Little Explorers
#1 #2 #3

Beauty

Creativity

Imagination

WHERE EACH CHILD HAS A HUNDRED LANGUAGES


Toddler Program

18 months to 2.5-3 years of age Full Day

PreSchool JK/Program

2.5 years of age to 5 years of age Full Day

Our Mission

We believe that childhood is  a crucial time when we get emotional and cognitive foundations. We would like to help children in their development  to become long-life learners and responsible, well-adjusted individuals.

We trust that we may accomplish this through:

  • Providing a warm, stable environment that ensures the basic needs of home – creative, positive play, good discipline, interacting with peers, closeness to nature, nutritious food, rest and a lot of individual attention that all will guarantee a sense of security and ensure good contact with daily life.
  • Creating a partnership with parentsand the community to continuously guide children’s learning. We trust that every parent, child and teacher at Little Explorers will discover joy on the path of learning as he or she challenges, leads and nurtures one another in a creative, natural environment.
  • Maintaining a carefully prepared learning environment with full of educational Reggio Emilia materials.
  • Creating awareness of each child’s unique development and personality, therefore we support children’s different ways of learning and communicating in an atmosphere that is full of respect and understanding.
  • Believing in encouraging freedom to explore, choose, create and grow through constant dialogue between the teacher and the childconstant dialogue between the teache
  • Encouraging children’s active hands-on learning – allow them time for thoughtful performance of a task.

We believe that at Little Explorers  we – day by day- cherish such virtues and qualities as self-discipline, self-motivation, critical thinking, creativity, confidence, respect, compassion and cooperation, that will build life skills useful in the 21st century. life skills useful  in the 21st century

Little Explorers receives wage enhancement funding for staff through the City of Ottawa and the Ministry of Education.

CONTACT US TO LEARN MORE

Our Philosophy

 

What intrigues your child? Is it painting rocks, animals, dinosaurs? Working on building doll houses, cities, or creating sculptures with clay? Traveling to distant lands by reading books and looking at a globe? Dressing up?

The director of the Centre, Joanna Stankiewicz, has many years of experience in educating young children in Canada. She moved from Poland to pursue her Early Childhood Education studies and further obtained a B.A. Honours degree in Psychology. She believes that individual attention is the single most important success factor. She embraces and blends one of the best teaching styles – the Reggio Emilia – relying on supportive environment where children are invited for self-discovery.

Teachers at Little Explorers constantly listen to and observe children in the classroom to discover what interests them. They use this knowledge to plan the curriculum and prepare the teaching tools and environment, while at the same time pursuing developmental improvement.

The philosophy of education and pedagogy of Little Explores Pre-school stems from the constructivist, social-constructivist and thinking theories of John Dewey, Jean Piaget, Lev Vygotsky, Jerome Bruner, Howard Gardner, Loris Malaguzzi, Carlina Rinaldi and is inspired by the world-renowned schools for young children in Reggio Emilia, Italy.

What is Reggio Emilia

The influences of the highly regarded Reggio Emilia schools of Italy are at the core of Little Explorers Pre-School (In 1991, Newsweek named Reggio Emilia’s school system one of the ten best in the world). The Reggio Emilia approach offers a way for teachers to harness children’s natural curiosity and creativity by encouraging them to work on projects that interest them.

The Reggio approach means, simply, allowing children to guide their teachers in choosing the classroom environment that will challenge and maximize their curiosity. At the heart of this system is the powerful image of the child. Rather than seeing children as empty vessels that require filling with facts, Reggio educators see children as full of potentials, competent and capable of building their own theories.

The Reggio Emilia approach to preschool education was started by the schools of the city of Reggio Emilia in post-World War II Italy. The Reggio Emilia Approach to Early Childhood Education is named after the town of Reggio Emilia in the Emilia Romagna province of northern Italy. In Reggio Emilia, 54 publicly funded schools provide education for children from birth to six years. These schools have been described as among the best in the world.

The schools of Reggio Emilia began as a parent initiative. With the end of World War II, parents in Italy banded together and, with the proceeds from the sale of surplus war materials, founded the town’s first pre-schools. They had a vision for a new kind of school where children would be treated with respect and parents would be active participants in their children’s education.The parents sought the help of educator Loris Malaguzzi to set up schools that reflected their vision. From those early schools grew the framework for a new model in education for young children.

Principles of Reggio Emilia

Teachers

  • have less structured rooms, but carefully planned spaces and well-organized materials, so that children are free to spend more time on projects that interest them and are often able to move between activities at their own pace (creating “the environment as the third teacher”)
  • listen to and observe the children closely, ask questions, and explore the children’s ideas
  • provide experiences that “provoke” children’s thinking and learning.
  • share with the children about how to maintain them in their exploration and gaining knowledge.
  • build on the strengths, competencies, and curiosities of the children
  • collect documentation of children’s work, remarks, discussion showing their developmental progress by using displays, portfolios, tape recordings, videotapes, visual

Our Program

Learning Through Play

During the preschool years, children start to develop initiative and the sense of accomplishment: they need to do things on their own and plan. Gradually, through repeated actions of play, with variations, in different contexts or on different kinds of objects, children learn to differentiate, compare and integrate elements, think in cause-and-effect terms as well as plan their play/actions. Preschoolers are able to make not only simple verbal categorizations but also while manipulating concrete materials they can indicate two or three common features at the same time.

Language and Thinking

The language materials include objects and pictures, which are matched, labelled and classified by the children in order to develop vocabulary. Our story reading and group songs develop listening skills and self-confidence with verbal expressions. At Little Explorers we greatly emphasize communication. Teachers guide children with a variety of rich, constructive conversations and stories as well as have many one-on-one interactions with children exposing them to new words and abstract thinking. The use of specific, fun materials all provided in context and through play help children link sounds and letter symbols, understand numbers and the concept of counting, adding and subtracting. The children are also introduced to writing alphabetical letters, their names and are introduced to early reading.

Practical Life

These activities include tasks children see as part of the daily routine in their home, such as preparing snack (i.e. squeezing fresh juice from fruits), sweeping, watering plants or tidying up after their play. To each child, these are meaningful activities that involve caring for themselves, others and the environment. Through these activities, children develop hand-eye coordination, concentration, fine and gross motor movement.

Sensorial Life

Preschoolers learn best and retain the most information when they engage all of their senses. At Little Explorers these materials are taken from the real world, examples may include acorns, yarn, corn seeds, leafs, sand, rocks with a variation of textures and shapes, different textures and colors of paper and much, much more. Through our sensory play preschoolers sharpen their decision making, problem solving, sorting and classifying skills. The sensory area also encourages preschoolers to use descriptive and expressive language skills. A lot of cause and effect and gravity skills as well as states of matter (ice melts) are acquired through our science experiments. Without realizing it, preschoolers grow into little scientists by making predictions and observations developing even basic analysis skills.

Artistic Projects and Music

The art and music programs are a foundation for learning in a fun and creative manner. Preschoolers have the opportunity to pick and choose the materials they like to use not limiting them only to art crafts to create and work with the guidance of the teacher on their projects that may vary in length of time – some projects may last a few hours, others up to 2 weeks.

Movement

The preschoolers have access to a variety of large motor activities indoors and outdoors, which help them to develop coordination, balance and muscle strength. In our full of nature and secure outdoor play area preschoolers get a chance to learn concepts of the life cycles of insects and plants as well as practice getting along with each other. Activities such as raking, imaginative play and collecting wonders of nature in their baskets, all encourage the constructive conversations the preschoolers have with their teachers and peers. New ideas then for their educational projects emerge.

Toddlers’ upmost need is autonomy – they learn how to explore, they discover their will, make their first decisions and start to build up the image of self – identity. The goal of this stage is to develop an intellectual curiosity that will follow them throughout their lives. Children in the Center have many possibilities to browse through different corners – feel the nature of different activities and choose their favourite ones. This way, children have a chance to create a positive image of a person who is confident and is appreciated by the others.

Language and Cognitive Development

Children at this age start symbolic representation to communicate. They posses single words and concepts from different fields, but they are not able to categorise them verbally yet (they make only simple categorising based on manipulation. At Little Explorers we greatly emphasize communication. Teachers guide children with a variety of rich, constructive conversations and have many one-on-one interactions with children exposing them to new words. According to psychologists verbal concepts are crucial for their development of consciousness and most cognitive operations. Using story-telling, songs, labelling and categorizing, counting, asking questions and helping them answer in sentences all contribute to the improvement in their language skills.

Children imitate the others improving their articulation and pronunciation of the sounds. They also start to develop simple concept of time (i.e. parts of the day). Our block corner helps them develop intuitively the concept of space.

Movement

Physical activity and manipulating play are an essential role at this stage – toddlers not only build their muscle strength and train their coordination of gross motors and sense of balance, but also benefit from the brain development stemming from these activities. In our Center children can use many secure devices to exercise their body both in the classroom, in our gross motor corner as well as outside the building: crawling, climbing, rocking, pulling, pushing, throwing are all important for children’s physical development – so they can sense their body, become more confident and relaxed.

Social Development

Toddlers are still very egocentric -they have difficulties perceiving objects and feelings from the other side and being empathic. They rather apt to consider other children as objects especially when it comes to conflict with peers. However they are able to understand and follow the rules or feel guilt when met with failure since their need of accomplishment already starts to develop. In the Centre they will have many opportunities to practice social skills during everyday life while interacting with the others. It is also an age of imitation, therefore teachers at Little Explorers model social skills, good manners, ability to use words for the feelings they experience in themselves and others as well as they model consideration for others (i.e. children learn to take turns when engaging with the materials, try not to interrupt in conversation). In the Center children can have many opportunities to train social skills during everyday life while interacting with others or playing in the dramatic corner.

Practical Life/Sensorial

Early practical life and sensory activities for toddlers are a great stepping stone for further learning – skills of independence, ability to take for the environment, themselves and others. Activities in this fundamental area provide the means for children to explore the world through their senses. They are encouraged to discriminate and match sounds, textures, shapes, or colors both in the art (using different types of materials, such as tissues, feathers, sticks, cotton, wool etc.) and the sensorial corner (water and sand tables).

Art, Craft/Building, and Music

The medium of art offers toddlers the ability to learn to creatively express themselves and explore a variety of art and building materials. The tools and materials can be used from all different areas of the classroom, i.e. children may use wooden blocks as a means of expressing their interests in cars or overall transportation and build garages, cities, cars from these blocks. They get to pick and choose what materials they like to use that are provided by the teachers, creating and working on their mini projects.

                                                                                  

Our approach to curriculum planning is based on three things:

Child – Centric approach

The curriculum is carried out by projects which are the core of Reggio Emilia methodology and determine the nature of teacher-child relation. They base on themes that arise from children’s theories and interests that are used to teacher’s planning. Topics can be also provoked by children’s conversations (i.e. during circle time thoroughly prepared by teachers, family events, or children’s known interests). This is the basis to the teacher’s thoughtful introduction of materials to stimulate the emergence of the child’s investigation. They work together to form hypotheses on the direction of a project and the potential learning outcomes, but allow much room for children to take the project in different directions.

The Environment

Classroom environment

The environment is crucial at Reggio – it acts as the third teacher. This means that it is child-centered and is arranged with attractive and interesting materials provided in an organized and thoughtful manner. It fosters all the key experiences and developmental themes of early childhood – each classroom/corner addresses the child’s needs. Some materials are introduced to the class with guidelines outlined on their use. Most are undefined and as open-ended as possible.

Nature

The Little Explorers Preschool greatly emphasizes children’s appreciation for the gifts of nature, as a part of the third teacher. The classrooms are full of natural light and the building is surrounded by beautiful nature. Walk, gross motor activities not only provide the enhancement of children’s muscle strength, but also improve their thinking and concentration.

Nature exploration engages all of their senses and learns the world. Questions, such as:

“How many different flower colors do you see?”

“What happens to the ants in the winter time?”

“Why are the leaves changing colors?”

“What do you hear when the wind blows the leaves?”

“Why is the snail shell empty? Where did the snail go?” all contribute to children’s and teachers’ exploration of the wonders of nature.

Play

At the heart of children’s learning is PLAY. The arrangement of structures, objects and activities encourages a variety of choices, social interactions, problem solving, and discoveries in the process of learning. Children are active, sensory learners and need to be given many of such opportunities. They learn through trials and errors and their “mistakes” are part of acquiring new knowledge. We believe that it is through play that children explore themes and accomplish stages of cognitive, physical, social and emotional development according to their age. We are much more interested in the process of thinking, development of cognitive skills than in any products they may come up with.

Admission process

We are now accepting registrations for the 2022-2023 school year!

Little Explorers Reggio Emilia Pre-School has a non-discriminatory admission policy for children; the center is committed to being a school where children of differing race, sex, culture, language, religion, and abilities are welcomed. To the children who attend our center, we teach tolerance and understanding of these differences. We are an inclusive little school.

Incoming toddlers (aged 18 to 30-32 months): Incoming toddlers must be able to walk. At certain circumstances we allow toddlers into our program that are 1 to 3 months younger than the specified starting age.
Incoming preschoolers (aged 2.5-3 years to 5 years): Enrollment outreach is based on what spaces become available after our current students have completed their re-enrollment process for the upcoming year. We contact families on the waiting list as soon as a spot becomes available.

In order for successful registration, the following steps must be completed:

  1. Fill in the registration package including your child’s immunization records.
  2. Provide an online authorized debit payment of a one-time $50 registration/ support of materials fee for each child.
  3. Provide online debit payment for the first month and half of last month tuition within 2 days of accepting your child’s spot.

Food/menu

Food & Nutrition
 
At Little Explorers we ensure that children receive proper nutrition and grow. We believe that teaching children about eating healthy is a part of their early education.
 
At Little Explorers Preschool nutritious family-style lunches and 2 snacks are offered each day in which the emphasis is greatly put on providing a lot of whole grains, fruits and vegetables, fresh squeezed juices in which children can take part in preparing. Children help out in making breakfast, such as spreading jam or cream cheese on whole grain toast as well as take turns in serving lunches to each other.
 
We make food and nutrition an ongoing theme in our classrooms: simple hands-on activities with food offer opportunities to work on counting, color recognition, shape recognition as well as fine and gross motor skills.
Sample Menu
  • Morning
  • Whole Grain toast and Cinnamon Butter,
    Fresh Fruit (raspberries & blueberries)Milk/Water
  • Yogurt with muesli, 2 kinds of fresh fruit (bananas & raisins)Milk/Water
  • Cereal or Oatmeal with milk, Whole Grain French Toast, Fresh Fruit (strawberries)Milk/Water
  • Ham & Cheese Breakfast, Cereal with milk, fresh fruit (pears)Milk/Water
  • Boiled Eggs and Toasted English Muffin, Fresh fruit (apples)Milk/Water
  • LUNCH
  • Chicken, Stir Fry Brown Rice, Mix Veggies, Raw peppersMilk/fresh squeezed juice
  • Raw Veggies, whole grain pasta with corn and green peasMilk
  • Baked Crispy Fish, Baked Potatoes, green beans, raw cucumber.Milk/fresh squeezed juice
  • Vegetable Soup and sandwiches on whole grain bread (tuna, cheese or egg) and raw tomatoes, peppers & carrot sticks Milk
  • Chilli with kidney beans and corn, broccoli, raw peppers & carrot sticksMilk/fresh squeezed juice
  • AFTERNOON
  • Strawberries with yogurt, whole grain crackers Water/fresh squeezed juice
  • Vegetable Dip and Whole Grain Tortilla Wedges & fruit (apples) Fresh squeezed juice
  • Banana Bread and Rice Crispy Squares and fruit (melon) Milk
  • Fresh Fruit Salad with many kinds of fruit, and whole grain crackers Fresh squeezed juice
  • Hummus, Pita Wedges, cheese cubes and pickles Milk

Careers

We welcome applications for full-time and casual (supply teaching) employment throughout the year. Interested applicants can submit their resume for employment opportunities via e- mail to the attention of Joanna Stankiewicz, Pre-School Director.
We are looking for enthusiastic and experienced teachers that are interested in children’s education. The successful candidate will show exceptional communication skills, a continuous focus on children’s growth and a wealth of child development knowledge. Experience and knowledge of the Reggio Emilia philosophy and ability to speak French is an asset.

Preschool and toddler room teachers
Based on experience
  • Degree or diploma in Early Childhood education or other equivalent education
  • CECE registration
  • Knowledge of Reggio Emilia programming philosophy
  •  Proven ability to work closely with other team members
  • Sensitivity and respect for individual and cultural differences
  • Adequate energy level and ability to meet the physical demands of the job
  • An additional language, as well as training or experience in music and arts, would be an asset
  • Child CPR/first aid certification would be an asset as well
  • Plans a stimulating, developmentally appropriate program in accordance with organizational guidelines
  • Incorporates learning experiences meeting both group and individual children’s needs; Provides opportunities for child-directed play and cross cultural, anti-racist and non-sexist learning; records program plans.
  • Provides supervision of the children; implements program plans on a daily basis; prepares appropriate materials and equipment and sets up areas for planned activities; provides a welcoming and nurturing environment by demonstrating ongoing affection, acceptance and support of each child; guides and assists children in activities, routines and transition times; teaches appropriate behaviours and skills through modelling, counselling, mediating, observing, questioning, demonstrating and reinforcing; implements therapy suggestions as required.
  • Attends to physical needs of children; instructs and assists in developing self-help skills such as washing, dressing, toileting, and eating, as necessary; attends to diapering needs; feeds children and ensures special dietary requirements are met; ensures children are clean, dry and dressed appropriately.
  • Evaluates program and development of individual children; observes, assesses and records children’s progress and behaviour and recommends group program and teaching modifications to better meet needs; identifies and informs head teacher/supervisor of special needs which may require referral.
  • Maintains a healthy and safe environment; administers and maintains records of medication and first aid; records and reports accidents and serious occurrences; operates and ensures safety of all equipment including special needs equipment as required; monitors children’s health, records and reports on illness and special health conditions; cleans and disinfects toys and activity areas and carries out other program related housekeeping duties; monitors location for health and safety hazards; opens and secures facility.
  • Ensures positive communication with families through regular verbal and written contact regarding program, children’s progress, opportunities for involvement, special concerns and family needs; conducts parent/teacher interviews, case conferences as required
  • Participates within a team to ensure the ongoing administration and coordination of the program’s activities; records attendance; adjusts schedule to ensure staff ratios are maintained; arranges replacement as required; participates in agency activities and committee meetings and consults with community professionals; monitors and reports on needed supplies; keeps Head Teacher advised of pertinent information
  • Participates in professional development through education and training, both in-house and external and keeps up to date with developments in the field.
  • Supervises, trains and evaluates students and assists with the supervision, training and evaluation of supply teachers and volunteers.
  • Respects confidentiality and relates to parents, children and other staff members in a professional and ethical manner
  • Other related duties as may be assigned by the Director

 

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Please feel free to contact us anytime with your comments, inquiries and questions. Thank you!

Barrhaven Location: 2900 JOCKVALE RD, NEPEAN ON, K2J 4J5

Nepean Location & Main Office: 6 Deakin Street,Ottawa, Ontario, K2E 1C4
Phone: (613) 697-2810
Email :info@littleexplorers.ca