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
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.
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.
- 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.
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
- 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.
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
- 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.
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
- 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.
- Be sure you have
the child's attention.
- Give positive
directions that leave the child no chance to misinterpret what is
- 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
- 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.
- 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.
- 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