Our Early Learning Framework

The curriculum and methods used by our Preschool are inspired by both the British ‘Framework for the Early Years Foundation Stage’ and the more recently developed ‘B.C. Early Learning Framework’. These early childhood educational models guide our staff in keeping our methods ever more fresh, relevant and effective for students and staff alike.

Accordingly, one of our foundational beliefs is that children are born with a desire to learn. Very young children are growing and developing rapidly and can be profoundly and positively affected by the types of stimulation and interaction to which they are exposed. For this reason our experienced and well-qualified staff work hard to provide our students with carefully selected ideas, materials and activities designed to stimulate their physical, emotional, social, intellectual, spiritual and creative development; all of which are interrelated.

We believe that rich early learning experiences- primarily in the form of ‘play’- best support very young children in the development of the knowledge, skills, understanding and attitudes which will predispose them to a lifetime of learning.  Through play children most easily learn to express, explore and extend their understandings of the world; develop symbolic thought, expression and the basis for mathematical and scientific reasoning; release energy for physical and emotional health; build relationships and develop critical language and social skills. For this reason both adult and child-directed play are a central feature of both our curriculum and everyday schedule.

We recognize that the quality of a child’s interactions with others is critically important to their overall development. Young children especially need to form warm and meaningful connections with those who care for and work with them. North Douglas Preschool promotes relational commitments between students, their families, carers and staff which are focused around respect, inclusion and acceptance, safety, health and well-being.

Our qualified and experienced teaching staff are well-situated to observe and assess students for developmental progress as well as for potential challenges.  Should such challenges appear families can expect that staff will present themselves as willing support ‘team members' to their child’s benefit. We pride ourselves on providing an accepting and inclusive environment for children of all abilities and have long maintained close working relationships with the community agencies which support children and their families.

For more detailed information on our program including our typical daily schedule, activities and experiences, language and literacy emphasis, illness policy, release and emergency precautions and guidance strategies you may request a copy of our Parents’ Handbook upon touring the facility.