WCA Childcare

WELL-BEING

Respectful and Responsive Relationships

When emotions are big and we just need a hand to hold ❤️

Building Respectful Relationships Includes:

Basic trust
A safe and secure environment
Time for uninterrupted play
Freedom to explore
Active involvement by the children
Sensitive observation and consistency by the adult

Magda Gerber and Alison Johnson (2002). New Brunswick Curriculum Framework - Well-Being (P. 24)

Each time we have a chance to respond to children individually in a caring, nurturing, and respectful manner, we build trust. Making the time to listen to a child, as well as giving the child time to respond back to you, is vital in building a strong relationship. ~Donna Baisley (Well-Being, P. 25)

Developing a Sense of Self

Our two's class made self-portraits using loose parts. This helps children develop a sense of self as they notice the similarities and differences between themselves and their classmates. They start to realize that each one of them is unique in their own ways.

Developing a Sense of Place

Our infant room has displayed family pictures at many levels for our children under 2-years to see. There are pictures hanging from branches on our ceilings so that they can see them while we are holding them, and also pictures stuck to the floor so they can crawl/walk around to see them. This has helped so much in the transition from home to childcare!

Children feel like they belong ❤️

Growing their awareness that their actions contribute to the well-being of others

Personal Care

Giving friends a pedicure

Allow time for children to try things on their own. Encourage children to DO for themselves. ~NB Curriculum Framework - Well-Being (P. 30)

Physical Health

Encourage Physical Activity

Participate with children, be a role model
Dress in everyday clothing that encourages free movement and mobility
Photograph children being active
Actively support children's initiatives and interests in physical activity
Visit parks. Practice the fundamental skills of running, throwing, catching, and kicking a ball.
Introduce both boys and girls to active women, as well as men
Make observations without reference to gender
Plan activities within children's abilities

~Elaine Lowe and CCCF (2001)