About Us

A positive start to your child’s future….

Glen Abbey Child Care & Montessori is committed to redefining the standards of quality childcare by recognizing the connection between emotional well-being and social and cognitive development and the importance of focusing on these areas holistically through positive, responsive relationships with children and their families.

Caring and nurturing for a child is considered a sacred responsibility and hence, extreme diligence and dedication is put into delivering our services by valuing children as individuals and as active and competent contributors with their own interests and points of view. We believe in providing environment and experiences for children to explore ideas, investigate their theories, and interact with others in play.

Understanding the significance of the inextricable link between the family and the well being of a child, we encourage active involvement and interaction from parents. We believe in developing close bonds not just with the child, but with the whole family.

Glen Abbey Child Care & Montessori is dedicated to providing parents with reliable, flexible and enriched superior quality child care solutions hence any participation from you will be obtained in an environment of affectivity so we as partners can foster similar goals and ultimately make childcare a very rewarding and positive experience for our children.

It is our belief that our unanimous effort to establish positive relationships with children and in ensuring the welfare of our child will instil in them a sense of security, a positive hope and a sense of belonging that will strengthen their confidence and self esteem and aid in creating a strong foundation for them to grow into a healthy and happy human being. As educators, as family members, as policy makers, or as administrators, we all know that the stronger our partnerships and the deeper and more valuable our connections, the greater the benefit.

Our Philosophy

  • Establish positive, responsive interactive relationship among children, parents and educators and offer a warm and caring environment, which allows children to learn through purposeful play. Experts recognize that play and academic work are not distinct categories for young children: creating, doing, and learning are inextricably linked.
  • Provide inclusive learning environments and experiences that encourage exploration, inquiry, and investigate their theories, and interact with others in play; when children are engaged in purposeful play, they are discovering, creating, improvising, and expanding their learning.
  • Value children as individuals and as active and competent contributors with their own interests and points of view; viewing children as active participants in their own development and learning allows educators to move beyond preconceived expectations about what children should be learning, and focus on what they are learning.
  • Recognize the connection between emotional well-being and social and cognitive development and the importance of focusing on these areas holistically.
  • Engage with families and support each child within the context of his or her family, recognizing that family and child well-being are inextricably linked; children learn best in an environment that focuses on relationships and healthy development cannot happen without good relationships and there is perhaps no relationship that holds greater responsibility or reward then the relationships we develop with children and their families.
  • Be reflective and intentional about building and achieving effective parent-provider relationships through good communication. As educators, as family members, as policy makers, or as administrators, we all know that the stronger our partnerships and the deeper and more valuable our connections, the greater the benefit. As child care professionals, when we become true collaborators in children’s care and learning, children benefit exponentially.

Goals and Objectives

  • Promote the health, safety, nutrition and well-being of the children.
  • Cultivate authentic, caring relationships and connections to create a sense of belonging among and between children, adults, and the world around them.
  • Establish and support positive and responsive interactive relationship among the children, parents, and staff to foster the engagement of and ongoing communication with parents about the program and their children
  • Encourage children to interact and communicate in a positive way and support their ability to self-regulate by providing learning environments and experiences to engage them in active, creative, and meaningful play, exploration, and inquiry.
  • Plan for and create positive child-initiated and adult-supported learning environments and experiences in which each child’s learning and development will be supported
  • 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
  • Involve local community partners to identify and provide ongoing opportunities for educators to engage in critical reflection and discussion with others about pedagogy and practice to support continuous professional learning and growth.
  • Planning and creating environments as a “third teacher”
  • Using pedagogical documentation as a means to value, discuss, and make learning visible
  • Participating in ongoing reflective practice and collaborative inquiry with others.
  • Promote the health, safety, nutrition and well-being of the children;

Our Teachers and Staff

 

Glen Abbey Child Care & Montessori’s Programs ensures fair and equitable employment practices for all employees. It is the centre’s policy to recruit and retain the most qualified employees for all positions while providing equal opportunity. The centre agrees that there shall be no discrimination in the hiring, training, upgrading, promotion, transfer, layoff, discharge, discipline or otherwise, of employees because of race, sex, creed, religion, colour, age or nation of origin. In order to maintain a high quality of staff, performance appraisals are conducted on a quarterly basis to acknowledge strengths and top quality performance and to identify goals and action plans. The centre understands the benefits of professional development and continued education and therefore encourages and supports opportunities for staff to develop, grow, and learn through workshops, conferences, courses and seminars. The centre also observes the provisions of the Ontario Human Rights Code and the Canadian Bill of Rights.

Our teachers are certified Registered Early Childhood Educators with a member in good standing with the College of Early Childhood Educators and hold a current certification in First Aid and CPR-C.

Our staff adheres and complies to a number of internal policies and procedures, as well as Ministry, health and fire regulations. We continue to strive for excellence in all our programs, and regular evaluation of policies and procedures ensures our that our staff are knowledgeable and prepared to handle any situation thereby ensuring consistent high quality care for your children.

Glen Abbey Childcare & Montessori Centre also adheres to the Staff Screening Measures and Criminal Reference Checks as necessitated by the CCEYA Act. Teachers and staff are required to pass a Vulnerable Sector Criminal Reference Check through their Regional Police services prior to beginning at Glen Abbey Child Care & Montessori.

Our staff members are carefully chosen and have appropriate educational background and experiences to ensure quality care and understanding of child development. They have personal qualities of friendliness, warmth, and the ability to relate openly to children and adults. Our staff are dedicated to the needs of the children, the concerns of the parents and the high expectations of Glen Abbey Childcare & Montessori Centre.

Program and Activities

Various programs are incorporated into the Centre’s daily curriculum, using Activity Centers, Creative Arts, Blocks, Manipulative, Dramatic Play, Books, Puzzles, Music and Rhythm, Science, and Reading Readiness.

Each month we provide families with a newsletter and a calendar outlining activities the children will be involved in for the coming month. This calendar will also be clearly posted near each classroom. A planned development program is designed around weekly themes. Areas covered include creative/art, science, dramatic play, cognitive, gross motor, sensory, music, drama and social emotional. The program is based on age appropriate goals to aid in development of communication skills, social skills, organization, the ability to problem solve, as well as fine and gross motor skills. Parents/guardians are always encouraged to discuss their child’s development with the teachers.

List of Programs Offered at Glen Abbey Child Care & Montessori
Toddler Care –              18 month to 30 months of age
CASA Montessori –     30 month to 5 years
Preschool –                   30 month to 5 years
School Age –                 JK/SK to 12 years of age

Camps
Halton District School Boad PA Days
Winter Break
March Break
Summer Camp

Centre Hours
Monday to Friday 6:45 AM to 6:00 PM

 

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