children are finished with lunch. Those who are finished earlier will be excused to prepare for rest, which means removing their shoes and washing up again.  They jump on the cots near their friends and settle down for a rest, which takes about 15 minutes or so.  Those children that can’t fall asleep are directed towards quiet activities. Soft music is typically playing in the background.
2:30 pm
By this time most children have awoken or are gently roused to join the group for a healthy snack.
3:00 pm
Children are encouraged to work on their morning projects or are invited to a new learning experience. The groups of children may change at this time and children are welcomed to try different activities until they find one that engages them fully.  Again, time out of doors is encouraged.
5:00 – 6:00 pm
Pick up begins.  Parents will chat with the educators and get caught up on what happened during the day while the children play. Some children, whose parents come towards closing time, will go with a different Educator in a classroom where all ages are able to play together.

Multi-Age Grouping

Moving children through transitions of various classrooms and programs can be very stressful for the child and the educator.  Instead, our Reggio-inspired program encourages the grouping of children of broader ages in the same room. Our Infant/Toddler program welcomes children that are 1 to 2 1/2 years old.  Our Pre-Kindergarten program invites children that are older than 2 1/2, to prepare for school.

With fewer transitions, the educators get to know the children and the children do not need to acclimatize to different settings, classrooms, or new educators.

Advantages of Multi-Age Grouping

I have lots of friends
A mixed age studio allows children to interact and learn how to get along with peers of broader ages.  This helps to build social skills and confidence.

Don’t ask my age
Children all develop differently and on a different time frame.  Mixed-age rooms allow educators to focus on the individual needs and skill levels of the child, as opposed to the skill levels that are pre-determined for a particular age group or the entire room.

Getting a chance to be the big kid
Older children in mixed age groups will learn compassion, patience, and problem-solving skills as they interact with younger children.

Someone to look up to
Younger children will find themselves challenged by the older children, and may participate in more complex activities with the older peer group.

Children with Special Rights / Special Needs

One of the core tenets of the Reggio approach is that including, accepting, and valuing students with special rights within the learning community improves the practice of teachers. Improved teacher practice, in turn, benefits all students. These students within the community have an opportunity to learn empathy and to accept differences in a way that would not be possible without the participation of these children who face unique challenges.  We aim to foster a deep culture of respect that values differences.  Our environment is set up to help identify individual’s special needs and liaise with other professionals to provide the support that is required so that the child and their families can achieve their goals.