Part 7.1 Parent Handbook

Ontario Regulation 137/5 s. 45

Intent

Section 45 is in place so that parents have important information about the operations of the child care centre, the rules that need to be followed by everyone and the various activities and programming that happen in the centre.

Information in parent handbooks should be detailed but also easy to understand so that parents who are considering whether to enrol their child(ren) at a specific centre have enough information to make the right choice for their child.

Clarifying guidance

The reference to “information about…holidays observed” in section subclause 45(1)(ii) refers to days that a child care centre will be closed outside of its typical schedule. For example, if a centre will be closed on some statutory holidays, the parent handbook must list every one of the statutory holidays when the centre will be closed. This information needs to be in the parent handbook so that the parents can plan ahead.

The parent handbook does not have to be provided in hard copy. An electronic version may be provided to current families as well as to parents considering enrolling their children.

If the child care centre has parents of children who are not fully comfortable communicating in English or French (as the case may be), licensees should consider how to make sure that these parents understand what is in the handbook. For example, the licensee could ask the parent to bring in a friend or family member to translate or the licensee can use applications or internet tools to translate written content.

Fee-related content in a parent handbook

Licensees must include all fees charged to parents in their parent handbook. They must list the actual dollar amount for their base fees and any non-base fees that may be charged. Parents must be able to determine which fees are mandatory/ base fees and which fees are non-base fees and know exactly how much money they will be required to pay for child care.

The fees specified in the handbook must reflect the actual fees that are charged to parents. If a program is enrolled in CWELCC, the fees must follow the rules set out in the regulation related to base fees.  

Licensees must also give parents practical information on the process for paying their fees, including:

  • How to pay fees (for example, monthly cheques, payment through e-transfer, pre-authorized charge to credit card and more)​
  • When to pay fees (for example, payment must be made weekly, monthly, per semester or term)​
  • When refunds or credits will or will not be provided

In addition, all licensees must include in the parent handbook whether or not they are enrolled in CWELCC. If they are not enrolled, they may wish to include additional information about whether or not they intend to enrol in the future as this will likely be information that parents will want to know.

Important information: All licensees must include the required information in their parent handbook (at a minimum), even if they are not enrolled in CWELCC.

Updating parent handbooks

Parent handbooks must have current information. If something that needs to be in the parent handbook has changed, licensees must update the parent handbook immediately. For example, if the child care centre updates its program statement, it should also replace the old version in the parent handbook with the updated program statement. Licensees should also have a way to tell parents that something in the handbook has been changed. Licensees must be able to demonstrate that parents are informed of any updates at the time they are made.

If the child care centre has a website, the licensee should have the most current version of its parent handbook online. This way it will be available to not only parents of children enrolled in the centre but also to parents who are thinking about enrolling the child in the centre.

How the licensee will let parents know that an update has been made to the parent handbook is up to them. Notifying parents of an update can be done over email, when talking to the parents at the end of the day and/or by posting a notice of the update somewhere in the centre where it would be seen by parents.

Best practices

While learning about statutory holidays (the ones where most places close for the day, including schools and banks) is common, families and staff may also hold other days/times of the year as ones that are special and important. Some child care programs may also close for holidays that are not recognized more broadly as statutory holidays in Ontario.

Staff in a child care centre can help and encourage children to learn about various special days and times of year for different cultures and different groups. When child care programs pause, engage with and learn about these important days and celebrations, it can help children, families and staff feel seen and respected, promoting a sense of belonging and community for everyone in the child care centre.

Supporting a feeling of belonging for everyone in the centre is one of the key foundations outlined in How Does Learning Happen?: Ontario’s Pedagogy for the Early Years. When HDLH speaks of belonging, it refers to “a sense of connectedness to others, an individual’s experiences of being valued, of forming relationships with others and making contributions as part of a group, a community, the natural world.”

Licensees can help to form deep relationships between children, families, staff and communities which in turn supports everyone’s well-being. In addition to building and strengthening relationships, talking about and connecting with children and parents to learn about important days and events is a way to implement the centre’s program statement in a meaningful way by creating opportunities for engaging and communicating with parents.

Cross-references:

The regulation requires that goals and approaches around parent engagement and communication be included in centre’s program statement. See clause 46(3)(h).

The regulation requires written policies and procedures that explain the expectations for how centre staff, volunteers or students must implement the approaches in the centre’s program statement. See section 49.

Which special days/times of year are honoured and celebrated varies from family to family. Licensees and staff need to take time to carefully think about how to incorporate these special days/times of year into their programming. Talking with families, community members, Elders and others about what would be appropriate to include in the centre’s program can help programs incorporate new information in ways that honour the diversity within and history of a group or a community.

Helpful information: Both the Government of Ontario and Government of Canada have websites with information on important and commemorative days/months.

Other helpful information for families

The information set out in regulation that must be included in a centre’s parent handbook is the minimum content that needs to be there. Licensees should consider including other important information that parents would want to know or would want to ask questions about such as:

  • when the program has its arrival and departure periods and rest period (if applicable)
  • arrival and departure procedures (such as, how are children signed in/out of the centre or how a parent should notify the centre of their child’s absence)
  • how payment is made (for example, monthly cheques required in advance or payment through electronic funds transfer)
  • location of parking lots/spaces at or near the child care centre
  • what happens when there is bad weather, such as a snowstorm
  • nutrition policies and/or sample menus
  • copies of the licensee’s policies and procedures that are not required to be in the handbook but could be information that parents would want to know including those relating to medication, serious occurrences, police record checks, and more
  • links to resources such as How Does Learning Happen? Ontario’s Pedagogy for the Early Years or Find and pay for child care

Compliance Indicators

  • There is a parent handbook that includes information about:
    • the services offered and the age category served,
    • the times when the services are offered and the holidays observed,
    • the base fee and any non-base fees that the licensee charges
    • whether or not the licensee is enrolled in the Canada-Wide Early Learning and Child Care System
    • admission and discharge policy
    • activities off the premises
    • the requirement regarding supervision of volunteers and students set out in subsection 11.1 (1) and about the policies and procedures required under subsection 11.1 (2)
    • the payment methods that must be used when paying fees and the schedule for making payments
    • the circumstances in which refunds or credits of fees will be provided

And

  • The parent handbook includes:
    • a copy of the rules set out in the anaphylactic policy described in section 39 for parents who send food with their child to the centre
    • a copy of the licensee’s policies and procedures required under 45.1 regarding how parents’ issues and concerns will be addressed
    • a copy of the program statement
    • a list of prohibited practices set out in section 48
    • a statement that the child care centre has emergency management policies and procedures described in section 68.1 and a statement regarding how parents will be notified if an emergency occurs.
    • a copy of the licensee's policies and procedures required under ss. 75.1 regarding the licensee's waiting list.
  • Staff verbally confirm that the handbook is available to parents of all children receiving care

And

  • Staff verbally confirm that parents are provided an updated version of the parent handbook when modifications are made.

Part 7.2 Parent Issues and Concerns Policy and Procedures

Ontario Regulation 137/15 s. 45.1

Intent

Section 45.1 is in place to ensure that parents know what they need to do to raise a concern about their child or the child care centre and what happens when a parent lets the child care centre know about their concern. This helps keep relationships transparent and respectful because parents have the information they need about a centre’s operations.

Having policies and procedures in place around parent concernsalso keeps things organized and predictable for the licensee and their staff.

Clarifying guidance

Cross-references:

The regulation requires child care centres to have a parent handbook and that the handbook contain the centre’s policies and procedures about parent concerns (as well as other things). See clause 45(1)(a.2) in the regulation.

Licensees must implement and ensure that the written policies and procedures relating parents’ issues and concerns are implemented by staff, volunteers and students and are monitored for compliance and contraventions. See section 6.1 in the regulation.

Best practices

Tips for writing policies and procedures about parent concerns

When writing policies and procedures about parent concerns, it is best practice for the licensee to include very clear step-by-step instructions for both parents and those at the centre to follow when there is a concern. The policies and procedures should include, at a minimum, the following information that parents should know:

  • who to talk to in the centre about a concern: for most centres, it makes sense for parents to talk to different people in the centre, depending on the type of concern it is:

Supervisor for the child care centre

Table summarizing what the concern is about and who to talk about regarding the concern. The table is organized in columns that include the what the concern is about and who to talk about regarding the concern.
What is the concern aboutWho to talk to about the concern
  • the physical space of the room the child receives child care in
  • another parent’s or child’s behaviour
  • meals, snacks and drinks
  • outdoor play areas

Program staff

If a parent’s concern is serious, the program staff should let their supervisor know about the concern

  • a staff member
Supervisor for the child care centre
  • the supervisor for the centre

Whoever holds the licence for the centre

(this can be a person or it can be a board of directors for a child care centre)

  • What will happen when the concern is communicated (for example, the staff, supervisor or licensee notes the concern in the daily written record, staff will let the parents know that the concern has been noted and will be addressed)
  • When the parent can expect a response from the child care centre (within one business day is usually a good time frame)
  • How the parent will be responded to about the concern (by email, in-person, and more.)
  • The policies and procedures around parent concerns should include a statement about what parents should do if they have a concern regarding potential abuse or neglect (namely, the parent needs to contact a Children’s Aid Society)

When developing their policies and procedures, licensees should ensure that they are in accordance with the Ontario Human Rights Code and may wish to seek input from legal counsel.

Compliance Indicators

  • The licensee has developed a written policy and procedure that sets out how parental issues and concerns will be addressed

Or

  • The licensee has adopted and completed all customizable areas of the standard policy provided by the Ministry

And

  • Where the licensee has developed the written policy and procedure, it includes the steps that the parents are to follow when they have an issue or concern to bring forward to the licensee

And

  • Where the licensee has developed the written policy and procedure, it includes when an initial response to an issue or concern will be provided

Part 7.3 Program Statement

Ontario Regulation 137/15 ss. 46

Intent

Under the CCEYA, the Minister of Education has the power to issue a policy statement about programming and pedagogy.

The current minster's policy statement requires licensees to use How Does Learning Happen? Ontario’s Pedagogy for the Early Years (HDLH in this manual) to guide the programming in their child care centres. There are no exceptions to the requirement to follow the minister’s policy statement.

While the terms pedagogy and curriculum are sometimes used interchangeably, they are not the same thing:

  • curriculum is about what is being taught
  • pedagogy is about how educators support learning and interact with children

HDLH is not a curriculum – it does not tell licensees the types of activities/experiences that should be offered to children. HDLH is a pedagogy because it is about how staff in a child care centre nurture, form relationships with and support children so they thrive, learn and develop. That is why pedagogy is so important – it has a big impact on children.

Because HDLH is about the how and not the what, all child care centres are able to use HDLH, even if they follow a standard curriculum.

As a whole, section 46 is in place to make sure everyone in the centre and parents know:

  • how the centre delivers its programming and activities so that they are consistent with HDLH
  • how staff will do things, interact with and speak to children and families so that the staff’s actions are consistent with the centre’s program statement and HDLH

A lot of research shows that high quality child care has significant, positive effects on children. Section 46 (and the implementation requirements in section 49) in combination with HDLH are in place to make sure that children are getting high quality programming in the centres they attend.

The part of subsection 46(1) that requires an annual review of the program statement is in place to make sure there is an ongoing check that the program statement is consistent with HDLH and the approaches/practices in the child care centre. The annual review gives licensees a chance to reflect on the program statement and to think about whether the program statement needs to be updated to address feedback from staff and/or parents and/or to add information about new research and best practices.

Clarifying Guidance

The licensee must develop a program statement that is consistent with HDLH and they must review the program statement at least once a year.

The program statement, at a minimum, should include the following items:

  • A statement that the programming in the centre and the behaviour of staff is consistent with HDLH
  • A statement that the centre’s view of children is consistent with HDLH, which is that all children are capable, competent, curious and full of potential
  • A minimum of one written goal for each of clause 46 (3) (a) through (k)
    • The goal is about how each action in 46 (3) (a) through (k) will be achieved
    • Everything in the list in 46(3) (a) through (k) is an action or something that staff do (each item starts with a verb) – this is intentional because the doing is the how. The approaches that are described in the program statement will most likely be about:
      • how staff will act, behave around and interact with children to meet a certain goal
      • how staff need to talk with and around children to meet a certain goal
      • how the learning environment needs to be set up to meet a certain goal
      • how programming needs to be delivered to meet a certain goal

Important information: There are 11 actions listed in clauses 46(3) (a) through (k) so a centre’s program statement must have at least 11 goals and 11 approaches (one for each goal).

The licensee must ensure that all new staff, students and volunteers review the program statement prior to interacting with children and at any time when the program statement is modified.

Cross-references:

The regulation requires that the licensee makes sure that the approaches described in the licensee’s program statement are implemented at the child care centre by staff, volunteers and students. See subsection 49(a).

The regulation requires child care centres to have a parent handbook and that the handbook must contain the centre’s program statement (as well as other things). Any updates to an existing program statement should be added to the parent handbook when the update is made and staff should let all parents know that an update was made. See clause 45(1)(b).

Best Practices

How Does Learning Happen? is for everyone who is involved in providing child care and programming in the centre. High quality programs use the key ideas in HDLH every day with every age group in the centre. The key ideas in HDLH are:

  • Staff’s view of children is one where children are competent and capable of complex thinking and curious and rich in potential
  • Staff’s way of being, way of doing things and way of saying things (the pedagogical approach):
    • Make all children feel and believe that they are welcome, appreciated and that they belong in the group of people that is made up of the children and staff of the childe care centre
    • Protect and helps to improve children’s mental and physical health and overall well-being
    • Make children feel and believe that it is always safe to talk about their feelings, questions and thoughts (or do other forms of expression) when they are around staff in the centre
    • Always make children feel and believe that they can freely play, explore and do inquiry to get the most possible engagement which is when children feel fully involved in what is happening in the centre and with the people in the centre
  • Pedagogical approaches in high-quality programs are ones where:
    • Children are able and supported to explore the world around them, to play, and to ask questions or look for more information when exploring or playing (this is called doing inquiry)
    • Adults and children have responsive relationships. This means that adults notice when children are talking or doing something and respond appropriately, warmly and in a way that allows the child to trust the adult, feel heard and continue to feel capable and competent
    • Staff in child care centre learn along with children (this is called co-learning)
    • The environment is carefully and intentionally set up to be the third teacher (with staff and children being the other two “teachers”) which means that the context / environment where learning happens is made so that children can actively explore, play and inquire
      • The environment is not just about where the furniture and walls are in a child care program; it includes the materials and toys in the room, the scheduling and pace of activities and how a room and its activity stations are set up and organized. The learning environment, when planned carefully, sparks joy and wonder, makes it easy for children to play and encourages children to talk to each other, be creative, share things, and help each other out

Important Information: Because the learning environment has such a big effect on children, it can have positive OR negative impacts. For instance, a poorly designed learning environment or one which does not have materials that spark curiosity will take away from how well children are learning through play, exploration and inquiry.

Staff do pedagogical documentation. Pedagogical documentation is a process – it is not simply a wall display of children’s drawings or photos of what they made at the centre that day – these are the end-products of a process.

Pedagogical documentation is a process that records (or documents) how a child’s learning progressed or how their knowledge grew while the child was doing a particular activity or task. Pedagogical documentation shows through photos, videos, notes, and more., what happened during the activity/task that led the child to:

  • learn something
  • figure something out
  • solve a problem
  • work with other people to build something
  • use their creativity

Pedagogical documentation is a mirror of the staff’s way of being, their way of doing things, and their way of saying things with a child because how a child’s learning progresses is very much impacted by staff’s pedagogical approach.

  • Staff are encouraged to do and regularly undertake:
    • reflective practice: reflective practice simply means that a person takes the time to carefully think about an experience or activity that happened earlier, including thinking about what they did with and said to the children. Part of reflecting on an experience or activity is thinking about what went well and what could have gone better or differently. Information about what worked well and what did not work well can be used to make adjustments the next time the same or similar experience or activity happens. Reflecting can also give staff good ideas of how to build on or make an experience or activity more challenging the next time and how to include more things that children were curious about and enjoyed
    • collaborative inquiry: collaborative inquiry is a lot like reflective practice but it involves a group of people as opposed to an individual. Staff are doing collaborative inquiry when they talk to one another about their own individual reflective practices, discuss ideas, test theories, and share learning

Developing a Program Statement

Licensees have the flexibility to write their program statement so it makes sense for the programming and philosophy that is unique to their child care centre.

Licensees are encouraged to use HDLH as a starting point when developing a program statement for programs and practices to support learning in their centres. The centre’s view of the child, goals for children, expectations for programs and questions for reflection can also help to feed into what is in the program statement.

Licensees should work with their staff and parents to come up with the program statement. Working/collaborating with staff and parents is a good way to make sure that the program statement includes different ideas and views. When staff and parents feel like what is important to them has been included in a centre’s program statement, this creates a shared vision of how the child care program will be of the highest quality. Having a shared vision also helps ensure that everyone feels involved and are committed to putting the program statement into action.

Developing Program Statement Goals

A goal is a desired outcome the licensee is going to work towards achieving. A goal can be viewed as a written commitment to the families, educators and children of what the licensee wants to accomplish through the program.

There are different ways for licensees to state what their goals are. Licensees can:

  • choose to use the wording of the 11 actions that are listed in subsection 46(3)(a) through (k) when creating goals or
  • choose the goal to be one of the four foundations (belonging, well-being, engagement or expression) from HDLH or
  • establish their goals using their own unique wording

When establishing goals for subsection 46(3)(a) through (k) the licensee should consider the following questions:

  • Who is the audience for the program statement? Will those people understand the language used?
  • Are the goals age appropriate for the age groupings/capacity of the centre?
  • Are the program goals easy to find in the program statement?
  • Will the program be able to meet the program goals?
  • Did the views of staff and parents get included in the goals?

Developing Program Statement Approaches

An approach is the action(s) the licensee puts into practice to achieve the goal. The approaches in the licensee’s program statement will make it very obvious to parents and program advisors that staff are taking actions to meet goals.

Approaches to reach program goals should be written in a way that tells staff and parents that:

  • the approach matches the things that make the centre unique
  • the approach will support reaching the goal
  • staff, students and volunteers will be able to understand how to implement the approach
  • the approaches are observable so licensees can see when they are being put into action

There is no mandatory or recommended length for the program statement, therefore the level of detail and length of the program statement is the choice of the licensee.

Implementation of the Program Statement Approaches

Staff, students and volunteers are required to implement (put into action) all of the 11 approaches outlined in the centre’s program statement.

It is known that staff may not be doing all 11 approaches every day for every child because which program goal staff are working on can change from activity to activity and from day to day. However, any time a staff person is interacting with a child staff must use the approaches outlined in the program statement for the goal of supporting positive and responsive interactions (see subparagraph 46(3)(b)).

The licensee can use pedagogical documentation to demonstrate how the approaches to reaching program goals are being implemented.

Additional Considerations

  • Middle childhood is an important time of growth and change. Children in this period, often defined as the years between 9 and 12, are in their last years of participating in child care programs. Staff, students and volunteers in program with children in this age group have an important role to play as mentors, role models and trusted adults.
    • middle years children thrive in environments that are safe and supportive and where they feel they are contributing to what is happening in the centre
    • high-quality child care programs for children in the middle childhood stage are ones that build confidence, improve leadership skills, promote social relationships, and keep stress levels low
    • children who are in the middle years stage can be included in setting program goals program and approaches (as required by subsection 46(3))

For more information on developing, reviewing and implementing a program statement, please refer to the following resources:

Ontario.ca Minister’s Policy Statement on Programming and Pedagogy

How Does Learning Happen? Ontario's Pedagogy for the Early Years

Think, Feel, Act: Lessons from Research About Young Children

Think, Feel, Act: Empowering Children in the Middle Years

Compliance Indicators

  • There is a program statement that includes a reference that HDLH is the document to be used for the purpose of guiding licensed child care programs

And

  • The licensee confirms that the program statement is reviewed annually to ensure that it is aligned with the Minister's policy statement
  • The program statement reflects the view of children as being competent, capable, curious and rich in potential
  • The program statement outlines at least one goal and one approach for the following:
    • promote the health, safety, nutrition and well-being of the children and
    • support positive and responsive interactions among the children, parents, and staff (c) encourage the children to interact and communicate in a positive way and support their ability to self-regulate and
    • foster the children’s exploration, play and inquiry and
    • provide child-initiated and adult-supported experiences and
    • plan for and create positive learning environments and experiences in which each child’s learning and development will be supported and which is inclusive of all children, including those with individualized plans and
    • incorporate indoor and outdoor play, as well as active play, rest and quiet time, into the day, and give consideration to the individual needs of the children receiving child care and
    • foster the engagement of and ongoing communication with parents about the program and their children and
    • involve local community partners and allow those partners to support the children, their families and staf; and
    • support staff or others who interact with the children at a child care centre in relation to continuous professional learning and
    • document and review the impact of the strategies set out in clauses (a) to (j) of subsection 46 (3) on the children and their families

And

  • Staff, students and volunteers verbally confirm that they reviewed the program statement prior to interacting with children and whenever it has been modified
  • The approaches outlined in the program statement are observed in the program

And

  • Approaches that contravene the program statement are NOT observed in the program

Or

Documentation (for example, storyboards; photos) illustrate how the approaches are being implemented into the program.

Part 7.4 Program Requirements re: Active Play

Ontario Regulation 137/15 ss. 47(1)

Intent

Children of different ages can benefit from physical separation when engaged in active play so that they can explore and engage in age appropriate risk-taking in a safe, supervised environment. Subsection 47(1) is in place to support this age appropriate risk-taking by ensuring that younger children who may not be walking yet or who are still mastering how their bodies work, are able to engage in active play without older, bigger children present who could accidentally hurt the younger children.

Best practices

As described in How Does Learning Happen? Ontario’s Pedagogy for the Early Years, research tells us that it is important to allow children to actively explore and investigate what they are naturally curious about, to test their limits and take age-appropriate risks.

During active play, the environment is also the third teacher. Staff at the centre should thing about how to set up the outdoor space and activities being done outdoors so they provide a lot of opportunities for physical activity as well as opportunities for children to investigate, problem-solve and use their creativity.

Compliance Indicators

  • It is observed that infant and toddler children are separated from other children during active indoor and outdoor play

Or

  • Staff verbally confirm that infant and toddler children are separated from other children during active indoor and outdoor play

Part 7.5 Program Requirements for Outdoor Play

Ontario Regulation 137/15 ss. 47(1)(c)

Intent

Outdoor play provides opportunities for discovery and learning and is also important for children’s overall health and well-being. When programs encourage active play and exploration outdoors, children can strengthen physical skills, engage in creative problem-solving and gain a stronger connection to the natural world.

Subsection 47(1) is in place to make sure all children get the known benefits of playing and exploring outdoors by requiring that they spend a good part of their day outdoors.

Clarifying Guidance

Weather permitting means the absence of severe weather conditions. Severe weather conditions include the following:

  • Extreme heat/humidity alert
  • Extreme cold – temperatures of -15⁰ C or colder or a windchill of -20⁰ C or colder
  • Poor air quality – air quality advisory has been issued
  • Thunderstorm warning
  • Tornado warning
  • Winter and ice storms (heavy snow fall, hail, ice pellets, and more.)

Supervisors or other staff should regularly check weather reports (including information about wind chill factors, winter storm warnings and heat/humidex warnings) to determine whether it is appropriate to play outdoors on any given day. Children can play outdoors in different types of weather if they are dressed appropriately, and necessary modifications are made. For example, water can be offered more frequently when the weather is hot or the schedule for outdoor play can be modified to avoid the hottest parts of the day.

Local public health units may have guidelines relating to all areas of children’s healthy development, including criteria on weather guidelines for safe outdoor play.

Licensees should check with their local public health unit to see it they have guidelines or otherwise provide direction.

Helpful information: The Government of Canada provides a website with weather information.

As described in How Does Learning Happen? Ontario’s Pedagogy for the Early Years,

research suggests allowing children to actively explore and investigate what they are naturally curious about, to test their limits, take manageable risks appropriate for their age and skills.

During active play, the environment is also the “third teacher” (see more about this in the manual where it talks about a centre’s program statement). Staff at the centre should think about how to set up the outdoor space and activities being done outdoors so they provide a lot of opportunities for children for physical activity as well as opportunities for children to investigate, problem-solve and use their creativity.

Cross-reference: the regulation requires children to be supervised by an adult at all times. See section 11.

Best practices

There are many benefits to being and playing outdoors. In addition to being important for growing their physical abilities, research shows that connecting to the outside world and nature helps to support children’s mental, physical, emotional and spiritual health. Being active outdoors can help children to:

  • stay healthy
  • improve movement skills, including balance and coordination
  • have fun and feel happy
  • develop self-confidence
  • improve learning and attention
  • learn and use social skills and language
  • problem solve and cooperate with each other

Children should be provided opportunities to engage with nature regardless of where the child care centre is located in Ontario. All varieties of natural environments provide opportunities to enhance children’s sense of wonder and joy in the world around them, from large urban centres with small patches of green space to rural programs with vast fields and forests.

Because the environment is the children’s “third teacher”, staff should think about how to set up outdoor games and activities that give children opportunities to:

  • actively explore and investigate what they are naturally curious about
  • test their limits physically
  • take manageable risks appropriate for their age and abilities
  • engage in creative problem-solving

If children cannot go outside because of bad weather, supervisors/staff should find opportunities for children to safely engage in active play indoors, where possible. This could include going on a “walk” in the halls of the centre or having a dance party in the program room.

Compliance indicators

For children receiving care for six hours or more:

  • Children are observed to spend at least two hours outdoors, weather permitting

Or

  • Staff verbally confirm that children spend at least two hours outdoors, weather permitting

And

  • Where a child is kept indoors during outdoor play, there is written instruction from a physician or parent on file

Part 7.6 Program Requirements for Outdoor Play (before and/or after school programs)

Ontario Regulation 137/15 ss. 47(1.1)

Intent

Outdoor play provides opportunities for discovery and learning and is also important for children’s overall health and well-being. When programs encourage active play and exploration outdoors, children can strengthen physical skills, engage in creative problem-solving and gain a stronger connection to the natural world.

Subsection 47(1.1) is in place to make sure all children get the known benefits from playing and exploring outdoors by requiring that a portion of their before- and/or after-school program takes place outdoors.

Clarifying guidance

Important information:

Whenever a before- and/or after-school program switches temporarily to being a full-day program (6 or more hours), they must provide at least 2 hours of outdoor time (weather permitting). For example, if a before- and after-school program that operates during the school year switches to providing child care all day during March Break and other non-instructional school days, there must be 2 hours outdoor time provided.

Cross-references:

When a child care program is running for 6 or more hours a day, children need to be outside for at least 2 hours (weather permitting). See subsection 47(1) .

The regulation requires children to be supervised by an adult at all times. See section 11.

Exemption: children in before- and/or after-school programs do not need to go outside for 30 minutes if they have a doctor’s note saying that the child should stay indoors. If there are children who are exempted from the outdoor play time requirements, staff at the centre need to come up with a way to make sure required staff to child ratios are maintained at all times and the child who stays indoors is supervised by an adult at all times while the other children are outside.

Water/swimming safety

There is nothing in the CCEYA that prohibits licensees from choosing to take children to a community swimming pool or other bodies of water such as a lake. As with other field trips, licensees should provide details of the field trip to all parents in advance and get parents’ permission for their child to go on a field trip. The ministry recommends that children only attend regulated public pools and beaches and more., where there are qualified life-guards on duty at all times.

Best practices

There are many benefits to being and playing outdoors. In addition to being important for growing their physical abilities, research shows that connecting to the outside world and nature helps to support children’s mental, physical, emotional and spiritual health. Being active outdoors can help children to:

  • stay healthy
  • improve movement skills
  • have fun and feel happy
  • develop self-confidence
  • improve learning and attention

Children should be provided opportunities to engage with nature regardless of where the child care centre is located in Ontario. All varieties of natural environments provide opportunities to enhance children’s sense of wonder and joy in the world around them, from large urban centres with small patches of green space to rural programs with vast fields and forests.

Because the environment is the children’s “third teacher”, staff should think about how to set up outdoor games and activities that give children opportunities to:

  • actively explore and investigate what they are naturally curious about
  • test their limits physically
  • take manageable risks appropriate for their age and abilities
  • engage in creative problem-solving

Licensees that provide care before and after school may choose to have one outdoor play period (either before or after school) that is at least 30 minutes in duration or divide the outdoor play period into before- and after-school segments where this meets the needs of the children and is practical for the program. For example, children who attend both the before- and after-school parts of the program can go outside for 10 minutes before school starts and then 20 minutes after school ends.

Compliance Indicators

  • Children receiving care in a before or after school program are observed spending at least 30 minutes outdoors, weather permitting

Or

  • Staff verbally confirm that children receiving care in a before or after school program spend at least 30 minutes outdoors, weather permitting
  • Where a child is kept indoors during outdoor play, there is written instruction from a physician or parent
  • Where children receiving care in a before or after school program are not observed to spend at least 30 minutes outdoors, weather permitting, there is a director approval on file

Part 7.7 Program Requirements for Rest

(For Schedule 1 programs)

Ontario Regulation 137/15 ss. 47(2)

(For family age groups)

Ontario Regulation 137/15 ss. 47(2.2)

Intent

Subsections 47(2) and 47(2.2) are in place to make sure that a portion of children’s day at a child care centre is reserved for rest and relaxation to balance all of the activity and play that children do during the rest of the day.

Clarifying guidance

While the need for rest and sleep varies greatly at different ages, and even among children of the same age, rest is an important part of the day for all children.

While not all children need a mid-day nap, young children benefit from periods of quiet rest and relaxation to balance all of the active play they do at the centre. Some children who are tired may need quite a bit of time to relax and sleep, while others only require a short rest period. Children’s needs may also change from day to day or week to week. While children should be provided the opportunity to rest and sleep if needed, they should never be forced to remain on their cots for a specific length of time.

Programs should take into consideration instructions given by parents regarding their child’s sleep and rest period. These instructions should be followed as closely as possible but the licensee also needs to take into consideration the needs of the individual child.

Where a parent indicates that the child does not need to sleep, the staff should respect these directions, but may wish to remind the parent that the program is required to allow the child to sleep rest or have quiet time according to the child’s needs.

Infants have their own sleep schedules so licensees are not to implement one specific rest period for infants; this is why only infant rooms and family groups with children who require a crib or cradle must have a separate sleeping area.

Cross-references:

For Schedule 1 infant rooms, the regulation has requirements around having a sleeping area that is separate from the play activity room for the group. See clause 17(1)(a).

For family groups, the regulation has requirements around having a sleeping area that is separate from the play activity room for the group if the group includes children who need a crib or cradle.  See clause 17(1)(e).

The regulation has requirements around sleep supervision. See section 33.1.

The regulation has requirements around furniture for sleep. See subsection 19.2.

The regulation has requirements around having and implementing a program statement. See section 46 and section 49.

Best practices

As discussed in How Does Learning Happen? Ontario’s Pedagogy for the Early Years, children’s well-being is supported when adults respect and find ways to support each child’s different bodily cues and biological rhythms as well as their needs for active play, rest and quiet time.

When licensees arrange rest time based on each child’s needs, they are helping the children to understand their own needs and support the development of self-regulation.

Programs are encouraged to reflect on how the organization of time, space and materials support children’s varied needs for sleep, rest and quiet time.

Compliance Indicators

for Schedule 1 programs

  • Toddler and preschool rest periods are observed to be no longer than two hours in length

Or

  • Staff verbally confirm that toddler or preschool rest periods do not exceed two hours in length
  • Toddler, preschool and kindergarten children are observed to sleep, rest or engage in quiet activities

Or

  • Staff verbally confirm that children are allowed to sleep, rest or engage in quiet activities based on the child's needs

for family age groups

  • Each child in the group who is 24 months or older but younger that five years of age are observed to have a rest period no longer than two hours in length

Or

  • Staff verbally confirm that each child in the group who is 24 months or older but younger that five years of age have a rest period no longer than two hours in length
  • Each child in the group who is 24 months or older but younger than seven years is permitted to sleep, rest or engage in quiet activities based on the child’s needs
    • “do you want me to help you or do you want to do it by yourself?”
    • “we have apples and bananas – which one do you want?”

Or

  • Staff verbally confirm that each child in the group who is 24 months or older but younger than seven years is allowed to sleep, rest or engage in quiet activities based on the child's needs

Part 7.8 Prohibited Practices

Ontario Regulations 137/15 ss. 48

Intent

Section 48 is in place to protect the safety and security of children by prohibiting dangerous, threatening and hurtful behaviours and practices which can cause serious physical or psychological harm to children.

Clarifying guidance

Corporal punishment is another way to describe punishment that causes physical pain, discomfort, or harm to a person’s body (for example, spanking is corporal punishment).

In addition to making children eat or drink against their will, bodily harm may include forcibly pulling children by their arms/legs or otherwise forcibly moving a child or forcibly making children sit or lie down.

Section 48 applies to all persons in the child care centre at all times whether the children are on or off-the premises (like on a bus or on a field trip).

Committing a prohibited practice can be very dangerous to children and has serious consequences under the CCEYA. For example, a person can be prosecuted under the CCEYA for such an offence and a conviction would result in the person being prohibited from providing child care or operating a child care premises in Ontario at any time in the future.

While 48(2) applies to persons at the centre other than the licensee, the ministry may take additional progressive enforcement action against the licensee if there are repeated occurrences or other patterns associated with persons contravening subsection 48(2), namely, the ministry could take the position that the licensee permitted the commission of the practice, which could be cited as a contravention of subsection 48(1). The ministry looks at a number of factors when determining what progressive enforcement action to take including considering whether contraventions of 48(2) are associated with complaints and/or serious occurrences and what types of corrective action, if any, the licensee has taken to reduce the likelihood of contraventions of subsection 48(2) in their centre (for example, the ministry may consider whether/how the licensee has started to support and train staff, students and volunteers). Ministry staff may also provide additional oversight and monitoring in centres with patterns of non-compliances that are not improving in a meaningful and timely manner.

Offence

It is an offence under the CCEYA to contravene or fail to comply with section 48 of the regulation per paragraph 88.1(3) of the regulation.

A person convicted of an offence under the CCEYA is liable to a fine of not more than $250,000, imprisonment for a term of not more than one year or both (per section 79 of the Act) and is prohibited from providing child care or operating a child care premises in Ontario at any time in the future (per subparagraph 9(1)(1)(i) of the Act).

Administrative Penalty

Contravention of section 48.1 of the CCEYA may lead to an administrative penalty of $2,000. See section 78 of Ontario Regulation 137/15 and item 3 of Table 2 under that section.

The amount of the administrative penalty increases if the contravention is repeated in the next three years or if the contravention has been going on for two or more days in a row.

An administrative penalty can be up to $100,000.

Best practices

Children’s behaviours and emotions occur within the context of and are affected by the relationships they have with the people around them. The relationships that a child has with child care staff may not be the same as a child’s relationship with their parents, but these relationships are still very important and have a real impact on children.

Children who attend programs where they experience nurturing and supportive relationships with the people in the centre are happier, less anxious and more motivated to learn than those who do not have such warm relationships.

Tip

Supportive and nurturing practices

There are many ways that licensees, staff, students and volunteers can help all children to have positive interactions and experiences each time they are in the child care program, including by:

  • making sure children’s physical needs are being met
    • sometimes children have a hard time coping or get frustrated when they are tired, hungry, uncomfortable or over-stimulated
  • being consistent and predictable
    • staff do things in mostly the same way in daily routines (these are the activities that all children do everyday like eating, getting dressed, lining up to go outside, and more.) so the children know what to expect and what is expected of them
    • staff follow-through on what they say they were going to do
    • staff say what they mean and mean what they say so children can trust that what they expect is going to happen is what actually happens
  • setting up rooms that are organized and calm with minimal clutter and making sure that the environment will not overstimulate children
    • if music is kept on during indoor activities, the volume should be kept below speaking level so it does not overwhelm children (unless it’s a dedicated music activity). Minimizing extra noise is important because children need to hear the language being spoken around them to learn language. Also, when children can’t hear one another, this can cause misunderstandings and frustration
  • using language that children can understand and making sure to do a lot of labelling and commenting on what children are doing and what is going on. Labelling and commenting don’t put pressure on children like what can sometimes happen when children are being asked a lot of questions
    • instead of saying “what are you doing, Keely?”, staff can say “you’re putting your toys away” and “you’re cleaning up”
  • using language that is simple and clear when explaining the rules and boundaries about a game or activity and prioritizing the rules to keep the number of rules low; children cannot remember things as well as adults
  • modelling how to share things and take turns; for example:
    • staff can set up a puzzle so that two children have to take turns putting the pieces into the puzzle
    • staff can say things like “it’s Isobel’s turn…now it’s Evelyn’s turn…now it’s my turn”
  • avoiding saying “no” when there’s a good alternative and no one is in immediate danger; for example:
    • instead of saying “no climbing” staff can say “feet stay down”
    • instead of saying “no more crackers” staff can say “snack is all done”
  • giving children choices whenever possible. Providing a choice when it’s safe and appropriate to do so gives children a sense that they have some control (autonomy) over themselves and the world around them. Staff can say things like:
    • “Michelle, do you want juice or milk”? (for very young children saying “juice or milk” while holding the two things up works well)
    • “do you want me to help you or do you want to do it by yourself?”
    • “we have apples and bananas – which one do you want?”
  • telling the children when a change or transition is about to happen; for example, staff can say:
    • “after we finish our snack, we’re going to have circle time”
    • “five more minutes and then playtime is finished”
  • not making sarcastic remarks – young children do not understand sarcasm so they take what adults say at face-value
  • helping children to recognize, talk about and manage their feelings and helping children to learn to control their behaviours (self-regulate)
  • staff modelling self-regulation for children by controlling their own behaviours, labelling their feelings, not raising their voice, staying calm and speaking and acting kindly with one another; children pick up a lot by copying what adults are doing and saying
  • noticing and praising the positive things children do and not paying much attention to the negative things
  • accepting that accidents are part of typical development; for instance, a toddler spilling a cup of water is expected and normal

Licensees and their staff need to remember that sometimes the way that things are done at the centre differs from the way things are done at a child’s own home, which can be frustrating or confusing for children. It is important to recognize as well that how parents manage their children’s feeding, crying, sleep and behaviour varies and this variation may be due to a variety of factors, including cultural norms.

How Does Learning Happen? Ontario’s Pedagogy for the Early Years provides information on ways adults can engage in positive, responsive interactions and why this is critical for children’s overall learning, development, health and well-being.

Tip

While not all staff in a child care centre are early childhood educators, everyone can access the College of Early Childhood Educators’ Practice guideline: supporting positive interactions with children.

Cross-reference: the regulation requires licensees to have and implement policies and procedures about staff training and development for all staff in a centre. See subsection 58(1) and section 6.1.

Compliance Indicators

  • None of the following practices are observed in the program:
    • corporal punishment (which may include but is not limited to, hitting, spanking, slapping, pinching)
    • physical restraint of children, including but not limited to confining to high chair, car seat and more. for discipline or in lieu of supervision unless for the purposes described in the regulation (to prevent self-harm, harm to others and only until risk of harm/injury is no longer imminent)
    • locking the exits of the child care centre for the purpose of confining the child, or confining the area or room without adult supervision, unless such confinement occurs during an emergency
    • use of harsh, degrading, measures or threats or derogatory language directed at or used in the presence of a child that would humiliate, share or frighten the child or undermine their self-respect, dignity or self-worth
    • depriving the child of basic needs including food, drink, shelter, sleep, toilet use, clothing or bedding; or
    • inflicting any bodily harm on children including making children eat or drink against their will

And

  • Staff confirm that these practices are not allowed and do not occur in the program

Part 7.9 Program Statement Policy and Procedures

Ontario Regulation 137/15 ss. 49

Intent

Section 49 is in place to ensure that everyone in a child care centre knows what they need to do to implement the approaches to meeting the goals related to the 11 actions in 46(3)(a) through (k) and what they are never allowed to do (prohibited practices).

Clarifying guidance

The licensee must develop policies and procedures with respect to the implementation of the program statement.

Licensees must also document what action they will take if a staff, volunteer or student does not follow (contravenes) the policies and procedures or does not act in a way that aligns with the program statement. This includes what actions the licensee will take if an individual commits a prohibited practice.

Best practices

Program Statement Implementation Policy

A program statement implementation policy requires that all staff, students and volunteers are aware of the expectations set out by the licensee. The expectations should outline how staff, students and volunteers are to implement the approaches in the program statement, what the prohibited practices are and how the licensee will deal with a contravention of the program statement and/or a commission of a prohibited practice.

The program statement implementation policy should be developed in a manner that responds to the needs of staff, students and volunteers and provides them with the information they need to perform their work in the program. There is no set requirement for the length or format of the policy.

Expectations for Implementation of the Approaches

There are different ways that licensees can talk about how the approaches in program statement will be implemented. The description of how approaches will be implemented can be:

  • Very detailed: The licensee’s policy speaks to how each of the 11 approaches for the 11 goals in 46(3) (a-k) will be implemented
  • Less detailed: The licensee’s policy doesn’t speak to implementing all 11 approaches but instead there’s a broader, more general description of the implementation expectations across all 11 approaches

The licensee should consider how staff, students and volunteers will be engaged and supported in putting these goals and approaches into practice (in other words, implementing them). Making sure everyone in the centre understands what they need to do and do well requires taking the time to talk about the program statement approaches. This type of training can take different forms including:

  • discussing the expectations at team meetings so staff can ask questions
  • peer coaching and mentoring
  • regular professional learning sessions
  • a staff pedagogical leader who provides ongoing professional support and training for all individuals
  • inviting guest speakers to talk to the staff, volunteers and students
  • orientation materials for new employees, students and volunteers include easy-to-understand descriptions and instructions about the centre’s program statement and how approaches to meeting the 11 goals in the program statement need to be carried out

The licensee may choose to also identify unacceptable actions or practices that may contravene the program statement (for example, a centre can prohibit the use of “time out”). If the licensee’s policy talks about what is an unacceptable action or practice, it must also talk about what happens if someone if the centre does something that is unacceptable (in other words, the person contravenes the centre’s policy).

Prohibited Practices

The licensee is required to list all prohibited practices set out in section 48 of the Ontario Regulation 137/15 in the policy.

Important information

If a prohibited practice is observed, the individual who has observed the incident should consider whether they are required to make the report to a children’s aid society. For more information on the Child, Youth and Family Services Act, 2017 and the duty to report, see Reporting Child Abuse and Neglect: It’s Your Duty. Any allegation of neglect/abuse is a serious occurrence so the regulatory requirements around serious occurrences need to be met.

It is also important to note that registered early childhood educators (RECEs) are subject to the College of Early Childhood Educators’ Code of Ethics and Standards of Practice as well as all applicable legislation, regulations, by-laws and policies that are relevant to their professional practice.

Measures for Dealing with Contraventions

Spelling out the measures (these are the ways to deal with a contravention that has happened) that a licensee will take if someone in the centre does something that contravenes the centre’s program statement or does something listed is section 48 makes it clear to everyone in the centre that contraventions are very serious and that they have consequences.

There are various ways the licensee can choose to deal with a contravention of the program statement and/or if someone committed a prohibited practice. Consideration should first be given to identify the reason for the contravention:

  • Does the individual fully understand the requirements?
  • Was orientation provided for new staff, volunteer or student enough for them to fully understand the requirements?

In developing the measures, the licensee should consider the severity of an incident and whether it was a repeated behaviour. In cases where staff are not immediately dismissed from their employment with the child care program, licensees are to think about what can be done to make sure the individual doesn’t commit a contravention again. For example, the licensee could require the person to:

  • be mentored by a peer
  • do a direct review of the policies and procedures with the centre’s supervisor
  • complete additional training

With respect to a person committing a prohibited practice, the policy should set out a series of progressively stronger measures which take into account and are proportionate to things like the severity of the contravention and whether the person has done contraventions previously.

Licensees are subject to employment laws and may wish to consult with a lawyer in relation to dealing with a staff member who has committed a prohibited practice.

Compliance Indicators

  • There are written policies and procedures that identify how staff, volunteers or students will implement the program statement

And

  • The written policies identify the prohibited practices set out in section 48

And

  • The written policies set out the measures the licensee will use to deal with a contravention of the policies and the use of a prohibited practice

Part 7.10 Safe Arrival and Dismissal policy

Ontario Regulation 137/15 ss. 50

Intent

Section 50 is in place to safeguard children by ensuring licensees are prepared to effectively respond to unexpected situations where children fail to arrive at their child care program or are not picked up.

Clarifying guidance

The requirements in section 50 apply to all licensed child care programs, both centre and home-based (not including in-home services), regardless of how long the program runs each day. The requirements also apply to all children, regardless of age.

Cross-references:

Licensees’ policies related to safe arrival and dismissal must be implemented and monitored for compliance and contraventions. See section 6.1.

Safe arrival and dismissal policies are not required when children are receiving in-home services child care. See section 6.0.1.

Licensees must include their safe arrival and dismissal policies in their parent handbook. See clause c.1 of subsection 45(1).

If a parent has provided written permission to release their child from their child care program at a specified time without supervision, this written permission must be included in the child’s record. See paragraph 5 of subsection 72(1).

Compliance Indicators

  • The licensee has a policy respecting safe arrival and dismissal of children that includes the information listed in s. 50 (a) and (b).

And

  • It is observed or the licensee verbally confirms that the safe arrival and dismissal policy is implemented at the child care centre or each home child care premises.

And

  • A copy of the safe arrival and dismissal policy is included in the parent handbook.
  • Where it is observed, or the licensee verbally confirms that there are no children who have written permission signed by their parents to be released from the program on their own without supervision, the licensee has kept the names of persons to whom the child may be released in the children’s records.
  • Where it is observed, or the licensee verbally confirms that there are children who have written permission signed by their parents to be released from the program on their own without supervision, there is written evidence of compliance (i.e., written permission signed by parents) in addition to the names of persons to whom the child may be released in the children’s files.

Part 7.11 Individualized Support Plans and Inclusive Programs

Ontario Regulation 137/15 ss. 52

Intent

Section 39.1 is in place so there is a clear plan to support children with special needs when they are at the centre, including maximizing their inclusion in all activities in the child care centre.

Clarifying guidance

The regulation includes a definition of a child with special needs (see subsection 1(1)). A child with special needs means a child whose cognitive, physical, social, emotional or communicative needs, or whose needs relating to overall development, are of such a nature that additional supports are required for the child.

When developing an individualized support plan for a child with special needs, the licensee needs to talk about the plan with:

  • the parent of the child
  • the child (if the child is old enough to understand what is being talked about and can express their own thoughts)
  • any regulated health professional (such as an occupational therapist, speech-language pathologist, and more.)
  • other people who provide supports to the child as part of their job and who can help to make sure the plan for the child is one that will work well. These professionals could be resource consultants, service coordinators, and more

Important information: Licensees should ask parents if their child has any support needs before the child starts attending the child care centre and discuss the benefits of having an individualized plan with the parents. Individualized plans for children with special needs can only be made and implemented if a parent(s) agrees to this, preferably in writing.

Resource consultants who are not employees of the licensee can only provide services/supports directly to the child in the centre or in respect of the child (so indirectly, like telling staff how to modify a toy for a child) if the parents agree to this, preferably in writing.

Staff in child care centres are not to call in or make referrals to any specialized or health services or supports for a child, unless the parents have agreed to this, preferably in writing.

Licensees are required to maintain the confidentiality of a child’s medical history including any diagnoses. Sensitive or confidential personal health information and detailed reports from doctors or other health professionals should only be included in the individualized plan for the child if the information is necessary to implement the child’s individualized plan and the parents agree (consent) to this in writing.

Support persons hired by parents

Where a parent chooses to hire an individual to support their child while receiving child care at the child care centre/program, the child’s individualized support plan must also include information pertaining to the support this individual will be providing to the child, including whether the parent has provided consent for the individual to be left alone with the child.

Best practices

Inclusion means all children can participate in an active and meaningful way when at the child care centre. When a centre’s programming is carefully planned to support the diverse needs of every child, all children can participate (sometimes with modifications or adaptations).

In high-quality, inclusive child care programs, all children and their families are welcomed and honoured by the programs. Inclusive programs are ones that support the development of all children by reducing barriers and focus on making caring and responsive relationships in safe, nurturing environments.

All children benefit from participating in inclusive programs where they can learn from one another and experience a sense of belonging.

Inclusion as a concept and a process involves:

  • Inclusive beliefs, values, and attitudes
  • Inclusive practices and behaviours
  • Inclusive, enabling environments designed for all children
  • Inclusive policies

The goals and approaches in HDLH can help programs as they plan activities and plan the learning environment so that all children can participate in a meaningful way. HDLH sets out a view of the child as competent and capable, curious and rich in potential. With this view in mind, programs can easily focus on the strengths of a child and use these strengths to help the child work on other skills that may be behind.

A child being physically present in the child care centre is not inclusion. Just being there in the room is not enough to help the child learn, make friends and develop their skills. Inclusion is about a child with special needs really participating, connecting with others, building relationships and contributing to what is going on in the centre. To make sure this happens well and happens consistently, licensees and staff need to carefully plan what programming and activities will look like every day. Staff may have to figure out how they can do things differently or communicate things in a different way so that a child with special needs can join the other children in whatever is going on.

Pedagogical documentation can help staff continue to learn about each child’s unique abilities, characteristics and growth. This documentation can be shared with parents and other professionals to gain a deeper understanding of the child. Pedagogical documentation can also provide information that can help programs to create environments and experiences that best support the learning and development of each child.

How Does Learning Happen? Ontario’s Pedagogy for the Early Years provides information on ways adults can include all children, including those with special needs, into the program’s activities and daily routines.

Cross-references:

The regulation requires centres to have a program statement and that the program statement reflects a view of children as being competent, capable, curious and rich in potential. Subsection 49(1) and subsection 49(2)

The regulation requires centres to have a program statement which includes goals and approaches around how the centre “plans for and creates positive learning environments and experiences in which each child’s learning and development will be supported and which is inclusive of all children, including children with individualized plans”. See clause 46(3)(f)

The regulation requires written policies and procedures that explain the expectations for how centre staff, volunteers or students must implement the approaches in the centre’s program statement. See section 49

Compliance Indicators

  • The licensee has developed an up-to-date individualized support plan for each child with special needs that describes:
    • how the child care centre will support the child to function and participate while in the care of the centre. And (b) any supports or aids, or adaptations or other modifications to the physical, social and learning environment that are necessary to achieve clause (a) of subsection 52(1), where applicable. 
      And
    • instructions relating to the child’s use of the supports or aids referred to in clause (b) of subsection 52(1) or, if necessary, the child’s use of or interaction with the adapted or modified environment, where applicable.

Or

  • The licensee has adopted and completed customizable areas of the template provided by the Ministry
  • There is written evidence that confirms that the plan referred to in subsection (1) has been developed in consultation with a parent of the child, the child (if appropriate) and any regulated health professional or other person who works with the child

Or

  • The licensee verbally confirms that the plan referred to in subsection 52(1) has been developed in consultation with a parent of the child, the child (if appropriate) and any regulated health professional or other person who works with the child