About our Program & Philosophy

Our programs are developed through the use of the guiding principles of "How Does Learning Happen, Ontario’s Pedagogy for The Early Years” and "Forest and Nature School In Canada" research documents. 

Forest and Nature School Curriculum (FNSC)

Forest and Nature School programs have been offered around the world since the 1950s. Most prevalent in Scandinavian Countries, however the approach is gaining international momentum supported by research. The first Forest and Nature School opened in Canada in 2008 and today many more are opening across the country. Emmanuel became a certified Forest and Nature School in 2014.

Forest and Nature School programs adhere to regular and repeated access to the same natural space, as well as emergent, experiential, inquiry-based, play-based, and place-based learning (MacEachren, 2013).  Children are provided with opportunities to build an ongoing relationship with the land, to their educators, to one another, and to themselves through this educational approach. Both International and Canadian research have focused on the benefits of the Forest and Nature School approach.

FNSC is a space-based, play-based curriculum approach the environment is seen as an educator.  Children learn through the freedom to explore and make discoveries in their natural world.  They partake in hands-on experiences such as using tools, ropes, fort building, and campfires. Through the many loose parts the natural environment provides, children engage in collaborative projects, which enhance emotional development, resiliency, problem solving, critical thinking and creativity. The outdoor environment also contributes to the practice of early literacy, math and science. Our natural play spaces provide numerous opportunities to explore safe risk-taking. Safe risk taking can take the form of exploring, using tools, building with large loose materials and engaging in new experiences.

Exposure to the outdoors enables children to better focus and relieves stress. FNSC focuses on the holistic development of the children, educators and families. Children develop a connection to themselves, others, and the natural world. FNSC nurtures the ecological identities of children, educators and families, a connection that encourages children to become stewards of the environment.

This close connection to the natural environment supports intentional learning related to health, safety, nutrition and well-being. Children delight in observing first-hand the changes in the seasons, the growth and harvesting of food from the garden and science and nature at work. Menu planning and cooking, for example, are foundational elements in food science and nutrition skill development. Safe risk management and confident exploration also develop from active outdoor play, as well as an appreciation and understanding of natural environments. Our commitment to lifelong learning, in all its domains, begins with helping children explore the many learning environments around them and recognizing children as active, competent and capable partners, rich in potential.

How Does Learning Happen? Ontario’s Pedagogy for the Early Years (HDLH)

At Emmanuel, we are inspired by the four foundations of HDLH, Engagement, Belonging, Well-Being and Expression. We look at our projects and explorations with these foundations in mind. These principles can be seen through pedagogical documentation, the interactions of the children, the educators, the families, and our community. Our philosophy of learning celebrates each child and their individual learning style, personality, skills, and interests. While we believe that learning happens everywhere, special attention is paid to the creation of intentional environments that foster rich learning through play, exploration, inquiry, and relationships with others. Our learning environment is tailored to key pedagogical outcomes of well-being, belonging, expression, and engagement.

Early on, children experience meaningful opportunities and individual support related to expression and self-regulation. Rich in potential and ability, children develop understanding and competence in emotional expression, emotional intelligence and self-awareness. Expression is supported through observation, documentation, listening, and authentic communication. Child-initiated positive communication creates a pathway to self-regulation and problem-solving. Through positive, self-directed problem-solving and respectful discussion, the children form relationships and practice behaviours that are foundational to effective lifelong communication and assist in creating a sense of belonging.

Emergent Curriculum

Our children inspire us, and each other, with their natural sense of curiosity, capacity for creative play and their unique and individual ways of constructing knowledge. Through child-initiated and adult-supported experiences, our children are active stewards of their own learning and are recognized as capable, competent and curious. Together, educators and students co-create a dynamic and engaging learning environment that both find rewarding and positive.

Our Emergent Curriculum is a project-based approach where each research experience involves deep thinking and professional reflection. Each research project follows the children’s expertise and enhances the learning with provocations and invitations intentionally created by the educators. Educators research, document and reflect from the viewpoints of the children, the families, the educators, and the community. The educators and children are engaged in a cycle of pedagogical documentation that addresses all aspects of learning, such as literacy, numeracy, scientific exploration, dramatic play, ecological identity, and community connections. Each experience is explored through the lens of the four foundations for learning well-being, expression, engagement and belonging.

The Environment as a Teacher

We are committed to creating environments both indoors and outdoors that stimulate, intrigue, inspire and challenge our learners. In particular, our natural, outdoor spaces create rich learning opportunities related to exploration, discovery and healthy risk-taking, and help children to make meaning from the natural world. These outdoor environments provide an opportunity for children to test and form theories about science and nature in an inquiry, play-based, curriculum setting. Each child’s learning and development is supported by their individual interests and learning style. Our outdoor and indoor environments are the reflection of each classroom’s explorations and community. Each environment is intentional and unique and reflects the emerging interests of the children. Loose materials, authentic tools, and natural elements support all age groups, enabling the children to explore our natural play spaces.

Mindfulness and Self-Regulation Practices

Mindfulness practices are part of our daily lives, spontaneously guiding us throughout our journey. Authentic mindfulness practices and materials are available in each classroom, enriching our expression of diversity, reflecting the diversity of our community. Authentic instruments, singing bowls, drums, maracas, chimes, and gongs provide opportunities for calm reflection and exploration. We practice a variety of breathing exercises in small groups, the children create their unique creative ways of exploring breathing. The educators use this practice in mindful eating, during transitions, and during rest times.

Magic Spots are a regular way of exploring mindfulness in nature, observing our surroundings with all our senses. Children and Educators find cozy spots in nature where they concentrate on observing their surroundings with calm focus using their five senses and being truly present in the moment. Magic Spot experiences allow us to enjoy a calm time away from the busyness of the group and support the children's resilience, emotional intelligence, and wellbeing.

Music

Opportunities for expression through music are an important part of our curriculum. Unique large bells, steel drums, shakers, elephant drums, large wind chimes, pots and pans are examples of what you might find in our natural play spaces. Instruments and drums are part of all our explorations in the classrooms and outdoors.

2SLGBTQIA+ Allies

Emmanuel welcomes, values, and celebrates our 2SLGBTQIA+ staff, volunteers, families, and surrounding community members. We firmly denounce all forms of homophobia, transphobia, biphobia, and other forms of oppression that negatively impact the 2SLGBTQIA+ community. Part of our curriculum incorporates age-appropriate experiences and literature around gender expression and gender identity to help children understand from a young age that there is no “right” way to be. It’s important for us to start planting seeds of acceptance by celebrating diversity and inclusivity. This might include Drag Queen story time, Pride parades, and flying the Pride flag.

“There is teaching in every part of creation. It is our task to find it, learn it and apply it.”

                                                               - late elder Ken Goodwill (First Nations University of Canada, n.d.)

Our Commitment

We help children explore the many learning environments around them and recognize children as active, powerful partners, rich in potential.

Our daily schedule at Emmanuel is designed in response to the diverse abilities and interests of our learners. In addition to both indoor and outdoor play, special attention is paid to active play, quiet time, rest periods and family-style meals. Our focus on each child’s diverse needs and preferences supports both their well-being and sense of belonging within our special community.

At Emmanuel, we share in the belief that authentic, caring relationships are at the heart of a healthy and purposeful learning community. We pride ourselves on creating a personal, warm and genuine relationship with each child and their family. Children develop a sense of belonging and identity and engage enthusiastically in the meaningful development of community

Similarly, we value the relationships that develop with parents and families of our children. Like our children, parents and families are also recognized as competent, capable and curious about their child's learning. As partners in each learning journey, we welcome the involvement, input, participation and feedback of parents and families in a variety of ways. Parents are encouraged to participate in all aspects of our program as experts on their child and their child's learning, development, health and well-being.

Special attention is paid to communicating the many exciting things happening day-to-day within our Centre, including pedagogical documentation, portfolios, class visits, learning stories and communication books. To support positive learning and responsive interactions, children, families, educators and staff work together in a pedagogical partnership. Respectful and sincere communication are highly valued within our community and opportunities to problem-solve, make suggestions and provide input happen in a variety of ways to best meet the needs of each child, their family and our staff, supported by the Tools For Life Program.

As partners in each learning journey, we welcome the involvement, input, participation and feedback of parents and families in a variety of ways.

Local community partners also play an important role in our dynamic community. Partnerships with universities, colleges, high schools and community agencies provide rich opportunities related to practicum support, volunteer opportunities, professional development and support services. Connections to faculty working within Post-Secondary institutions provides opportunities for research and data collection which helps inform best practices and current trends in education. We appreciate the many relationships with community partners that ultimately enhance the well-being and positive learning for children, family and our staff.

Just as our children are recognized as lifelong learners, so are our staff. We take pride in the many professional development events and opportunities facilitated by our staff across the province and country. We value the resource-sharing, leadership development and chance to contribute to the field of early childhood education afforded through professional development of our staff.

The best possible foundation

 At Emmanuel, we recognize the privilege and responsibility that comes with nurturing and supporting a positive learning experience and environment. We take pride in creating the best possible foundation for each child’s learning, development, health and well-being.

Please click here for our full program statement.

Foundations for Learning at Emmanuel

“Through play and inquiry, young children practice ways of learning and interacting with the world around them that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities vital for success throughout school and beyond.”

— (HDLH, pg.15, Fullan 2013)

Experiences, activities, and events occur in carefully designed inclusive indoor and outdoor environments that foster children’s well-being, learning and development, our goal is to support meaningful participation for every child.

As a Certified Forest and Nature School, we embrace the outdoors and spend as much time as possible outside in all weather conditions. In harsher conditions, the outdoor time may be shortened depending on the age group or for safety reasons.

Forest School is inquiry-based, emergent, and involves experiential learning. It involves storytelling, loose parts play, tool use, risky play, rough and tumble play, campfires and cooking experiences, and incorporates Indigenous perspectives.

Learning is expressed through Pedagogical Documentation where educators observe, record and document the learning processes in collaboration with children and families. Learning begins with an informed understanding of what children are developmentally ready to be learning and how children learn effectively.

Our curriculum experiences include acknowledging a variety of cultural, 2SLQBTQI+, and Indigenous events and special days. Please read more about this in our Equity, Diversity, Inclusion, and Indigeneity section.

Our curriculum, indoor and outdoor environments are carefully organized around the four foundations of learning: belonging, well-being, engagement, and expression.  

Belonging

We cultivate authentic, caring relationships and connections to create a sense of belonging among and between children, adults, and the world around them.

 We discover the unique characteristics and gifts of each child by forming a warm relationship with their family, carefully observing and documenting what the children are interested in, noticing what inspires them, how they relate to the environment around them, and what brings them joy. In our inclusive learning environments, we focus on children’s strengths and capabilities.

Well-Being

“Children thrive in programs where they can engage in vigorous physical play in natural outdoor spaces and playgrounds that present manageable levels of challenge.”

— (HDLH, pg. 29)

As outlined in the How Does Learning Happen, Ontario’s Pedagogy for the Early Years document we support the connections between learning and physical and emotional well-being. We provide carefully planned environments that provide children with motivating opportunities for a reasonable degree of risk taking. Program adaptations and physical accommodations allow every child to participate and be inspired in meaningful ways.

 We support physical well-being in a variety of ways:

• Through nutritious food and beverage choices that incorporate family and cultural preferences.

• By creating positive eating environments and opportunities of choices and independence.

• Increasing children’s physical activity and decreasing the amount of time spent in sedentary activities supported by our natural outdoor play spaces.

• Respecting and finding ways to support each child’s varied physiological; and biological rhythms and needs for active play, rest, and quiet time. 

Engagement

At Emmanuel at Brighton Child Care Centre every child is an active and engaged learner who explores the world with body, mind, and senses. We create environments and experiences that support active engagement and meaningful exploration by focusing on the questions and theories children investigate through their play.

We design outdoor and indoor environments that encourage investigation, provide challenges that are responsive to individual capabilities to help children extend the boundaries of learning.

We engage the children, families and the community in creating a wide variety of open-ended, intelligent materials that invite the children to engage with their senses, manipulate, and investigate.

We provide daily routines with limited interruptions and transitions to provide ample opportunities through large blocks of time for children to engage in sustained, complex play and inquiry.

Connecting with families and communities and inviting their participation ensures that our environments and experiences reflect and are relevant to children’s everyday lives. 

Expression: Fostering Communication and Expression in All Forms

We recognize children as capable and powerful communicators from birth onwards and recognize them as active social partners in learning.  We weave language- and literacy-related activities and materials into all daily experiences, routines, and physical spaces.

We work with families and community partners to find ways to support and enrich the transmission of language and culture.

We support the children in varied forms of expression to communicate feelings, experiences, ideas, and the understanding of the world around them.

We support the many ways children communicate and provide individualized support so children of all abilities can express themselves and be heard.

We provide time, space, and materials to encourage expression through creative materials that reflect children’s capabilities as well as their social and cultural background.

 http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

Helping Children Learn About Themselves Through Mindfulness Practices