Junior Hub

Program Statement

At JHCCLC, our young learners are supported in the development of positive and effective communication. Early on, children experience meaningful opportunities and individual support related to expression and self-regulation. Rich in potential and ability, children develop understanding and competence in emotional expression, emotional intelligence and self-awareness. Expression is supported through observation, documentation, listening, and reciprocal communication. Child-initiated communication creates a pathway to self-regulation and problem solving. We believe that children are competent, capable of complex thinking, curious and rich in potential. We are committed to the “emergent curriculum” approach to program planning, in which activities “emerge” based on ideas and interests from both children and staff. This spontaneous learning process prepares them for acquiring more complex skills of reading, writing and mathematical reasoning.
Our programs provide:

• An environment where early childhood development sets the foundation for life-long learning, behaviour and health.
• Partnerships with families and communities that strengthen the ability of early childhood settings to meet the needs of young children.
• Respect for diversity, equity and inclusion as prerequisites for honouring children’s rights, optimal development and learning.
• A setting where play is meaningful to early learning that capitalizes on children’s natural curiosity and exuberance. Well-balanced, nutritious snacks and lunches.

Emergent Curriculum

Emergent (also referred to as “Reggio) Curriculum is based on the belief that children are able to learn the best when the curriculum reflects their interests, needs, and strengths. Both children and educators take initiatives in constructing the curriculum content. Educators observe and document what they see and hear from children, and use it to create meaningful learning opportunities. The ongoing learning opportunities allow children to acquire and develop skills naturally. Educators constantly evaluate, enrich and enhance the learning experiences, so that children gradually build up competence by confronting and mastering the achievable “challenging” tasks. Emergent curriculum is never confined to what is happening in the classroom. It also involves the families, communities and social realities. The regular sharing and communications among the adults involved enrich the emergent curriculum and develop our classroom culture. Learning occurs naturally if it aligns with the children’s interests. As the children’s interest shifts, so does the program and activities.

1. Books and Literacy

   Books allow children to enter a world of “make believe”, learn about new and exciting things, and gain an understanding of the function and purpose of the written language. A wide selection of books and a quiet place for reading fosters a love of literature.

2. Puzzles and Manipulates

   Small muscles in the hand are developed while handling and positioning puzzle pieces. The recognition of shape and pattern needed to complete puzzles is an important pre-reading and pre-writing skill.

3. Blocks and Floor Toys

   Manipulation of blocks (stacking, balancing, arranging and lifting) helps children develop gross motor and fine motor skills needed to develop the pincer grip. Blocks provide opportunities for expressing creativity, developing problem solving skills and familiarity with size, weight and shape.

4. Group Time

   Group time is an important part of the classroom’s routine. It is a time for story and language development, music and movement activities, and other varied learning experiences. Children learn to respond to the needs of others while in a group situation.

5. Dramatic Play

   Every room has a pretend and learn area devoted to developing a child’s sense of “make believe”. Dramatic play and social interactions begin here, but are not confined to this space. Dramatic play grows from the experiences of the children and is a meaningful way for children to share both experiences and knowledge of the world.

6. Sensory Play

   Sensory activities allow children to play and explore materials with all their senses. Children develop in all learning domains as they explore, create, and play with these materials. Some materials you might find at the sensory tables include: sand, water, rice or cornstarch goop.

7. Music and Movement

   Music time is an important and fun part of the children’s day. As children move and sing they breathe more deeply delivering more oxygen to the brain. Music enhances mood, memory and attention, teachers incorporate various activities including movement and sing along to the program. Research believes that music rhythms, patterns, contrast and varying tonalities are a powerful way to present information to children. The intercurricular program offers a dedicated time each month with a professional music instructor introducing various genres of music.

8. Creativity

   Children are free to explore various art and collage materials in this area. The children are encouraged to express themselves through different mediums with the focus on the process rather than the product.

9. Naps and Quiet TIme

   Nap time is important for infants, toddlers, preschoolers, and some kindergarten children. Infants sleep “on-demand”, based on their own schedule. For other age groups, our daily schedule incorporates a balance of active and quiet play, including a rest period. During this time, children are encouraged to sleep, rest, or engage in quiet activities, according to their needs.

10. Outdoor Play

    Outdoor play develops gross motor skills such as climbing, running, jumping and throwing. Children cannot develop the fine motor skills required for writing before the large muscles of the arms are developed. Outdoor activities develop spatial and body awareness. Children experience what it is like to fly through the air when they jump, what it means to go under, around, through and over. A full knowledge of where they are in relation to the other objects and what they can do is essential before children can begin to be in full control of their body. Ball games teach children to throw, kick, roll or bat at targets. Hand-eye coordination is an essential skill developed through these activities.

11. Cultural Activities

    Our program is planned to encourage the children’s understanding of and involvement in the broader community. The program includes various ethnic and cultural activities. Cultural pictures, puzzles, manipulative toys, books, dolls, dress up clothes, decorations, and music are incorporated to develop an awareness of the variety of cultures which exist in our society.

12. Loose Parts

    Loose parts are open-ended materials that can be arranged, re-arranged and combined in many ways. The loose parts can include items from nature such as pine cones, sticks, rocks and seashells or synthetic items. Children are free to choose and create with any combination of materials. Loose parts allow for creative expression, imagination, risk taking, an understanding of cause and effect and problem solving.

13. Science

    A nature and science centre is an integral part of the classroom and offers hands-on learning. The nature and science learning centres include a variety of science tools, materials, and collections for children to explore and investigate. The materials in the classroom are chosen to support science concepts being explored based on children's interest and concern for our environment.

Our program uses observation and documentation to plan play-based learning experiences that encourage active exploration, inquiry, independence, choices, problem solving, wonder and theory building. Purposeful planned activities, inquiries and provocation will stem from interests of the children. Regular communications between families and educators are emphasised in our program. We believe that parents play an irreplaceable role in their children’s development. It is important for our educators to share their knowledge, experience, resources and learnings with families via various media like phone calls, emails, documentations, etc.

We recognize the importance of loose parts and integrate them into our programs. Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. They are materials with no specific set of directions and can be used alone or combined with other materials. Loose parts allow children opportunities to discover and master their environment.