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Daily Schedule

7:30 a.m. - 8:30 a.m.
Open and Sign In
Free Play Activities in the younger playroom (choice of activities)
8:30 a.m.Older room opens
9:30 a.m. - 11:45 a.m.- Snack
- Circle
- Playground
11:45 a.m. - 12:00 p.m.Lunch in younger room
12:00 p.m. - 12:30 p.m.Lunch in older room
12:30 p.m. - 2:30 p.m.Nap and quiet time for "non-nappers"
(games and activities that promote turn-taking, relational activities, prediction skills, part-whole relationships, number-and-letter recognition and spelling words)
2:30 p.m. - 3:00 p.m.- Last of sleepers awakened
- Quiet play, washroom, story and afternoon snack
3:00 p.m. - 4:30 p.m.- Circle time
- Playground
4:30 p.m. - 5:30 p.m.- Free-play in one playroom
- Teacher-directed activities
- Pick up

MSVU Child Study Centre

Arrival and Departure Procedures

  • Arrival times are flexible in order to meet the family’s needs and schedule.
  • Upon arrival children and their families are greeted, made to feel welcome, and information about the child’s night, morning or weekend is exchanged. This information is shared with all teachers in order to support the team approach, in which all teachers interact with all children and are responsible for their care.
  • Children are assisted to say good bye in ways that meet their individual needs – for example some children like a snuggle while others are taken to the window to wave good bye and others need only an invitation to join an activity.

Every morning, and after rest time, there is a period of free play where children are provided with numerous play choices to meet their diverse interests and needs.

  • The interests and needs of the children are identified through conversations with parents and the children and through observations made by the teachers.
  • The play choices encourage physical, social, emotional, linguistic and cognitive development. A “hands-on” approach, where children are given the opportunity to explore materials and make discoveries for themselves, is used. When children are provided with opportunities to play and explore they learn to communicate with their peers and the adults that care for them, develop self-regulation, as well as foundational skills in literacy and numeracy. Literacy skills include speaking, listening, and understanding, watching and drawing. Numeracy skills include problem solving, sorting, classification, and number recognition.
  • Children may play independently, and in small or larger groups.
  • They are encouraged to make independent choices, to use materials in a respectful manner, and to assist with clean up when they are finished.

Circle time and small groups involve same age children coming together in smaller groups.

  • The activities are based on the interests and needs of the children which the teachers identify through observation.
  • Circle time offers the children a chance to interact in a more intimate setting and the routine is familiar.
  • It allows the teachers the opportunity to get to know the children within a group dynamic and to explore areas of interest in-depth.
  • During the months of May and June, the Centre offers a Primary Prep program for children that will be entering grade primary in September. The program is designed to allow the children to participate in a variety of hands-on, play-based activities while experiencing the routines of grade primary. The children enjoy participating in this program and are excited to practice for school. They find comfort in knowing what to expect in the new environment and hearing the terminology that will be used which can lessen the anxiety children feel during this big transition in their lives.

 Snack and lunch times offer numerous learning opportunities for children. As a licensed child care centre menu planning must comply with the regulations found in the Manual for Food and Nutrition in Regulated Child Care Settings.

  • Meal times are flexible so that a child who arrives late or falls asleep early does not go hungry.
  • Meal times are social occasions employing family style dining, where mixed ages of children eat together with a teacher.
  • Children may choose which teacher they want to sit with, siblings from different rooms are able to eat together and parents are welcome to join their child for lunch.
  • At least one person who has successfully completed a recognized food handlers training course is present at all times while food is being prepared.
  • There are a variety of foods available at meal times so that even a child who eats a limited selection of foods does not go hungry.
  • The food practices of our diverse families are respected.
  • Children are encouraged to try new foods but food is never used as a reward.
  • The children assist the teachers to serve the food and they are responsible to clean up their dishes when finished.

 Rest or nap time is a necessary part of the day and the goal is to create a home-like atmosphere for the children during this time.

  • Many of the younger children sleep each day while most of the older children rest quietly.
  • Each child has his/her own bed and many bring a special blanket or toy to help them feel comfortable.
  • The same teachers are there to tuck the children in each day.
  • Quiet music is played, the lights are dimmed and children are rocked in rocking chairs or have their backs rubbed while they lay on their mats/beds.
  • Rest times are flexible and based on the needs of the child’s family.
  • Rest time generally follow lunch but children who need to sleep may do so at any time.

 The children of the Child Study Centre are fortunate to have access to a large, well-equipped outdoor playground.

  • The space is large enough to accommodate mixed age groupings.
  • The children use the playground every day unless weather conditions are extreme or safety is an issue.
  • Playground time allows the children to use and develop their large muscles through active play as well as providing them with an opportunity to explore nature and develop an appreciation of the natural environment.
  • The playground offers opportunities for the children to use “loose parts”, engage in rough and tumble play, and to take safe risks that encourage the development of confidence.
  • Large muscle activities improve coordination, build strength and endurance, overall health as well as abilities related to thinking processes.