Classroom Organization
Children are at the very centre of our teaching program, they will be the architects of their own development. Every class corresponds to a specific level of development, which in turn corresponds to a child’s natural need for development. This is why we mention age ranges in our classrooms. Every child is unique, and with the support of our early childhood educators, we will respect this uniqueness. Some may develop more quickly, and others may be more reluctant to leave the magical world of childhood behind … so we will adapt to them.
A child-centred education involves limits that are set on learning by a child’s current stage of development. – Jean Piaget
Play areas
There are no two children who develop their skills fully at the same time. However, given that children mainly progress by imitation, they are naturally inclined to go forward and learn even more. The transition of a child from one classroom to another will be discussed with the child’s parents.
We are open to all sorts of possibilities that may allow a child to develop at his own rhythm, including: integrating the child into another classroom for a few hours a day to help develop a specific skill or encourage progression to the next stage by arousing curiosity; spending more time doing sports to burn off extra energy; using board games and art to help encourage self-expression, etc.
We will monitor every child and view him or her as a unique case. Our goal is to always remember that as early childhood educators and parents, we need to act out of the best interest of the child only.
Infant adaptation
We have a special program for young mothers and their infants, which emphasizes a smooth separation that meets an infant’s needs. It is extremely difficult and trying for a mother to be separated from her infant, and for the infant, it can be a major source of anxiety – he does not understand anything. Being separated from his mother is like being abandoned.
To limit this stress, studies suggest that a child should begin to be left in a daycare service on a graduated basis at around seven months old (the ninth month is considered to be the least favourable for separation).
Separation can also be a source of difficulty for the mother. The ambivalence she feels can be very difficult to cope with and accept. Her need or the necessity to return to work brings on a feeling of guilt that is very difficult to manage, causing stress and anxiety. In order for mothers and their infants to be able to move beyond this step successfully and with the least amount of stress, we offer young mothers an integration over 4 weeks so that the separation happens for the better.
Bilingualism
As parents, we all want our children to be perfectly bilingual, especially given that both English and French are spoken in a growing number of households.
At Garderie Griffin – Jardin d’Enfant, our children will experience bilingualism as soon as they step through the door. Learning a second language, however, will only begin in year one of Jardin d’Enfant. Prior years will focus on the child’s own development: motor, affective and creative. Our early childhood educators will all be bilingual to ensure that every infant can understand what he is being told and be understood. Our early childhood educators will address children in their mother tongue, because this is the language that will serve as a base for the evolution of their language skills and understanding of the world around them. Motivated by natural curiosity and an innate desire to learn and understand, children will then begin learning a second language naturally and spontaneously. And it is precisely toward year one of Jardin d’Enfant that the stage of development reached by a child will allow him to integrate and assimilate such new information with disconcerting ease.
Our Classrooms
