1. Welcome to Love 2 Learn Centre
Observation
By Pam Donaldson
ECE 2421
May 26, 2014

2. Welcome to Love 2 Learn’s Centre Observation.
- Who is Love 2 Learn:
- Licensed Infant Toddler Centre
- 16 children enrolled daily
- 5 staff
- 4 full-time & 1 part-time
This presentation will include:
- Photos
- Appendix A Checklist from
Gonzalez-Mena & Eyer (2012) text:
Infants, Toddlers, and Caregivers; A
Curriculum of Respectful, Responsive,
Relationship-Based Care and Education
Let’s take a look at Love 2 Learn’s centre!

3. Love 2 Learn’s Philosophy
• The creation of Love 2 Learn childcare services stems from my unconditional love
and passion for working with children. I have always known that working with
children is my calling in life and I hope to have the opportunity to show you first
hand. Love 2 Learn promises to value each child as a unique person; with
individual personalities, style and timing of growth, and family backgrounds.
• The Love 2 Learn childcare environment is equipped to stimulate children’s
development in all areas to enhance the physical, intellectual, language,
emotional, and social growth of each child. Our environment is structured to
provide children the best opportunities with an open-concept that inspires the
imagination with limitless variation and possibilities. A top priority is to provide
the children with a safe, nurturing environment where the warmth and comfort of
the surroundings will ensure children feel safe and loved to meet their full
developmental potential.
• I believe children learn though hands-on interaction with objects and other
beings. I value all educational tools which is why I collaborate play with structured
learning within my program. As individuals, we all learn differently. Both
structured (outlined learning) and unstructured (open-ended play) are included
to encompass all areas of development. Within my program, I include the following
fundaments: interactive circle time, phonics, music, arts and crafts, exercise
(outdoor and yoga), and creative free play.
• At the heart of a child’s development is the adult relationship’s that stimulate and
guide them as they grow. At Love 2 Learn, we take our part in each child’s life
seriously and value the relationships with all parents, guardians and care givers
involved. We are committed to maintaining a respectful relationship for the best
interest of each child.

4. Love 2 Learn Daily Schedule
• Schedule:
•
• 6:30am - 8:00am Good Morning! Soothing classroom activities
• 8:00am – 9:15am Arts & Crafts, Creative Play
• 9:15am – 9:30am Diapering & Hand Washing
• 9:30am – 10:00am Snack
• 10:00am – 11:00am Outdoor Play
• 11:00am – 11:15am Circle Time
• 11:15am – 11:30am Diapering & Hand Washing
• 11:30am – 12:30pm Lunch
• 12:30pm – 2:30pm Nap Time
• 2:30pm – 2:45pm Diapering & Hand Washing
• 2:45pm – 3:15pm Snack
• 3:15pm – 3:30pm Circle Time
• 3:30pm – 4:30pm Outdoor Play
• 4:30pm – 5:00pm Bottle Time/Small Snack
• 5:00pm – 6:00pm Creative Play & Good bye for now!
•
• Naps, Diapering and Bottle Feeding may be included outside the set schedule outline.
-Monthly shape and color
focus
- Teacher directed art
explorations

5. Quality in Infant-Toddler Programs:
A Checklist
1. Look for evidence of a safe environment:
 No Obvious safety hazards, such as electric cords, open sockets, broken
equipment, toys with small parts, cleaning supplies within children’s
reach, unsecured doorways
Cleaning supplies:
Stored in locked
cupboard under
the sink.

6. -Secure
doors
and
doorways
Toys are age appropriate; no small parts

7. No hidden safety hazards, such as toxic paint or toys containing toxic
materials. Nothing obvious; except acrylic paint.

9.  Emergency numbers posted by telephone
Was not observed
 Parents emergency cards on file indicating what to do when the parents
can’t be reached in an emergency
 Staff ratios maintained at all times
Always 2 staff on duty for max. 8 children for both toddler and infant
room

10. Children allowed optimum risk-taking opportunities (“optimum”
means failure involves learning but not injury)
Interaction allowed, but children protected from hurting materials or
one another
Teacher always with children during play
This completes Section 1; now, let’s look at
Section 2; evidence of a healthy environment

11. 2. Look for evidence of a healthy environment:
 Sanitary diaper-changing process
Consistent hand washing after
diapering and before eating

12. Proper food preparation and storage
Staff recognizes symptoms of common
Illnesses
Health policies that indicate when children
are to be excluded from the program because
of illness
Provided to parents in parent package

13. Health records, maintained on all children,
showing evidence that their immunizations are
up to date
Regular washing of sheets and toys
All bedding, chair buckles, toys ect get washed every friday
Staff knowledge of infant and toddler nutritional needs
Children bring own lunch and centre provides snack of 2 vegetables
or 2 fruits and a starch once in the morning and afternoon.
Food allergies posted prominently
On the outside of the kitchen
Cupboard
This completes Section 2; now,
let’s look at
Section 3; evidence of a learning
environment

14. 3. Look for evidence of a learning environment:
Optimum amount of age-appropriate toys, materials and
Toys include natural items, real
Items, as well as your “normal”
Children’s plastic toys, and
soft toys

15. Caregivers consider caregiving times as “learning times”
Diapering & feeding & napping are interactive and not rushed
Free play valued above exercises, directed play activities, group times
Most sincerely; art is generally teacher directed time the rest of
the day involves the children following their own interest.
Environment includes plenty of softness, some seclusion, provisions for high
mobility
Inside

16. Environment includes plenty of softness, some seclusion, provisions for high mobility
Outside:
Unfortunately this centre does not have an outside space attached so when they
go out they walk to nearby parks, forests and because it is in the heart of Pitt
Meadows they often walk to the WestCoast express station and look for trains and
watch them. They also utilize the community recreation centre and their open
gym program.
 Environment developmentally appropriate for all children present any
given day
Yes, as seen in photos presented
This completes Section 3, now, let’s look at
Section 4; evidence to advance physical and intellectual
competence

17. 4. Look for evidence that the staff’s goal is to advance physical and intellectual
competence:
Staff’s ability to explain how the environment, the free play, the
caregiving activities, and the staff’s relationship with the children make up
the curriculum
Staff believe every interaction with the environment or with each
other, children are always learning as well as the staff.
Staff’s ability to explain how the curriculum promotes development of
fine and gross motor skills and cognitive skills, including problem-solving
and communication skills
- Staff interactive with the children & take step back when
children engaged.
• This completes Section 4, now, let’s look at Section
5; evidence to support social & emotional
devel. & positive guidance

18. 5. Look for evidence that the program supports social and emotional development and
that staff members provide positive guidance and discipline:
Staff members encourage children to develop a sense of
themselves through body awareness, by using their name, and
through promoting cultural identification
- Provide mirrors
- Songs such as Hokie Pokie, Name/Body
Staff members recognize and accept children’s
feelings and encourage appropriate expression
When upset staff console and once calmed
provide other way to approach the situation
Staff members guide behavior without using either physical or verbal
punishment
Very positive & age appropriate & to the point & move on
Staff members encourage creative social problem solving when children
experience conflict with another child
Redirect if toy conflict after explaining who’s turn it is
Staff members teach respect by showing respect

19. 6. Look for evidence that the program strives to establish positive and
productive relationships with families:
Regular and ongoing communication with parents at pick-up and drop-
off times emphasizing an exchange of information
Always and give examples of their child’s day. If concerns
brought to staff, staff will make note and talk with team.
Friendly atmosphere
Open environment for parents to come in & play
Conferences and parent meetings
Not observed
Mutual problem-solving approach to conflicts
Staff were in conflict about feednapping routines with certain
children so were working to come up with some new nap schedules
to meet the needs of those children and their families

20. 7. Look for evidence that the program is well run and purposeful and responds to
participants’ needs:
Good record keeping
Communication book & daily care routines for
parents & staff .
Attention to infants‘ individual needs
Very important, such as, feeding, potty training,
warm bottles or cold bottles, tired and length of sleep to name a few.
Attention to parents’ needs
When parents communicate needs they are respected and carried through for
example nap times
Responsible program management
Open to new concepts & check in daily to programs status

21. 8. Look for evidence that the staff is professional:
Is well trained
All staff have ECE or IT or IT in progress, First Aid all posted.
Respects confidentiality
As part of hiring staff must sign a contract stating they will
ensure confidentiality will be adhered to at all times.
Love 2 Learn Observation Conclusion
This concludes the documented centre observation of ‘Love 2 Learn’
This program provides a very calm, organized and responsive program to the
children, parents and staff involved.
Thank you!

22. Reference
• Gonzalez-Mena, J & Widmeyer Eyer, D. (2012). Infants, toddlers, and
caregivers: A curriculum of respectful, responsive, relationship-based
care and education (9th ed.). (pp. 336-337). New York, NY: McGraw-
Hill