DAILY SCHEDULE

Because we run multiple small-group programs throughout the day, exact times may differ by class.

However, the general flow of the day for the Academy is:

• Arrival & Connection
  Greetings, free play, and settling in.

• Outdoor Play / Gross Motor Time
  Weather-appropriate outdoor time, games, and movement.

  We go to Barlee Park for our outdoor play.

• Worship & Prayer (Optional Participation)
  Songs, dancing, prayers, and Biblical Morals and Values teaching

• Group Learning Objectives
  Circle time, stories, calendar, literacy and numeracy concepts.

• Learning Through Play
  Centres: blocks, art, sensory, dramatic play, STEM, fine motor activities.

• Group Responsibilities
  Classroom helper jobs, clean-up routines, practicing life skills.

• Group Learning Outcome Discussions
  Sharing what we discovered, problem-solving, and encouraging reflection.

• Home Time
  Dismissal and hand-off to parents/guardians.

GUIDING & CARING / GUIDANCE POLICY

BrightBond Ed. recognizes that children are unique individuals who communicate their wants, needs, and emotions through behavior. Positive, supportive guidance allows children to learn self-regulation as they explore and process the world around them. All guiding and caring techniques are developmentally appropriate, respectful, and non-punitive, supporting each child’s growth in self-esteem, self-control, social skills, and problem-solving.

Our approach includes Preventive Approaches, Guidance Strategies, and Intervention Strategies.

Preventative Approaches

The learning environment is intentionally arranged to support children’s success, reduce frustration, and prevent many behavioral challenges before they occur. Preventative approaches include:
• Room arrangement and planning for the day
• Providing developmentally appropriate materials and programming
• Establishing clear, consistent, age-appropriate boundaries and limits
• Explaining and reviewing expectations in a clear and positive way
• Providing children with choices and autonomy whenever appropriate
• Using positive modelling and language that support peer interactions
• Encouraging children to use their words and ask staff for help
• Allowing children time to respond and being patient
• Allowing time for children to learn routines and build relationships
• Providing positive reinforcement for desired behaviour, kindness, and accomplishments

Classroom organization, intentional teaching, and clearly defined boundaries help prevent many behaviour challenges and promote success.

Guidance Strategies

Children need positive guidance to stay safe, develop self-control, build social skills, and feel good about themselves. At BrightBond Ed., we use respectful, developmentally appropriate strategies such as the following:

Positive Reinforcement

• We notice and comment on positive behaviours such as kindness, effort, problem-solving, and teamwork.
• Encouragement, attention, and affirming words increase the likelihood of those behaviours.

Ignoring Minor Misbehaviour

• For minor behaviours that are not dangerous or destructive, staff may withhold attention and redirect attention toward positive behaviour once it occurs.
• This teaches children which behaviours lead to positive connection.

Substitution & Redirection

• When behaviour is unsafe or inappropriate, staff redirect the child to a safer or more appropriate activity.
• The educator may show the child how to continue their idea in a safe or cooperative way.
Example: “We don’t bang hammers on windows. You can bang them on the workbench instead.”

Active Listening

• Staff help children name their feelings and needs.
• Recognizing and labeling emotions helps children feel understood and supports emotional regulation.

Encouragement & Belonging

• Children who feel they belong are less likely to misbehave.
• Educators use smiles, gestures, and words to ensure every child is seen, welcomed, and valued.

“Time Away” / Calming Space

• If a child becomes overwhelmed, staff may invite them to a quiet corner or calming activity to help them regain control.
• Once calm, the child is welcomed back into the group.

Last Resort: Thinking Chair / Reflection Spot

• Used only when behaviour is harmful or dangerous and continues despite other strategies.
• The child is guided to a designated reflection spot and the teacher calmly explains why.
• Staff stay nearby or check in until the child is calm and ready to talk about what happened and how to make a better choice.
• The child is then invited to rejoin the group.

Additional Guidance Techniques

• Stating limits clearly rather than phrasing them as questions (“Inside we walk,” “We sit down while eating”)
• Stating limits in positive terms (“Gentle hands,” “Use a quiet voice”)
• Giving simple explanations (“So we don’t trip,” “So we don’t choke”)
• Focusing on the behaviour rather than the child (“Sharing allows everyone to participate”)
• Breaking down sequences and expectations (“First we will clean up, then we will have snack”)

Guidance is provided before, during, and after behaviour occurs. Behaviour is a form of communication and offers opportunities for problem-solving, connection, and learning.

Intervention Strategies

When behaviour requires adult support, educators use calm, respectful, and developmentally appropriate interventions, including:
• Gaining the child’s attention respectfully
• Using proximity and gentle physical presence
• Providing reminders and cues
• Acknowledging feelings before setting limits
• Redirecting in a positive way
• Modelling problem-solving skills
• Offering adult assistance when needed
• Offering appropriate choices
• Using natural and logical consequences
• Providing time and space for self-regulation and reflection
• Limiting use of materials if they present safety concerns
• Offering opportunities for repairing peer relationships

Physical punishment, humiliation, shaming, emotional abuse, or deprivation of basic needs are never used.

ILLNESS POLICY:

Please advise the us if your child will not be attending that day due to illness.

Parents agree that a child who is ill (eg. fever, infection, diarrhea, communicable disease, or any contagious illness) will be kept at home to protect the well-being of other children in our care and their families as well as the teacher.

Parents also agree that should a child become ill while in care, immediate arrangements will be made to remove the child from the academy.

Children will not be allowed to return until they have been symptom-free for at least 24 hours. In some cases, a note from a doctor may be required.

Please respect our illness policy. If a child is not well enough to play or participate in group activities, he/she is not well enough to attend the academy.

*If your child has a communicable illness, please inform the center of its nature so we can respectfully inform others to watch for symptoms as well.

Care of a sick child and notification of parents:

When a child becomes ill, we will make the child comfortable in a quiet place where he/she can rest and will be closely supervised. If your child presents with a fever of 38.1, we will send you a picture of the thermometer, and you will have 30 minutes to pick up your child from that point. This is to ensure the health and safety of other children and teachers present. If we suspect your child has been medicated to attend, you will be asked to pick up within 30 minutes.

Initialing the box below is also your consent for your child to ride in an ambulance in case of an emergency. Parents/Guardians are responsible for all fees incurred.

INJURIES/ACCIDENTS:

Should your child have an accident or sustain an injury while in attendance, staff will record it in their file and report it to you.

If it is deemed a ‘reportable incident’ (Schedule H of the Childcare Licensing Regulation) Interior Health Licensing will also receive a copy of the report.

SEPARATION ANXIETY:

We understand if you’re anxious about leaving your child to go to work. Please know that we will do our very best to comfort them until their separation anxiety passes. Also, feel free to call once you get to work if you’re concerned or want to see how they’re doing. Our ‘open door’ and ‘call anytime’ policy are one of the things that sets us apart from many facilities. It is SO important that you feel confident in your child’s care and wellbeing so that you can get some work done or have some time to yourself.

What you might be feeling:

During this stage, you might experience different emotions. It can be gratifying to feel that your child is finally as attached to you as you are to him or her. But you're likely to feel guilty about taking time out for yourself, or going to work. And you may start to feel overwhelmed by the amount of attention your child seems to need from you.

Keep in mind that your child’s  unwillingness to leave you is a good sign that healthy attachments have developed between the two of you. Eventually, your child will be able to remember that you always return after you leave, and that will be enough comfort while you're gone. This also gives kids a chance to develop coping skills and a little independence.

Making Goodbyes Easier:

These strategies can help ease kids and parents through this difficult period:

Be calm and consistent.

Create an exit ritual during which you say a pleasant, loving, and firm goodbye. Stay calm and show confidence in your child. Reassure him or her that you'll be back — and explain how long it will be until you return using concepts kids will understand (such as after lunch).

Give him or her your full attention when you say goodbye, and when you say you're leaving, mean it; coming back will only make things worse.

Follow through on promises. It's important to make sure that you return when you have promised to. This is critical — this is how your child will develop the confidence that he or she can make it through the time apart.

As hard as it may be to leave a child who's screaming and crying for you, it's important to have confidence

that they will be okay, safe and loved and that the tears will only last a short period of time until they are distracted with fun and learning. It may help both of you to set up a time that you will call to check in, maybe 15 to 20 minutes after you leave. By that time, most kids have calmed down are playing with other children. We will defiantly give you a call if your child does not settle into the program.