Pladec’s Programming Statement

Pladec views children as competent, capable, curious and rich in potential, and it is believed that children learn best through play. To support this vision, the framework “How Does Learning Happen?” is used to guide programming and pedagogy. Pladec’s programming focuses on the “Early Learning Framework’s” developmental domains: social and emotional, physical, language, literacy, and communication, as well as cognition and sensory, plus the arts. The goal of Pladec’s programming is to foster the development of these domains through play-based learning, exploration and inquiry. Pladec’s team of educator’s plan program plans derived from staff observations of the children’s interests and skill development, as well as individual considerations and progresses. Through this observation process, staff plan a combination of child-initiated and adult-supported experiences while following the children’s lead. Staff also plan for both indoor and outdoor play, as well as active play, rest and quiet time, following their room’s daily routines.

In addition to weekly program planning, Pladec staff also work to provide opportunities for children to develop social development and relationships by fostering and supporting positive and responsive interactions among children and staff. Opportunities for this social growth, as well as personal growth, are encouraged throughout the day. When social or personal conflicts arise, children are always disciplined in a positive manner that is appropriate to their age, developmental level, and the situation which has occurred. Redirection is usually the solution. Staff work with the child/children involved, assisting them in returning to the group and helping them work through their feelings, and to develop self-regulation skills. In addition to these strategies, Pladec has long-standing working relationships with many local community partners. When appropriate and possible, Pladec works to utilize these partners to support the children, their families and staff.

Pladec strives to promote the health, safety, nutrition and well-being of the children through programming when possible, as well as throughout Pladec’s policies and procedures. Pladec ensures all children receive nutritious meals and snacks that take into account health issues and respect family requests and preferences. The preparation and serving of meals and snacks meet regulatory requirements.


Pladec has established practices that prevent many accidental injuries, protect children/staff from harm where possible, and remove children/staff from danger in the event of fire or another emergency situation.

Pladec views families as a vital component to their child’s successful experience in child care and are encouraged to enter a unique partnership/collaboration with the teachers. Pladec hopes to support parents as they learn about their children by having an open-door policy, and by encouraging ongoing communication with staff. Staff are available to provide parents with regular updates on their child’s days, needs and progress. If families have specific questions or concerns, meetings between staff and families can be arranged at mutually convenient times. Families are viewed as resources for the child care as well. Families have intimate knowledge regarding their child and family, which can assist staff in fully meeting the needs of their family and child. Families are also invited to play a role in the process of programming planning by providing feedback and suggestions.

Pladec’s staff are skilled professionals who have chosen to work with children and families. Pladec’s staff are responsible for providing a stimulating environment which supports children and families. This environment includes both the physical set-up of the program and program planning. In addition, staff are expected to provide an atmosphere rich with open, supportive, and responsive interactions to meet the needs of the children and families. Educators can be an obvious presence in the program, leading, organizing, and interacting with the children, but, at times, staff may hold back while watching, and waiting, to support children with their presence while allowing the children to take the lead. Pladec encourages staff to pursue professional development whenever opportunities arise. Pladec holds high value to professional development and informs staff of upcoming continuous professional learning within the Kingston and area community, as well as provides time and resources to attending these opportunities when possible.

Programs are re-evaluated regularly to reflect changes within the centre, as well as the Child Care and Early Years Act and current professional standards in Early Childhood Education. Staff are expected to ensure that the approaches set out in the program statement are implemented in the operation of any program. All new staff, students and volunteers are required review this program statement prior to interacting with children and any time the program statement is modified.