We believes that families and staff are partners in creating a high-quality child-care and early education program. We strive to strengthen this partnership with continued efforts for family involvement, parent engagement in Chilliwack, open communication about program and children. Ongoing opportunities for staff professional development. Also by collaborating with local community partners to provide support to children and families when necessary.

The learning environment reflects the diversity of the children in the Centre of Early Childhood Development program and the world in which they live. The environment reflects cultural sensitivity and where appropriate incorporates each child’s cultural heritage into the centre’s day-to-day activities.

It is an environment that does not exclude or stereotype people based on age, gender, colour, ethnicity, economic status, sexuality, culture, or physical ability/mental ability, and appearance. We prohibit behaviour that is sexist or racist as well as violent play.

Children learn to appreciate the diverse religious and cultural origins that make up Canadian society. The educators may discuss and incorporate representations of diverse communities’ holidays and traditions as suitable for the ages, as well as express the children’s interests in their rooms. Gender stereotypes are avoided in addition to ethnic and racial prejudices.

Objective and Goals for our program

Child Development – We recognize the importance of B.C. Early Learning Framework curriculum to ensure we are developing age appropriate activities for all of our programs. Must Read.

Holistic Approach – We adapt a holistic approach that focuses on the development of the whole child.

Emergent curriculum – We believe that children are most successful at learning when curriculum is based on their interests, strengths, needs, and lived realities. Educators committed to this philosophy use observations of children throughout their day as a tool for constructing curriculum content. Meaningful learning opportunities are then provided in support of key developmental skills relevant to a specific age group.