A Day in the Life
We offer a full-time daycare 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.
We plan to open late 2018.
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.
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.
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.
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.
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.
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. With fewer transitions, the educators get to know the children and the children do not need to acclimatize to different settings.
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 all 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.