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Vision, Mission and Guiding Principles

Staff Member Engaging Child in Play

Our Vision

Is for all families to have access to high quality child care and early learning that fosters success for every child.

Our Mission

The City of Peterborough Child Care Program is committed to providing high quality early learning environments for young children. We value all children and their families and will treat everyone with respect and equality. Our programs are responsive to each child as a unique individual.

Guiding Principles

Our educators will act in ways that show we:

  • Are committed to providing high quality early learning and child care to support families in the City and County of Peterborough.
  • Value the diversity of our community and believe that our program must be offered in an inclusive and culturally-sensitive manner.
  • Believe children have a right to a nurturing and intellectually stimulating environment which meets their social, emotional and developmental needs.
  • Encourage ongoing communication and participation between staff and parents in making informed decisions about their child’s development and well-being.
  • Believe that our experience and the competence of our educators are our most valuable resources.
  • Are committed to supporting a work environment that promotes effective communication, team work and mutual respect and trust amongst all educators.

All of our programs are licensed each year by the Ministry of Education. A clear license indicates that our programs meet and maintain provincial standards that are set by the Ministry of Education. The standards help to make sure that the health, safety and developmental needs of the children are being met.

As an organization we are engaged in Investing in Quality, a quality assurance program that is designed to help families ensure their children receive high quality early learning and child care services.

Quality Child Care and Developmentally Appropriate Programming

Our play based learning environments are carefully planned to meet the individual needs of the children and to facilitate the child’s progress in the social, emotional, physical and cognitive areas of development. Play based environments provide many excellent opportunities for children to learn. Play builds skills that help children learn to read and write and do math. When children take part in dramatic play (eg. playing house, blocks, trains, school), they use their imagination, storytelling and problem-solving skills. These skills will help them learn to read, write and communicate verbally. When children pretend by using objects in their play, they learn that symbols such as letters represent a spoken word. (i.e. when they play “store” and use objects such as shopping lists and price tags, they learns that the letters and numbers on these objects have meaning).

Your teaching staff provides and promotes the following three main categories of play within the learning environments: social, cognitive and physical play.

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Social Play

As children grow up they go through different levels of social play. First, they play by themselves (solitary play). This is common at age 2, but will continue throughout the preschool years. Then, they will play near other children, but will not interact with them (parallel play). This is common for children ages 2 to 3. Later on, they begin to play with other children and learn how to cooperate and negotiate (group play). This type of play is common for children age 3 and older.

Cognitive Play

Cognitive play uses language and thinking skills and may include pretend. In this type of play, children may use objects creatively. For example, a child may use a banana for a phone, a stick for a wand, or an empty box for a time machine. This kind of play also includes construction play (puzzles, building blocks etc.)

Physical Play

Physical play, including outdoor active play, is important to foster children’s motor development (strength, endurance, skill), physical health, and their ability to concentrate.

Our Educators

Our teaching team create places that respects each child’s culture, promotes their self-esteem and provides opportunities for individual play, small group activities and large group activities; enable children’s easy access to toys, equipment and materials; and provide areas of privacy for children. Curriculum plans reflect all elements of a child’s development and their emerging interests. These plans can be found just outside your child’s playroom on the Parent Communication boards. School-age curriculum plans are posted on the Parent Communication board at each site. We encourage families to share their child’s interests and cultural heritage with the staff so they can plan curriculum that is supportive and responsive to the children needs.

Our qualified and experienced teaching staff all hold a College Diploma in Early Childhood Education and are registered with the College of Early Childhood Educators. Our staff takes responsibility for maintaining and enhancing their professional skills and knowledge and is engaged in ongoing professional development. The team is encouraged to engage in broader community networks with other child care operators and to hold memberships in provincial and pan-Canadian children’s services organizations.