Educational Project

Educational project – CPE5 Preschool

Oak floors, lots of natural light, wooden furniture: Our crèche is a warm, modern preschool that meets the needs of children three months to three and a half years of age. The cornerstone of our philosophy and our approach is respect and we work in close cooperation with our families.

The environment has been designed and implemented to respond to children’s needs and interests, bearing in mind their ages and developmental stages.

Each classroom welcomes 12 to 15 children. For our babies, we practice primary caregiving to the best of our abilities. The groups in the younger classrooms are divided into subgroups of 5 to 8 children. Teachers are assigned to each group and are responsible for the care of each child in that group until the children reach the age of approximatively one and a half years.
Below you will find the basic concepts that our preschool follows in the daily care of the children:

Build a solid base through a well-planned transition into care for both children and parents

We ask that parents and their child take two weeks to go through our transition process. The schedule of these two weeks will be decided together with parents during our first meeting.

Our goal is to build trust and confidence which will allow for a better, higher quality start for everyone. During these two weeks, you will meet and spend time with your child’s teacher in his new environment. We know that this transition into care can be difficult and emotional for children and parents. We are here to guide you and offer you support along the way.
 

Freedom of movement

In our environment, children have complete freedom of movement. You will not see babies or toddlers strapped into highchairs or baby rockers and we never put children in positions they cannot master on their own. We believe that each child is born with its own plan of development and that our role is to encourage and support the natural unfolding of that blue print. We do know that movement is a fundamental way of learning for babies and young children. It is coded into their DNA. It enables them to form the neural connections necessary for subsequent cognitive learning, creating a mental and physical map which will allow them to move with great balance and fluidity, and learning to interact with others.

The environment is child-friendly and the furniture is child-sized. Our staff look after the children in an individualized, professional and secure manner.

From laying on their back to walking on their own, children go through every stage of development at their own pace. They grow harmoniously with their abilities and in doing so develop confidence and a sense of self-esteem.

Freedom of movement is also encouraged during all caregiving times as we respect the children’s need to move:

• As soon as children can stand on their own, they are offered diaper changes standing up; This allows for the beginning of potty learning to take place.
• During meal time, babies who are able to sit up comfortably and securely are encouraged to eat sitting on a little mat on the floor in front of a tray. As they grow, they are offered a child sized chair and table. All of the furniture is adapted to the size of children, not the other way around.
• As they grow, they learn independence and self-care, for example by practicing how to dress and undress themselves.

Our teachers are not in a hurry, they give children time to do things on their own, offering just enough help for a positive and successful learning experience.

The importance of attachment for young children

Influenced by the work and research of Emmi Pickler, we are convinced of the positive impact, that primary caregiving has on the development of young children. Here, we take the importance of attachment for the building of the child’s personality and self-confidence to heart. As mentioned above, each child is assigned a primary teacher. Primary teachers are assisted by two secondary teachers; the teachers know each of the children in their group, observing their development, interpreting and responding to their communications, anticipating their needs and adapting the environment to best meet their needs. Teachers also communicate with each family on a daily basis and keep parents up to date on their child’s progress and life events at preschool.

An inclusive environment rich in quality experiences

"The gardener does not pull on the plant to make it grow" says a proverb.

Children want to grow. It is an intrinsic need that pushes them to go and seek experiences. They want to do things “on their own”. They display a lot of patience and perseverance to attain their goals. For this reason, independent play has an important role in the child’s day. The simplest objects are those which best promote discovery and experimentation. The child is an active participant in his own learning through play.

Once the children are a little older, they like taking part in activities organized in workshops. The workshops inspired by the philosophy of Maria Montessori, are designed to help the children develop real autonomy and promote cognitive learning. Presented within a clear and well-defined framework, the Montessori philosophy teaches accuracy of movement and personal discipline. It opens the world to children and leads to socialization. Specific materials help children acquire pre-writing and pre-reading skills as well as mathematical concepts which will serve as a solid base for their later formal education.
In addition, children also have free access to open-ended art, creative and sensory materials. These options are crucial in giving them the tools necessary for expressing their feelings, allowing their boundless imagination to florist and fully explore their ideas.

In addition, children also have free access to open-ended art, creative and sensory materials. These options are crucial in giving them the tools necessary for expressing their feelings, allowing their boundless imagination to florist and fully explore their ideas.
 

Outdoor play and being in nature

Children enjoy exploring nature and the outdoor environment. No matter the weather, dressed in appropriate clothing, children take in all kinds of learning experiences from the world that surrounds them. We are fortunate to be located close to a lush forest and beautiful green fields. Children go on walks almost every day and get to interact with the flora and fauna that awaits them in the big world outside. In addition to nature walks, children go out to our well-equipped playground on a daily basis.

Quality meal time

Our meals are prepared by a team of child nutrition specialists. The menus are created by our chef and our nursing team according to the recommendations of our pediatric nutritionist.  Specific nutritional needs of each child are initially discussed with parents prior to starting care.

Our meals are prepared with organic products. Our fish come from sustainable fisheries. Our meats are mostly red-labelled and organic. We use, to the fullest extent possible, produce that is local and in season. All our dishes are either steamed, baked or sautéed in virgin oil olive without added salt. We are also very mindful not to add extra sugar to our deserts.

A vegetarian menu is offered once a week. The required amount of protein within those dishes come from cheese, vegetables and a combination of cereal and legumes.

Our monthly menus are posted in French and in English at the entrance of each classroom.

Mealtime is a pleasant time and a time to learn to socialize. Children eat what suits their taste and appetite. We do not force them: « Never a spoon more than they desire, never a spoon less than their appetite” used to say Emmi Pickler.

Babies are fed individually; mealtimes are a time for one on one quality time with their caregiver. The older children have their meals at tables of three to five. Independence is also encouraged. Children enjoy their autonomy: setting the table, using real cutlery, pouring their water, serving themselves, making decisions about how much food to eat, helping clear the table, clean up after themselves… tasks they most enjoy doing that give them a sense that they are trusted in being able to participate in their own life and their communal life. They learn to live with their peers by cooperating and taking responsibilities.

At CPE5, the dishes we use with the children are not break-resistant! The children learn to use it properly and with care and learn to manage and cope with the consequences of accidents.

Rest time that respects the child’s rhythm

Rest time/nap time is a very important time for children in group care. It allows them to recharge their batteries and ready themselves for afternoon activities. A rested child is a child that remembers and learns better. Children have a very busy day with us and for this reason we commit to never wake up a sleeping child. Children, here at CPE5, wake up on their own when they are ready to get up.

 

Language

French is the language used with the children so they can learn to speak it correctly in optimal conditions.
Nevertheless, when communicating with parents, our teachers can use English (they have or are working towards a B1 level qualification).
In addition, Spanish, Italian, Portuguese and Russian are also spoken by some of our staff.
 

Socialization

Preschool is the first place where the child learns to live in a group. Group care requires a set of rules that governs the life of the group. These rules enable the child to be independent within a framework set by the adult. This framework offers a solid base of reference in time and space for all the children; it outlines what to expect, how and when.

Children Learn to negotiate, to argue one´s point, to speak up for themselves, to respect others and their environment. They learn to cope with the consequences of their actions among supportive and guiding adults.

At CPE5, rules are reached collaboratively. Our educational teams apply the same clear, age appropriate rules for consistency creating a trusting environment for all children.
 

An inclusive, caring environment for all children.

Our center is inclusive, a place where all children are welcomed equally with warmth, care and consideration.

Our educational team is trained in inclusive curriculum and philosophy.

Children don’t have to adapt to our environment because it is tailored to best suit each child’s individual needs and skills no matter how different these might be.

A multi-disciplinary team overseeing the health and well-being of children and families.

Our team is comprised of:

• An administration team headed by a director and an assistant director. Together, they are responsible for the overall management of our center. New parents get the opportunity to meet them on their first visit.
• A curriculum and philosophy supervisor who is responsible for making sure that our educational plan and curriculum are being implemented accordingly in all classrooms. She is a mentor, a resource and guide for our teaching team. She is also available to meet with parents and offer them solutions to common early childhood issues and concerns.
• Three Early Childhood Education professionals per classrooms.
• A medical team that includes a pediatrician on site once a week on Mondays, assisted by two nurses who are there Monday through Friday, 7:30am to 7:00pm (6:30pm on Fridays). The role of the nurses is to follow up and assure the health and well-being of each child from a clinical perspective. They put in place specific care plans for children with allergies or other special needs. They also make sure that all hygiene protocols are being followed within the center.
• A pediatric physical therapist who comes weekly to attend to children’s specific psycho-motor needs. Through careful observation of the children, she identifies issues and sets up individualized sessions. She works with families to develop a plan of action in the event it becomes necessary.
• Three kitchen personnel, assisted by a pediatric nutritionist.