Les orientations générales
The nursery Au Château du Bonheur offers a program that encompasses all the needs of the children. In addition to meeting physiological needs
(feeding, resting, etc.) and emotional (safety, affection, etc.), our goal is to promote the harmonious development of the child with the teachers who are specialists in this area of life.
Every child is born with potential just waiting to be unlocked.
We do everything we can to stimulate the child: contact with others, with friends and adults, the layout of our premises, equipment and an educational program based on workshops are all the methods used that can lead the child to greater independence.
The child will develop in all aspects - emotional, physical and motor, social and moral, cognitive and language skills - and these act on the basis of a variety of factors to varying degrees, as part of his or her learning. Our interventions, the changes and activities offered in our childcare centres call on all of these aspects in many ways.
THE ECOLOGICAL APPROACH, OR THE IMPORTANCE OF THE INTERACTION BETWEEN THE CHILD AND HIS OR HER ENVIRONMENT
This dimension refers to the physiological, physical, sensory and motor needs of the child. The development of his motor skills (agility, endurance, balance, lateralisation, etc.) includes overall motor skills (seating, crawling, walking, running, running, climbing, grasping an object...) and fine motor skills (drawing, threading beads, cutting...).
Providing children with the opportunity to move around in the Château du bonheur's childcare centre promotes their physical and motor development while helping them to develop healthy lifestyles and prevent obesity.
The social and moral dimension
Our child care environment provides children with the opportunity to learn how to relate to others, express and control their emotions, put themselves in each other's shoes and solve problems. The acquisition of social skills and the emergence of an awareness of good and evil enable him to maintain increasingly harmonious relationships with his entourage and to take into account the perspective of others before acting. The programme of activities that we implement has been designed to respect the different spheres of development, namely: social-emotional, moral, cognitive, psychomotor and language.
Learning through play is:
- A physical and organized environment
- A daily schedule
- Child care routines and transitions
- Democratic Interventions
- Global development
It is also important to plan different types of activities during a day.
Here is what the educational program Au château du bonheur offers:
- Workshop Period
- Games in small groups
- Small group games (all group)
- Chat period
- Siesta, rest
- Free games
- Routines: hand washing, toilet training, snacks, meals,nap (read a story before)
- Outdoor games.
The goal of the CHÂTEAU DU BONHEUR is to teach children laughter, play, pleasure of learning and discoveries. Our days are structured in such a way as to secure children. Our program is varied while offering freedom and supervision to children. We use art, music, reading, imaginary games and physical activity. We encourage children to invent and create through craftsmanship. The first years are very important and we encourage socialization and independence.
Here are the different spaces of the premises:
- Quiet corner: you can put books, doggies, sheets.
- Engine corner: cars, trucks, blocks, balloons.
- The corner of symbolic games or role-playing games.
- The corner of the assembly and construction games.
- The music and song corner.
- Plastic-expression corner.
Of course, children play outside, unless the temperature is too cold or too hot. The outdoor game offers different and fun situations allowing children to discover their surroundings while playing.
Main equipment used:
Symbolic games corner:
- Costumes and disguises
- Food and dishes
- Dolls and clothing
Corner of assembly and construction sets:
- various blocks
- cars, trucks etc.
Plastic expression corner:
- Modelling (modeling clay, salt dough)
- Drawings (wood wax pencils)
- paint, jello-o, pudding...
- All cushions
- Soft music
Music corner, songs:
- Oral expression (song, music, puppet show)
A theme will often be included in the activities, it can be exploited in a general way, depending on the interest of the children day by day. Here are the different themes that will be discussed.
Let's know each other
The Holiday Season
The 5 senses
Of course, during the year we will celebrate St. Valentine's Day, April fish, Mother and Father's Day, Christmas, etc. The children will prepare their own crafts, drawings, biscuits, pancakes...
We celebrate each child's birthday, he or she is the king or queen on the day of his or her birthday.
Collaboration of parents in her child's life at the daycare centre
Communication with educators:
- Notify the Administration and educator in case of allergy
- If there is a change in the level of food to milk
- If the child is sick (fever, diarrhea, nausea...), also if the child has spent a bad night or is tired.
OUR PEDAGOGICAL PHILOSOPHY.
The daycare at the Château du bonheur will help families to reconcile their professional careers and family life. By offering child-friendly services, the centre will allow parents to leave their children alone.
Our pedagogical philosophy is based on several principles, including: First and foremost, the daycare at the Château du bonheur must not only be a childcare mode, but also provide the child with an educational and playful environment, a place of life and joy, giving way to fantasy, spontaneity, humour and conviviality. A place where children live their child's life, build their personality through play and the pleasure of playing.
The most important thing is that your child is free from his or her activities, nothing is imposed on him or her. The daycare team at the Château du bonheur considers itself to be the parents' partner in the education and care of children.
- Socialization: enabling children to learn about community life.
- Autonomy: helping the child and accompanying him/her in these different learning processes leading to autonomy (walking, language, cleanliness, eating alone, saying thank you, please, wait his/her turn, share, give, lend...) taking into account his/her own personal development and rhythm.
- Personality development: letting them make decisions and take initiatives to stimulate their future personality.
- Creativity and awakening: develop and stimulate the creativity and senses of each child through activities and workshops. To promote his body and verbal expression, his intellectual, sensory and psychological development through games, reading...
- Cultivate his secret garden: respect his moments of intimacy by letting him play alone in order to develop his imagination, his personality and cultivate his secret garden.
- Foreign languages: develop your ear to a foreign language, English or French, while respecting the learning of your mother tongue. For children with a foreign mother tongue, the aim is to introduce them to French or English before they return to school. For other children, develop their ear to a foreign language with discovery workshops.
- Opening up to the world: giving children an opening to the world by organising socio-cultural celebrations (birthdays, carnivals, Easter, Christmas, Mother's Day, Father's Day, etc.) and making them discover culinary dishes from elsewhere.
- Amazement and imagination: develop in him a certain openness of mind and imagination thanks to playful games and special activities (clowns, magic, puppets, storytellers...).
- Parent-professional exchange: exchanges are essential between early childhood professionals and parents in order to establish a climate of trust and conviviality for the well-being and development of the child. Take the time to talk, listen, understand and adapt in order to find solutions together.
Adaptation to daycare:
How to prepare your child for group life. Name the pleasure of playing with other children. If you know some of the children in the daycare, reassure your child that they will find Julien or Claire.
1. Talk to the educator about your child. Tell him/her what his/her tastes, fears, habits, and tips for consoling or putting him/her to sleep. The educator will get to know him or her better and more respectfully in his or her rhythms and personality.
2. Plan a training period for the new schedule; get up early, lunch time, afternoon nap. Inform yourself about the rituals of the on-call environment and adapt your own daily schedule to this rhythm gradually. This prevents the child from this stress.
3. Develop your child's independence. In a group setting where the educator must accompany 7 or 8 toddlers in the learning of dressing, independent feeding or cleanliness; the child lives from waiting. Knowing how to make small gestures such as putting your pants down, using the fork, taking off your shoes, putting on your hat becomes an asset and a source of great pride for the child.
Include your child in a group of friends before your first day of work. Gradually extend the time spent in daycare. For example, the first day at the daycare the child experiences snack and play time and returns home for dinner. Then he can stay until nap and dinner at the daycare.
5. Bring a familiar object from home to the daycare (allou, blanket). The familiar smells will reassure your child.
Have rituals, starting ritual (2 hugs, a kiss and 3 Bye), return ritual (listening to a song in the car, telling the story of her day at the daycare... ETC.). Stability builds a sense of security. A stable schedule facilitates integration. For example, the child knows that after the afternoon snack every day Daddy picks me up and every morning Mommy comes to drive me home after the older brother has left for school and notify your child in advance if there is a change in your schedule.