About Cook's

Cook's School Day Care Inc is a not-for-profit charitable organization licensed by the Ministry of Education.

Cook's School Day Care Inc. is comprised of three programs based out of two centres.

Cook's Child Care Program is located at 700 D'Arcy Street, Building 18, Unit 31
Cobourg, Ontario.

Victoria Park Child Care Centre is located at 172 Queen St., Cobourg, Ontario.

Cook's Home Child Care Agency is based out of the Victoria Park location.

Teaching Techniques

What we teach is not always apparent to the casual observer. We set the stage in order to guide the children unobtrusively. Routine restrictions are few because we avoid regimentation. However, through adult guidance and association with the other children, children are being prepared for self-control at a pace they can absorb.

The children become aware of their own worth, both as individuals and as part of a peer group. The children learn to respect the rights of others and to adhere to minor regulations and guidelines. We attempt to maintain an atmosphere which encourages independence, friendliness and creativity. The adults will guide and oversee the children's manipulation and enjoyment of the environment and activities while always being available to help when they are needed.

Setting the Stage

• Place the material where it is inviting for creative expression and cooperative play.
  
• Be ready to take the child's cue for new play, games, or activities.
  
• Neatly arrange the learning centres.
  
• Vary the arrangements from time to time.
  
• Never leave the children unsupervised, indoors or outdoors, for any reason.

Creating a Favourable Climate

• Tense children cannot participate freely. Help them to relax by showing that you are interested in them.
  
• Speak slowly, simply, and calmly. SMILE freely and position yourself at the child's eye level.
  
• Do not feel that you must be busy all of the time, but be constantly aware of what the children are doing. Be ready to step in when needed.
  
• Relax and enjoy yourself. We appreciate your involvement and contributions.

Setting Limits: Why and How

• Setting limits give the children the security of knowing that their strong emotions will not lead them to do things they may regret later. Children know an adult will take responsibility of stopping unacceptable behaviour until they are able to do so for themselves.
  
• Teach the child about safety, care of property, good health habits, and consideration for others.
  
• Allow the child to make as many decisions as possible within the necessary limits.
  
• Explain the rules in a clear and direct manner that can be easily understood by the child. Be sure the child is paying attention to what is being told to avoid having to repeat yourself. Be consistent, firm and fair.
  
• When intervention is necessary, enforce the rules in a positive, non-personal way.

Try to understand and define the reasons why a child is behaving in a disruptive manner (hitting, kicking, biting, throwing things, defying, etc.). When a child displays inappropriate behaviour, it may be caused by any of the following examples: fear, fatigue, anger, curiosity, insecurity, hunger, jealousy, loneliness, hyperactivity, over-stimulation, embarrassment, etc..

Children may also be "trying out" unsuitable behaviour because of the need to fight "controls" - normal at certain stages of development.

Handling Difficult Situations

In spite of the limits you set, difficult situations will arise.

• Remain alert to the total situation. Attempt to foresee and forestall trouble.
• Redirect an uncooperative child to another activity. Redirect the entire activity into a more wholesome direction if necessary.
  
• Allow children of comparable size and ability to work out their own solutions.
• Encourage the less assertive children to stand up for themselves. Encourage aggressive children to verbalize. Encourage all children to "use your words".
  
• Help children to understand one another's actions.
  
• Treat toilet accidents casually.
  
• Try to ignore improper language. Suggest the child use proper language and context.
  
• Do not allow children to hit you. Gently restrain the child and say, "I do not like to be hit".
  
• If one child requires too much adult attention, that child should be temporarily removed from the group. Do so gently without punitive action. Your purpose is to help the child bring his/her feelings under control.
  
• Unless health or safety is involved, it is sometimes best to do nothing except be available to offer guidance if needed.

Giving Directions

• Be sure you have the child's attention.
  
• Give positive directions that leave the child no chance to misinterpret what is being expected.
  
• Give a choice of options when possible. A child may respond in a more positive and desirable manner when he/she feels he/she has some control over the situation.
  
• Give advance warning of changes in activities.
  
• Never plead, threaten or strike the children.
  
• Invite participation - never force it.
  
• Direct or offer suggestions to the child who is having difficulty choosing a new activity.
  
• Use a calm tone of voice as much as possible. Get down to the child's level when interacting.

Professional Attitudes

• Never discuss a child when he/she is present.
  
• Never discuss a child when other children or parents are present.
  
• Never discuss one parent's handling of a situation with another parent or friends.
  
• Never discuss the children's files outside of the Program.

Program Planning

• Weekly themes should be considered at least one month in advance.
  
• Weekly program plans will be completed and submitted for review by the Supervisor at least by Wednesday of the week prior to implementation.
  
• The developmental levels of the children must be considered when program planning