YMCA Child Care Handbook.indd

Transcription

CHILD CARE HANDBOOK
FOR PARENTS & GUARDIANS
Table of Contents
Welcome 1
Our Program Values2
Our Program Statement 2
YMCA Curiculum
2-12
Our Child Care Centres 13
Parent participation and Communication
13
Our Staff13
Volunteers and Students in the Program
13
Hours of Operation 14
Registration Process, Child Care Vacancies and Waitlist
14
Withdrawal and Schedule Changes 15
Child Care Fee Assistance 15
Arrival, Departure and Release of Children
15
Immunization15
Immunization16
Health and Illness 16
Medication17
Nutrition 17
Anaphylaxis and Restricted Foods. 17
Incident/Accident Reports17
Prohibited Practices18
Stepping Stones18
Child Protection 19
Requirement to post a serious occurrence
19
A Happy Start19
Fun can be messy
20
Clothing to have at the centre
20
Field Trips20
Outdoor Safety20
Fire Drills and Evacuation
21
Centre Closure Due To Inclement Weather
21
Temporary Emergency Shelter21
Impaired Driving Policy21
Sharing Your Time and Talent21
About the YMCA22
YMCA Strong Kids Campaign
22
YMCA Child Development Handbook
YMCAs across
Southwestern Ontario
Welcome YMCA Families:
Thank you for choosing to become part of the YMCA family. In choosing YMCA Child Care, you
have chosen one of the finest child care services available anywhere. We have been proud to
provide quality child care services in Chatham, Goderich and Sarnia for over 50 years. In 1960,
we opened our first Licensed Child Care Centre at our King Street location in Chatham and
in Sarnia; we opened up our first Full Day Centre in September 1987. In 1990 we added our
before-and-after school programs in both Chatham and Sarnia. In 2011, we opened our first
before-and-after school program in Goderich.
Everyone benefits from high quality, universal, inclusive early learning and child care
services. The YMCA is delighted to work with you to give your child a fulfilling and enriching
experience. This handbook provides an overview of some important items about our centres
and our approach to the care of your child.
We believe children who have experience with early decision-making, build a solid foundation
to become confident individuals. These early experiences are the perfect start for their journey
into the future.
We welcome families to take an active role and partner with the YMCA in providing the best
care for your child.
This handbook will help answer common questions and provides necessary information
to feel comfortable and confident in placing your child in our care. We look forward to
establishing lasting and meaningful relationships with your family.
If you have questions about anything or want to discuss your child’s progress, we are happy to
arrange a time to meet one-on-one. For further information about the YMCA and the services
we offer visit our contact at https://ymcaswo.ca/child_care.php
Yours truly,
Liz FletcherHeather Forbes
VP - OperationsGeneral Manager
YMCAs across Southwestern Ontario YMCAs across Southwestern Ontario
1. YMCA Child Development Handbook
Our Program Values
Parents have the ability to pursue work or education with peace of mind; children
have a right to a secure, safe and developmental program.
Families can access the additional supports and services our YMCAs across
Southwestern Ontario provide. Parent participation is important to the YMCA. Our
core values are purposefully integrated into all areas/aspects of our programs:
Respect, Caring, Honesty, Responsibility and Inclusiveness.
Program Statement
Our Program Statement
Welcome to YMCA licensed child care. Our program statement describes how
our programs support and foster early learning. It will outline our view of the
child, our philosophy and pedagogy as well as the goals and approaches used
to ensure healthy child development.
It will also outline how we evaluate our programs to maintain quality and how
we support the professionals who work with the children.
The YMCA Program Statement is reviewed annually to ensure it is aligned with
the Minister of Education’s Policy Statement.
Our View of the Child
Every child is special in the eyes of their parents and those who love them. The
children are also special to us. As educators of young children we know that
each child is an individual of great human worth and potential. Every child
is different in their looks, their growth patterns, their genetic make-up, their
previous experience, the way they think and in every aspect of what makes
them human beings. We appreciate each child’s uniqueness and view the child’s
growth and development occurring in a holistic manner.
At the YMCA we understand that children learn through play. Play by definition
is enjoyable, spontaneous, active, and undertaken without external goals
and sanctions. This means children are self‐learners and do not require an
adult to choose what or how they should learn. When the child’s natural
activity of play is supported by caring and responsive professionals in positive,
developmentally appropriate learning environments, we believe, a child will
flourish. The child’s innate competence, capacity, curiosity and potential will be
maximized.
“[YMCA Playing to Learn] is a wonderful, academically sound, and highly
accessible document. At the heart is a view of children, teachers and parents as
capable and competent. This is one document that will be highly valued in the
field, not just sitting on a shelf.”
Jean M. Clinton, BMus MD FRCP(C), Associate Clinical Professor, Department of
Psychiatry and Behavioural Neurosciences, McMaster University
PHILOSOPY
The study of the theoretical
basis of a particular branch of
knowledge.
PEDAGOGY
The method and practice of
teaching.
GOAL
An aim of desired result.
APPROACH
A means of attaining a goal.
HOLISTIC DEVELOPMENT
The philosophy or view of
human development that
recognizes the necessity to
include all aspects or domains
of development in order to
understand the whole person.
SANCTION
For a recognized authority to
give approval of something.
INNATE
Existing from birth (i.e. born
with).
YMCA Curriculum
The YMCAs Across Southwestern Ontario has a well‐established, research based
approach to early learning. Our curriculum YMCA Playing to Learn has been
successfully implemented in all programs for children 0‐6 since 2006. In 2006, all
YMCAs across Canada adopted this curriculum.
YMCA Playing to Learn 2nd Edition was published in 2015. This edition
incorporates new research, best practices, knowledge and experience. There is
more information on infants and toddlers and it has a greater focus on the social
and emotional development of the young child.
The YMCA school age Curriculum A Place to Connect is for children 5‐12, it
will assist YMCA staff working with young people to deliver a comprehensive
program that adopts a holistic approach demonstrated through planning,
programming, and high-quality interactions.
CURRICULUM
The deliberately organized
part of the child’s experience
and the experience that
occurs through everyday
aspects of life. Playing to
Learn is a curriculum based
on play development.
SOCIAL LEARNING
The process of acquiring
knowledge about individuals
and groups by observing,
imitating and interacting with
others.
This Curriculum is an essential component in creating a high-quality school-age
program and will begin a national roll-out in January 2016.
The YMCA has been involved in shaping the development of the provincial
early learning framework by sharing YMCA Playing to Learn and our training
materials to support educators in implementing a play-based approach. The
goals and approaches of the YMCA curricula align in philosophy, standards, and
recommendations with the provincial frameworks below. It is gratifying to see
Ministry of Education embrace play and adopt a very similar approach.
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Minister of Education’s Policy Statement on Programming and Pedagogy
https://www.edu.gov.on.ca/childcare/programCCEYA.pdf
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“How Does Learning Happen?” Ontario’s Pedagogy for the Early Years
http://www.edu.gov.on.ca/childcare/pedagogy.html
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Early Learning for Every Child Today (ELECT)
http://www.edu.gov.on.ca/childcare/oelf/
EMOTIONAL DEVELOPMENT
The complex changes within
the individual over time that
involves the self and feelings
and regulating behavior.
Our Statement on Play
Each child can reach his or her full human potential through play. Our intention
is to provide the best possible environment that allows the best possible play
for all children in our care. We endeavour to meet the play needs of all children
and must do whatever possible to support the natural urge to play.
Play helps the child to be both engaged with everyday realties and to be
absorbed in an ecstatic self-forgetfulness. It ensures involvement, enjoyment,
and various forms of success. Play can be powerful or profound, but it is always
purposeful.
Play is a vehicle that propels learning and development.
Play and development are intertwined; neither precedes the other. All domains
of development are supported by play, and play has the additional benefit
of being self-initiated and therefore a joy rather than a chore. Play makes
discovery pleasurable, but it also propels the child into the vast realm of
learning. Play provides a way for children to be healthy in body, mind and spirit.
Play fosters skill development. It offers opportunities for gaining new skills as
well as refining existing ones.
Play is directly linked to the child’s learning. His or her cognitive development
and academic success are enhanced by the play experience.
Play is physical and increases activity levels, fitness, balance, gross motor skills
and fine motor actions. A wide
range of scientific, mathematical, perspective-taking and other cognitive
processes in discovery and other types of play.
Play is social and aids in language learning while supporting social skills
development. Self-concepts and emotions are better understood through play,
as is the building of emotional intelligence. Important self-regulatory skills may
be acquired and reinforced through play.
Play builds resilience and can help children manage stress. There are often
therapeutic benefits to play. Typically children direct their play in ways that
address their own socio-emotional issues.
LEARNING
The process of changing
existing understanding to
accommodate new ideas;
acquiring new knowledge,
skills, and/or dispositions;
discovering through play.
BODY
The physical self.
MIND
The individual’s place
of thinking; human
consciousness emanating
from the brain.
SPIRIT
The part of the self that
transcends the physical self or
thought processes.
DEVELOPMENTAL DOMAINS
The categories that
academics and practitioners
use to manage the vast
amount of information about
human development.
SKILL
A learned behaviour.
COGNITIVE
Related to thinking or
reasoning.
YMCA Curriculum Goals & Approaches
1)
Promoting health, safety, nutrition & well‐being:
Keeping children healthy and safe is a priority at the YMCA and we understand
that the well‐being of their child is a parent’s # 1 concern. Therefore we have
developed comprehensive, research-based procedures to support children.
Some of the procedures in place at the YMCA include:
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2)
Safe supervision of children
Child Protection procedures and training
Sanitation and disinfection procedures
Menu Planning following the Canada Food Guide
Communicable disease prevention
Emergency procedures
Standard First Aid and CPR training
Supporting relationships:
At the YMCA we understand that young children flourish in all areas of
development when they are in positive and responsive relationships with
adults. YMCA educators build a foundation of trust with children by being
available, sensitive, responsive, and caring.
YMCA educators create an inclusive and respectful environment to foster
positive, equitable, and collaborative relationships. When children feel safe,
secure, valued and a contributing member of their world they are able to
explore, discover, try new things, grow, learn and develop.
To support your child’s care, growth and development YMCA educators
interact and communicate with parents on a daily basis sharing observations,
documentations, and reflections.
GROSS MOTOR SKILLS
Learned actions involving the
large muscles of the body.
(E.g. kicking a ball)
FINE MOTOR SKILLS
Learned actions involving the
small muscles of the body,
including the ands, mouth
and feet. (E.g. cutting with
scissors)
SELF-REGULATION
The child’s conscious or
unconscious control of her
body, relationships and other
aspects of him or herself.
RESILLIENCE
The ability to recover quickly
from difficulties.
WELL BEING
The state of being
comfortable, healthy or
happy.
RESPONSIVE CAREGIVNG
The process of offering
consistent, reliable care via
careful observation of cues.
3)
Encouraging children to interact, communicate, & self‐regulate:
The YMCA believes that it is the role of the adult in a child’s life to support them
to learn how to interact effectively with the world around them including other
children, adults, and the environment.
Generally self-regulation involves gaining a degree of control over one’s bodily
functions and impulses, managing one’s emotions, changing one’s behaviours
and maintaining focus our attention on something or someone.
“The better a child can stay calmly focused and alert, the better he integrates
the diverse information coming from his different senses, assimilates it and
sequences his thoughts and actions.” (Shanker 2012)
“Caring consistent relationships with adults, provide external supports that
serve as the basis for developing self-regulation.” (Gillespie & Seibel 2006)
Some of the approaches implemented by YMCA educators to set the stage for
positive interactions among children include:
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Educators provide small group experiences that allow for more
individualized adult attention
Educators role model inclusive, respectful, and collaborative interactions
with children and other adults
Educators ensure the learning environment is flexible so they can respond
in the moment and build on or scaffold the children’s interests
Educators ensure toys, equipment, and materials are plentiful and available
to children at all times
Children are given freedom to make choices
By engaging as a play partner with children, educators are able to
demonstrate pro‐social skills including promoting discussion, problem
solving when conflict arises, and understanding how their actions effect
others
Educators attend trainings that address self-regulation and resilience
DISCOVER
To find something
unexpectedly.
OBSERVATION
The informal or formal
perception of an individual
or group of people, or the
perceptions gained from
looking at an environment of
object.
DOCUMENTATION
The process of observation,
data collection, careful
analysis and reflection
resulting in display that is
an integral part of a play
curriculum.
REFLECTIVE PRACTICE
The capacity to reflect on
action so as to engage in
a process of continuous
learning,
STRATEGY
A plan or method of
achieving a goal.
4)
Fostering exploration, play & inquiry:
Children are born with a natural sense of curiosity and wonder. They play
naturally.
As parents and educators, we watch children explore their world through their
senses, repetition of tasks, imitation, asking questions, pretending. But what are
children really doing? Children are putting together all the pieces of how the
world works through exploration, play and inquiry.
YMCA Educators understand the importance of play. They foster, expand and
scaffold this natural talent called play by being:
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active participants
architects of the play scape
keen observers
planners
reporters
collaborators
reflective practitioners
Observing a day-in -the-life of a YMCA child care program, you will note that the
majority of activities are directed by the children. Children decide where, when,
what and how they wish to play. Their decisions are based on their interests and
curiosity. The educator responds by adapting the environment by adding new
toys, materials and equipment, posing questions, and being a play partner. This
sets the stage for further play, inquiry, discovery and learning. The educator’s
role is to support play so that learning and development flourishes.
ROLE-MODELLING
Demonstrating appropriate
behaviour that can be seen
by the children so that they
can observe and internalize
what they see; showing how
a particular role is conducted.
SCAFFOLD
The role of the adult (or more
mature child) in providing a
mental bridge to support a
child’s learning.
PRO-SOCIAL SKILLS
Learned behaviour that
demonstrates empathy,
esteem, honour and
consideration to another
person.
CURIOSITY
Mental interest that leads to
behaviours of discovery and
learning.
INQUIRY
The act of asking questions in
order to gather information.
5)
Providing child‐initiated & adult‐supported experiences:
Children and parents are warmly greeted upon arrival and after a brief check‐in
to share news from the evening before, the children get down to the serious
business of playing.
The room is set up with a variety of activities that support the observed interests
of the children. The children might join some friends at the creative art table to
work collaboratively on a collage, or they might work on a Lego structure they
safely stored on the counter to complete the next day.
There are no expectations imposed by the educator or curriculum on where
children play, or whom they play with, or how long they play at one activity.
That is for the child to choose based on their interests.
You may overhear a small group of children in the dramatic play centre dressed
in costumes acting out a scene of being “mama, papa, and baby at the doctor”.
The educator has been assigned the role of “doctor” by the children and takes
this opportunity to ask the children questions that expand their understanding
of what happens at a check‐up.
Tomorrow the educator supports the children’s interest by adding books
about doctors and hospitals to the dramatic play centre hoping to build on
the children’s interest and spark more questions and play – resulting in more
learning.
CHILD DIRECTED PLAY
Spontaneous activity initiated
by the child that is allowed to
take the course decided upon
by the child; may involve
careful adult planning.
PLAY PARTNER (SHIP)
One or more individuals
playing together with a
shared interest; in the case of
adult-child play partnership,
the adult allows the child to
take the lead.
DRAMATIC PLAY
Sustained pretend play in
which the child acts out a role
using movement and props.
CHILD CENTRED EDCUATION
A philosophy of childcare and
education that emphasizes
the importance of the child’s
need to direct his own
activity, to make play choices
spontaneously, and to learn
at a self-determined level.
6)
Planning learning environments to support every child’s learning:
YMCA Child Care programs are located in a variety of facilities including schools,
community centres, and YMCA owned buildings.
At the YMCA we understand that the parent is the child’s first teacher, the YMCA
educator is the second teacher and the learning environment is the child’s third
teacher.
The YMCA’s unique approach to planning and creating learning environments
supports children’s play so that early learning and healthy development is
maximized.
YMCA learning centres are designed to be flexible and responsive to the needs
of the children.
We have created home like environments that include calm colours, soft
furnishings, items from nature like plants and pets, family photographs, and
accessories that are intended to make children feel comfortable and safe.
YMCA educators understand that children learn holistically not in one area
of development at a time. We understand that riding a tricycle involves gross
motor and fine motor skills but the play children engage in while riding a
tricycle involves many more - communication skills, social skills, etc.
Therefore you may find books, paper and crayons in the block area because
children are using these items to figure out how to build a bridge from one shelf
to another. Or you may find play dough in the dramatic play area where children
are making pizza. And on a beautiful day you may see indoor furniture move
outdoors to take advantage of the weather.
PLANNING
The act of preparing and
designing experiences and
activities (in this instance
in accordance with YMCA
curriculum.
ENVIRONMENT
Aspects of the immediate
surroundings including
the delineation of space,
the presence or absence
of objects, furniture , light,
colour, toys and play things
and the inclusion/exclusion of
indoor and outdoor space.
LEARNING CENTRES
Specially prepared places
where materials are provided
to respond to children’s
interests or trigger new ones;
spaces for learning in content
specific areas; discovery
or inquiry based spaces
designed by educators for
small groups of children.
PLAY MATERIALS
Any found items or purposemade manufactured items
that are used for props,
for creative enterprises or
construction.
WHOLE CHILD
A concept of the child that
sees all developmental
domains as interacting, the
child being more than the
sum of domains.
7)
Incorporating indoor, outdoor, active, rest & quiet activities:
YMCA educators design a daily schedule that meets the needs of the children
and provides for a balance of activities throughout the day.
TRANSITIONS
Aspects of the planned and
unplanned day that create
changes from one type of
activity or event to another.
Consideration for the care requirements, age, developmental
level, energy level, and interests of the children are included.
Generous blocks of time for children to explore, play, and inquire are included
both indoors and outdoors.
The daily schedule is not rigid but operating in small groups is mandated. One
small group of children may be on a walk in the community, while the other
small group may prefer to stay indoors and bake cookies.
Periods of active and quiet play are interwoven throughout the day both
indoors and outdoors.
At the YMCA we don’t let the weather stop us from having fun in nature. The
children love to bundle up in warm dry clothes and head out to jump in puddles
or make snowballs. In very poor weather active play takes place indoors so that
children get the physical activity their bodies require.
YMCA educators are trained to keep transitions from activity to activity to a
minimum so children get to play more.
However, young children thrive on regular schedules and feel secure when they
can predict what will occur throughout the day therefore snacks and meal times
are consistent as is the rest period in the afternoon for young children.
FAMILY
A number of people who
decide to live together or
who are bonded by birthties, who share a home and
who share common values
and similar life-styles; adults
taking on a parental role, and
one of more children living
and functioning as a unit.
ENGAGEMENT
Time spent paying attention
to something or someone.
COMMUNICATION
The two way process of
sending and receiving
information to reach a shared
understanding.
8)
Fostering engagement & communication with parents:
At the YMCA we understand that a parent is the most important person in a child’s life. YMCA educators play a
supporting role while parents go to work and school.
YMCA educators and parents communicate on a daily basis about children’s activities and health. YMCA educators
keep a record of each infant, toddler, and preschool age child’s learning and development in their Continuum of
Development booklet available to parents to read each day.
Getting to know family members is critical as an educator and including family members in program helps a child to
feel a greater sense of belonging.
Other strategies to engage parents and gain input include:
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Facebook Groups
Documentations that describe play and its connection to learning
Celebrations & events
Parent Night
Parent surveys
Displays of children’s artwork, sculptures, and creations
Photographs of children at play
Posting planning documents that include observations of children’s interests and activities introduced by YMCA
educators
Involving community partners:
While our range of community partners is broad, the largest and most important is the
education system. Many of our centres are located in schools, so relationships with
principals, faculty and staff are critical.
The YMCA works closely with local community agencies and partners in order to support the children and families in
our programs. We view the community as a valuable resource and our staff plan learning opportunities to engage the
community in our programs.
The YMCA actively seeks out opportunities to share our knowledge and to learn from others in the community through
networking opportunities, community planning tables and conferences.
10)
Supporting educators’ continuous professional learning:
The YMCA is committed to the ongoing professional development of all our educators.
After all, what the educator learns informs practice and the benefit is passed onto thechildren.
YMCA educators attend a series of YMCA curriculum training sessions throughout their career with the YMCA.
Additionally the YMCA provides opportunities for educators to attend external learning events and conferences and
keep legislated training requirements like Standard First Aid & Infant and Child CPR up to date.
On a day‐to‐day basis the child care centre supervisor is responsible for the leadership, mentorship, coaching and
development of educators. Based on the learning needs of the educators the supervisor may meet with staff to suggest
strategies, conduct learning huddles to focus on a particular area of YMCA curriculum with the entire team, conduct
regular staff meetings to reflect and plan, invite speakers from other YMCA departments or community agencies
to attend the centre, or provide materials including links, articles, and various readings to supplement educator’s
professional learning.
11)Documentation:
YMCA educators participate in a continuous cycle of observation;
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Documenting play and its significance
Determining the children’s interests
Planning activities that support the interests
Discussion with team members
Reflection that informs the planning of activities and the learning environment.
Links are made between theory, research, YMCA curriculum, the YMCA Program Statement,
government pedagogy, and children’s interests to inform the planning decisions YMCA educators make.
You will see this cycle reflected in the toys, materials, and equipment provided in the play areas, the furniture
arrangement, the creative work of children, the activities children are engaging in, on the planning documents posted
weekly for parents to read and discuss with the educators, in individual children’s’ Continuum of Development
booklets, and in photographs and written descriptions of activities.
This process of continuous program assessment is called reflective practice. Daily educators are observing and
engaging with children and evaluating the effectiveness of the learning environment to build on children’s interests.
Weekly they are reviewing planning and discussing with their team and supervisor to ensure they are supporting
children’s learning and development and monthly they are meeting as a team to look back on what did and didn’t work
and then plan for the future.
Our Child Care Centres
The YMCA Child Care Department is a division of the YMCAs across Southwestern Ontario. We provide leadership to
the community through effective planning, management, and delivery of high quality child care services. The YMCAs
across Southwestern Ontario operate 6 Child Care Centres and 29 School Age Programs throughout Sarnia-Lambton,
Chatham-Kent and Goderich-Huron counties. These centres and programs provide high quality early learning for
children from 2 months through 12 years of age. New children are accepted to the centres and programs based on the
availability of space in your child’s age-group and the date of your application.
Parent Participation and Communication
We know it is important to your peace of mind to have regular information about your child’s experiences. As well,
your participation and input is valuable to your child and the Centre. This is not always possible in the rush during
morning drop off and evening pick up times. The YMCA Child Care Centre provides the following opportunities to
ensure communication and information between parents and staff:
SURVEYS: Parents are asked to fill out a program satisfaction survey annually. Suggestions are welcome anytime.
Parent/Teacher meetings are available upon request.
FAMILY EVENTS: Parents are invited to visit the Child Care, especially during functions like open houses and parents’
nights. Families are encouraged to participate in events that are offered throughout the year. Please read your Parent
Bulletin Board for upcoming events and news.
OPEN COMMUNICATION: The YMCA Child Care staff have a commitment to provide an environment which fosters
your child’s growth and learning.
All parents will be contacted on a regular basis by their child’s teacher to give a brief update on their child. If parents
feel their child’s needs are not being met, they are encouraged to direct their concerns to the Child Care
Supervisor.
Our Staff
YMCA Child Care Staff are trained, qualified professionals. Early childhood Educators (ECE) are registered with the
College of ECE’s and all staff are trained in Standard First Aid and CPR including Infant and Child. Staff are trained
extensively with YMCA Canada National Play to Learn, Healthy Child Development and continue to further their
education with regular ongoing training. We continue to strive for excellence in all our programs and know that
training and staff development supports the quality of our programs. Staff educational backgrounds may also
include: Bachelor of Education, Child and Youth Worker, Developmental Service Worker, Recreation and Leadership,
Psychology or Sociology.
Volunteers and Students in the Program
From time to time, you may see students doing field placements as well as volunteers in the centre. Field placements
and volunteering provide opportunities to learn through experience, and allow volunteers and students to learn and
apply basic principles and techniques for guiding and nurturing young children. While on a placement, students and
volunteers will never have unsupervised access to the children in the centre, and are not counted in our staff/child
ratios. Students and volunteers undergo a criminal record check and are oriented into the program before beginning
their placements.
Hours of Operation
YMCA centres and programs operate Monday to Friday. Our child care programs are open year-round except for
statutory/civic holidays and annual Educator Professional Development. During the registration, we will discuss your
child’s needs and the hours of care you require. It is important that you bring your child to the centre at a regular time
each day and advise the YMCA in advance if you need to revise your child’s attendance schedule. Hours may change
based on community need.
YMCA Learning and Career Centre Child Care
Jerry McCaw Family Centre
YMCA Learning and Careers Centre
Our Lady of Fatima Child Care Centre
Our Little Place Child Care Centre
Our Little Place Child Care - Extended Care
St. Anne Child Care Centre
St. Joseph Child Care Centre
Address
1015 Finch Dr. Sarnia, ON
660 Oakdale Ave. Sarnia, ON
545 Baldoon Rd. Chatham, ON
30 Cecile Ave. Chatham, ON
30 Cecile Ave. Chatham, ON
1000 The Rapids Pkwy. Sarnia, ON
535 Birchbank Dr. Sarnia, ON
Hours of Operation
6:30am – 6:00pm
8:00am – 5:00pm
6:30am – 6:00pm
7:00am – 6:00pm
6:00pm - 10:00pm
7:00am – 6:00pm
6:30am – 6:00pm
Registration Process, Child Care Vacancies and Waitlist
The YMCA provides a flexible registration model for families. We realize that the needs of families are different and we
strive to respond to these needs by providing choices by providing full and part time care. Within our full time option,
children are registered for 5 days per week. Part time is considered anything less than 5 days per week: half day a.m.,
half day p.m., and 4.5 hours or less is considered a half day.
It is an expectation that all YMCA Supervisors be aware of centre vacancies and fill all spaces as quickly as possible. In
order to assist with this, waiting lists must be maintained and updated. Due to the limited number of infant spaces,
the YMCA will accept infants on a full time basis only: 5 days per week.
The first step is to add your name to Lambton County’s child care waitlist. To access waitlists please click on the
following links:
Sarnia Lambton: www.LambtonOneHSN.com
Chatham –Kent: www.chathamkent.onehsn.com
YMCA Child Care Supervisors will respond to waitlist status inquiries by providing families with an approximate
number of their position on the waitlist, preferably designated to their age grouping, and an approximate date of
when the next space may become available. A YMCA Child Care Supervisor will contact the family when a space
becomes available, and will also set up a family appointment. During this visit, registration forms will be provided and
are required to be completed prior to the child’s first day. Also required is a copy of the child’s immunization record
and the Method of Payment Form. It is absolutely essential that all information is completed, including emergency
contact persons, to ensure the well-being of the children.
Child Care fees are tax deductible. Annual income tax receipts are issued every February/March. Payment is required
for absenteeism and sick days.
Withdrawal and Schedule Changes
Two weeks written notice is required for withdrawal or for a change of schedule. Two weeks’ fees will be charged if
notice is not given prior to withdrawal. Parents withdrawing their children during the summer months and wishing
to re-register for the fall will be placed on the waiting list and must re-register when a space becomes available.
Admission and discharge of children is at the discretion of the YMCA.
Child Care Fee Assistance
The YMCAs across Southwestern Ontario has purchase of service agreements with Lambton County, Chatham-Kent
County and Huron County for those families in need. If you require assistance with Child Care fees, please contact
your YMCA Child Care Supervisor or call:
Lambton County: 519-344-2062 x2201 or toll free 1-800-387-28821
Chatham-Kent: 519-351-8573 or [email protected]
County of Huron: 519-482-8508 or toll free 1-888-371-5718
Arrival, Departure and Release of Children
Each child must be signed in and out upon arrival and departure, therefore, it is imperative that you make contact with
a Child Care staff when dropping off or picking up your child. Staff will ask for photo identification if they are unsure of
the person picking up a child from the program. Only those who are listed on the child’s registration form are able to
pick up your child unless other arrangements have been made with the staff ahead of time. The YMCA will not release
a child to anyone under 16 years of age.
All YMCA centres are equipped with a controlled access. Access codes should be given only to those who pick up
your child on a regular basis and can only be obtained by a Supervisor or designated staff member. If someone else is
picking up your child, sites are equipped with a door bell or communication system to assist in pick up. Please meet
with your YMCA Supervisor regarding access procedure for your specific location.
Immunization
The Medical Officer of Health requires every child attending a licensed child care facility to have up-to-date
immunizations. Required immunizations needed for each age are listed below.
A child may be exempt from this requirement if their parent objects, in writing, on the grounds that immunization
conflicts with a sincerely held conviction of the person’s religious belief, or, a legally qualified medical practitioner
provides medical reasons, in writing, for exemption.
See immunization chart on next page.
Immunization Chart
Health and Illness
To maintain a good standard of health, a daily health check is made on each child at arrival. It is necessary to have
alternate arrangements made for your child in the event your child is ill. Should your child become ill during the day,
they will be supervised away from the other children. The parent/guardian will be notified immediately to pick up
the child. Children should not return to the centre until they are ready to participate in all aspects of the program
including outdoor activities.
Parents are strongly encouraged to keep their children home if they display any one of the following symptoms:
• Fever over 38° C (100.4° F)
• Diarrhea – twice within 24 hours or until the child has had a solid bowel movement or physician determines child
is not infectious.
• Vomiting: exclude for a minimum of 24 hours and vomit free
• Undiagnosed skin rash/skin condition
• Difficulty swallowing, sore throat
• Communicable disease – chicken pox, mumps and measles
• Head lice, eggs (nits)
• Lethargy and irritability and are not able to participate in program
• Frequent bouts of coughing – 3-5 times/hour, especially if choking
• Green/yellow infected discharge from the eye
• Persistent pain
Children must be symptom free without medication for 24 hours before returning to the centre
Medication
Parents are encouraged to give their child medication at home whenever possible. Educators can only give
prescription medications to your child with your written authorization. Non-prescription medication can only be
administered with a doctor’s note giving clear written authorization. If your child is on such medication, you will be
asked to complete and sign an authorization form at the centre and discuss the timing and amounts of the medicine
to be given. Medications must be in the original container with the prescription label intact. You must also provide a
measuring spoon or cup.
Nutrition
All programs provide nutritional lunch and snacks based on Canada’s Food Guide. Snacks are served in the morning
and afternoon with more frequent snacks provided for the infant and toddler groups and children who leave late in
the day. The menu is posted in the centre and provides a good overview of your child’s daily nourishment.
Meal and snack times provide opportunities for children to socialize while establishing sound eating habits and
appreciation of a variety of foods. We recommend you provide your child with a good breakfast before coming to the
centre.
Our cooks and supervisors hold food handlers’ certificates and all kitchens are inspected regularly by local Health Unit.
Anaphylaxis and Restricted Foods
Anaphylaxis is a severe systemic allergic reaction which can be fatal, resulting in circulatory collapse or shock. Any
exposure to a substance that a child is allergic to can trigger a reaction. To reduce the risk we do not serve nuts on our
menus and we strive to eliminate peanuts/tree nuts from our Centres. If a child has allergies, a special diet or is unable
to eat certain foods due to cultural practices, please notify the Supervisor so arrangements can be made. Please tell us
about any dietary concerns on your child’s health declaration. Although we cannot change the entire environment of
the centre because of allergies, every effort possible will be made to minimize contact.
Please help us ensure your child’s complete safety by not bringing any food, chewing gum or cough candies to the
centre.
Incident/Accident Reports
In an emergency, the safety and care of the children is our primary concern. Emergency and fire procedures are posted
in the centre. Please read these procedures and be familiar with them. Depending on the extent of the injury, you
may be asked to pick up your child to seek appropriate medical attention. If we can’t reach you or your designated
alternate adult by phone, we will assume the responsibility and seek medical assistance for your child.
If your child is involved in a minor accident while in our care, our educator will immediately administer First Aid. We
will inform you at pick up time and you will be asked to sign an accident report. You will also receive a copy of the first
aid report.
The YMCA is committed to helping children grow to their fullest potential in a safe, caring and nurturing environment
however it is necessary at times to set limits and standards of appropriate behavior. YMCA staff are guided by the
YMCA Child Guidance Procedure which they are required to adhere to at all times when interacting with children in a
YMCA program. Staff are required to review this procedure on an annual basis and a behaviour management review is
completed quarterly by the program supervisor.
Prohibited Practices:
A prohibited practice is any behaviour that puts children at risk or inhibits their growth, self-esteem, and healthy
development.
The following practices are unacceptable and may result in disciplinary action including termination of employment.
• Corporal punishment
• Any form of abuse-physical, emotional, sexual or neglect
• Depriving a child of basic needs including food, shelter, clothing, bedding, toileting or participation in activities.
• Leaving children unsupervised
• Deliberately using harsh or degrading measures on a child that would humiliate the child or undermine his or her
self-respect
• Locking exits of a child care centre for the purposes of confining a child
• Using a locked or lockable room or structure to confine a child when separating them from other children
• Interacting or relating to children or vulnerable persons outside of a YMCA program activity. (e.g. weekend home
visits, baby sitting, on line chatting, etc.)
A complete copy of the YMCA Child Guidance Procedure can be obtained from your Program Supervisor.
Stepping Stones, Supporting Your Child
Our Child Care Centres want to serve all children however; sometimes programs cannot meet the child’s needs. The
YMCA Child Care Services reserves the right to withdraw children who are not suited to a child care environment, in
the best interests of the child and for safety of other children. If required, it is the responsibility of the family to work
with the Centre Supervisor and outside agencies to find support or alternate care.
Developing a Support Plan for your Child
We want all children to have fun and enjoy our program. It is for this simple reason that we have a system based on
our policy that respects the rights of all members of the program, children and staff.
The following are not permitted:
• Hitting
• Spitting
• Biting
• Throwing toys/equipment
• Swearing
• Disrespectful behaviour
To help a child behave in a way that is safe for everyone, we will take the following step:
• A meeting will be called to talk about a concern.
• A plan will be developed to help your child. It will have clear, measurable goals and timelines. It will also describe
the role you and the educator play in helping your child.
In extreme circumstances, when a support plan has been put into action and a child continues to pose a clear and
present danger to the safety of everyone at the Centre, the child may be immediately withdrawn from the program.
After a temporary withdrawal, a meeting between parents, educator will be held before the child returns to the centre.
The meeting will establish responsibility for maintaining a long-term plan of action and monitoring behaviour.
Each YMCA Child Care Centre has several partnerships with outside community agencies, such as Pathways and
Chatham Kent’s Children’s Services.
Child Protection Policy
The YMCA’s Across Southwestern Ontario Child Care Staff are trained in the identification and reporting of suspected
abuse, as outlined in the Child and Family Services Act. Children have the right to be understood, loved and respected
within a framework of a caring family and community.
Anyone who suspects that a child has been abused or is at risk for abuse (physical, sexual or emotional) and/or neglect
has a legislated duty to report this directly to their local Children’s Aid Society (CAS).
Our Child Care Centres provide services to children and their families and, therefore, also have roles and
responsibilities with respect to child abuse and neglect, our staff have a legal obligation to report.
Requirement to Post Serious Occurrences
The safety and well-being of the children in our child care programs is of the highest priority. We work diligently
to provide a safe, creative and nurturing environment for each child. In spite of all the best precautions, serious
occurrences can sometimes take place. The Ontario government has introduced a policy that requires licensed
child care centres to post information about serious occurrences that happen at the centre. To support increased
transparency and access to information, a ‘Serious Occurrence Notification Form’ will be posted at the centre in a
visible area for 10 days. Licensed child care programs are already required to report serious occurrences to the Ministry
of Children and Youth Services, which is responsible for child care licensing. The Serious Occurrence Posting will give
parents information about the incident and outline follow-up actions taken and the outcomes, while respecting the
privacy of the individuals involved. Longer-term actions taken by the operator will also be included to help prevent
similar incidents in the future, where applicable.
A serious occurrence could include:
• A life threatening injury or illness of a child
• Any Incident and/or any unexplained disruption of service that poses a risk (power outage, fire)
• Allegations of abuse and/or neglect
Many factors may lead to a serious occurrence report. A serious occurrence does not necessarily mean that an
operator is out of compliance with licensing requirements or that children are at risk in the child care program. This
policy supports the government’s efforts to increase access to information about licensed child care programs in
Ontario.
For more information visit the Licenced Child Care website at: http://www.edu.gov.on.ca/childcare/
A Happy Start
To help your child become comfortable in their new environment, we recommend whenever possible that children be
introduced to care over the course of a few days - gradually working into a full-day schedule. Take a few minutes at the
beginning or end of the day to let us know about any special or unusual events at home that may be affecting your
child. We will inform you about any highlights or upsets in your child’s day. If pick up or drop off times are too busy,
you are welcome to call your child’s classroom during the day to arrange a time to talk. You can also communicate with
the Centre Supervisor by e-mail. Take part in your child’s activities at the centre throughout the year. There are many
areas where you can help, for example, you can accompany the group on outings or get involved in special events.
Fun Can Be Messy
Every child has a hook and cubby for their clothing. Please ensure your child’s clothing is clearly labeled to avoid
disappearance and confusion. Each child should bring a change of clothing, as even the oldest children can get wet
during water play or cover themselves in paint and goop. Although all paints and markers are washable, we suggest
children wear comfortable, washable clothing you wouldn’t worry about being spoiled.
•
•
•
•
•
Footwear should have non-slip soles and be suitable for running and climbing
Children who spend part of the day sleeping can bring in a comfort item
We suggest that children leave a pair of shoes and an extra pair of mittens at the centre in the winter
Please remove drawstrings from clothing or tuck them securely into coats. Children are at risk of strangulation
from loose strings or scarves. Glove or mitten clips are safer than strings
Clothing should have easy closures to encourage children to be independent
Keep an extra set of clothing at the centre for your child. This extra set should change seasonally and include the
items shown below. We are careful about looking after each child’s personal property, however we cannot be held
responsible for loss or damage to property left at the centre. Please leave all sentimentally important toys and
belongings at home.
Clothing to Have at the Centre
•
•
•
•
•
•
•
•
•
•
•
•
•
Please label all of your
child’s belongings.
Pants
Underwear
Socks
Rubber Soled Shoes
Extra shirts
Sweater/Sweatshirt
Comfort Item
Mittens for winter
Winter boots
Hats (Summer and Winter)
Snow pants
Winter coat
Spring/Fall Coat
Field Trips
Throughout the year, trips are made to special places of interest that add an educational benefit to the children. A
notice will be posted two weeks in advance of the excursion informing you of the destination, time and date.
Authorization for field trips is required.
Outdoor Safety
Educator-to-child ratios, as outlined in Child Care Early Years Act 2014, are maintained on the playground at all times
and cannot be reduced for any reason. All educators are aware of the number of children in their group at any given
time and attendance is recorded. Educators position themselves to ensure all areas of the playground are visible. Daily
playground activities are recorded on the Daily Program Plan, and you are invited to have a look to see what’s on the
day’s schedule. Activities are planned to enhance the child’s creative, motor and social skills, and to encourage children
to engage in constructive play. Our outdoor play schedules reflect the seasonal weather conditions and time of year.
Educators complete daily inspections of the playground area and equipment for potential hazards and litter.
Children are required to be outdoors for a minimum of two hours per day, weather permitting. If there are severe
weather conditions such as storms, low temperatures of -20°C, wind chill or smog advisories, children are kept indoors.
From May to September, we pay close attention to daily ultra violet radiation (U.V.) ratings. In high U.V. periods, we limit
the amount of time children spend outdoors between 10 a.m. and 3 p.m. We require all parents to provide a hat, safe
footwear and labeled sunscreen. In all cases, Public Health notifications will take precedence when deciding program.
Fire Drills and Evacuation
Fire drills are held monthly and fire plan are posted in each room. In the event that the children and educator need
to leave their centre due to a safety concern, each centre has a designated close-by emergency evacuation site. Your
YMCA Centre Supervisor will provide you with the location.
Centre Closure Due to Inclement Weather
In cases of severe weather conditions, it is the parent/guardian’s responsibility to listen to local radio/TV
announcements/Facebook indicating school closures. When school boards in your region announce closures, YMCA
Child Care Centres will also close.
Please visit the following links for any updates:
https://www.schoolbusinfo.com
http://www.radiosarnia.com
http://www.ourschoolbuses.ca/region-delays
If the school is closed due to weather, child care operations in those schools will also be closed.
Temporary Emergency Shelter
In the unlikely event the centre requires temporary emergency shelter, the educator and children will be moved to a
designated location. In the event of a longer relocation, the YMCA will establish a plan and all families will be notified
by phone.
Each centre has the emergency shelter location posted in each classroom.
Impaired Driving Policy
YMCA Child Care staff have been directed to follow specific procedures should a parent/guardian who is impaired
arrive to pick up their child. Staff will request the parent to take a cab or to contact an alternate person who can be
responsible for driving them home. If this is not observed by the parent the Police and Children’s Aid will be called to
aid the staff.
Sharing Your Time and Talent
If you have a particular talent or interest, you are invited to share them with the children. Please contact your Centre
Supervisor to let us know how you would like to be involved – we would love to hear from you!
About the YMCA
The YMCA is a charity dedicated to strengthening the foundations of communities. We do this by nurturing the
potential of children, teens and young adults; promoting healthy living; and fostering social responsibility. Our focus
on inclusiveness and accessibility means we serve people of all ages, backgrounds and abilities through all stages of
life. Through YMCA financial assistance programs, the YMCA is accessible to all. Our core offerings include: Childcare,
Camping, Aquatics, Health & Fitness, Education, Employment Services, Volunteer Development, Global Initiatives,
Community Initiatives and Opportunities to Give.
YMCA Strong Kids Campaign
The YMCA is a leading Canadian charity committed to helping every child realize their full potential. Our diverse range
of programs and services serve the unique needs of individuals across Southwestern Ontario; each community has
children, teens, and families that need your help.
At the YMCA we believe everyone, regardless of their financial circumstance, deserves the chance to benefit from a
YMCA experience. Donations to the YMCA Strong Kids Campaign helps fund local programs that improve the lives
of children and youth from families with financial barriers, by giving them access to nutritious food, recreation and
healthy environments.
You can support through YMCA special events and opportunities such as:
• YMCA-CHOK International Bridge Race
• YMCA Healthy Kids Day
• YMCA National Peace Week
• YMCA Beyond the Bell educational programs
• Summer Camps
• Aboriginal Youth Leadership Programs
• Other community programs
With the YMCA, you can:
• Take charge of your own health
• Volunteer your time and talent in many different capacities to help others
• Support people in need through donation to the YMCA Annual Strong Kids Campaign
• For more information visit www.ystrongkids.ca
YMCA Jerry McCaw Family Centre
1015 Finch Drive Sarnia, ON N7S 6C5
519.336.9622 ext 236
St. Anne Child Care Centre
YMCA Learning & Career Centre,
Child Care Centre
Our Little Place Child Care Centre
Sarnia School Age Programs
Chatham School Age Programs
660 Oakdale Drive, Sarnia ON N7V 2A9
519.336.5950
1000 The Rapids Pkwy Sarnia, ON N7S 6K5
519.542.8846 ext 22
660 Oakdale Drive, Sarnia ON N7V 2A9
519.336.5950 ext 227
St. Joseph Child Care Centre
Our Lady of Fatima Child Care Centre
535 Birchbank Drive Corunna, ON N0N 1G0
519.862.5071 ext 221
545 Baldoon Road Chatham, ON N7L 5N9
519.480.0446
30 Cecile Ave Chatham, ON N7M 2C6
519.351.1983
519.437.8450
Goderich School Age Programs
226-222-9500
YMCA Child Care General Manager
519.466.5296
YMCA Child Care Administration
519.336.9622 ext 242

YMCA Child Care Handbook.indd

Transcription

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