1. Program Vision and Philosophy Why is early childhood development important? How do you view the child? What is your image of the child? Early childhood development is important because it is the foundation for a child's future success in life. It is important to provide children with the opportunity to develop physically, cognitively, emotionally, and socially in order to set them up for success later in life. (OMEd. 2014b). We view the child as a whole person with unique needs and strengths. We believe that every child is unique and has their own individual needs and strengths. We view the child as a whole person, and it is our job as early childhood educators to support them in all areas of their development. We believe that all children have the potential to grow and learn, and it is our responsibility to provide them with the resources and opportunities they need to reach their full potential. (OMEd, 2014b). 2. Program Goals and Pedagogical Approaches Our program strives to create an environment of respect, trust, and collaboration between educators, children, and families, empower children to develop their own sense of self-identity. self-expression, and self-confidence and create a learning environment that encourages exploration, inquiry, and active learning, by providing the necessary resources and support that is conducive to the development of these skills (QME, 2014b). The educator must think about the best way to accomplish the program's objectives when putting it into practice. The pedagogical strategies stated by the Ontario Ministry of Education in How Does Learning Happen? must be taken into account (OMEd, 2014b). The following will go over how program goals can be met by utilizing the pedagogical philosophies of Emergent Curriculum, Intentional Teaching, and Documentation of Learning. An emergent curriculum is a method that enables teachers to address the needs and interests of the students they work with (QMEd. 2014b). Using this strategy, program objectives can be met by providing children with activities that are catered to their wants and needs. For instance, an emergent curriculum approach could be utilized to provide activities based on the environmental interests and needs of the children if the program's purpose is to educate children about the environment. An educator may observe the children, find out about their environmental interests from them, and then design lessons and experiences around those interests. The Ontario Ministry of Education's Full Day Kindergarten curriculum approach, frameworks, and models are consistent with our philosophy of offering an all-encompassing approach to early childhood education by putting the needs of the whole child first. This model offers a comprehensive approach to curriculum design that incorporates instruction in language, math, science, and technology, as well as social studies, the arts, physical education, and health and wellbeing. This method will enable us to create a program that accommodates all children's needs, regardless of their aptitudes or areas of interest. We will be able to offer a well-rounded approach to learning that involves the development of cognitive, social, emotional, and physical skills through the application of this model. The model also offers a nurturing learning environment that fosters children's sense of independence and self-assurance. Overall, the frameworks, models, and curriculum approach will assist us in achieving the program objectives of offering an all-encompassing, holistic approach to early childhood education. We will be able to guarantee that children are receiving the finest education possible and are ready for their future academic and social success by focusing on the development of the whole child. (OME, 2014b) Play-based learning experiences and environments Our program values play. Play is important because it is a child's natural way of learning. Through play, children have the opportunity to explore, experiment, and make mistakes in a safe and supportive environment. Play also allows children to develop important social and emotional skills. (Dietze & Kashin, 2019). The Role of the Family The family should take an active role in the program because they are so important to their child's development and education. The ELECT manifesto states that families should be "active and equal participants in their children's learning and development" (QMEd, 2014a, p. 4). This means providing opportunities for parents and caregivers to learn useful information, as well as including the family in the program's daily activities and decision-making. For instance, the program might plan frequent parent-teacher meetings to discuss the child's development and provide parents with an opportunity to learn more and ask questions. The program may also include lectures and seminars on child development, parenting strategies, and nutrition for parents and caregivers. Teachers may build dependable relationships with families and lay a strong foundation for the learning process by giving children these opportunities. The Role of the Community Given how important the program is to a child's learning and development, the community ought to be intimately involved. The program "creates and fosters links with families and the community," (QMEd, 2014b, p. 2). This means giving the community participation in how the program is run and in decision-making processes, as well as providing the community with access to valuable and informative learning opportunities. For instance, the program might urge locals to share their skills, expertise, and resources while teaching the children about gardening or music. In order to promote camaraderie, the group may also plan community-wide events like movie nights, field trips, and other activities. By creating a sense of connection and understanding with the community, the program may enhance the child's educational experience.