A Typical Day at Creative Minds
|7:45-9:30||General Play and snacks|
|9:30-10:00||Song Games™ , Math and Yoga|
|10:00-11:00||Outside in the woods|
|11:00-11:30||Health Break (food, drink and reading)|
|11:30 – 12:30||IB Units of Inquiry|
|12:30-1:30||Lunch and General Play|
|1:30 – 2:30||Story time, 30 minutes of quiet rest (some nappers sleep longer)|
|3:00-4:00||Outside rain or shine at the playground (or in the school gym)|
|4:00-5:00||General Play + Clubs (Writing, French, Reading, Games with the SmartBoard, Science)|
|5:15-5:45||Remaining Children prepare for home|
At Creative Minds, our guidance objective is to help children acquire the skills they need to resolve conflicts in socially acceptable ways, to the child’s own satisfaction and without loss of pride. We want to facilitate children’s self-control, self-confidence, and self-discipline. We actively encourage children to share their feelings, thoughts, and needs. Teachers employ strategies that support a caring community of learners. Word choice, well-planned activities and consistently kind actions support children to become the best they can be.
Learn more about Creative Minds Guidance Policies.
International Baccalaureate Program
The International Baccalaureate Primary Years Programme (http://www.ibo.org/) is the framework for preschool through grade 5. It is built on best-practices and incorporates an inquiry model that allows children to create knowledge within big ideas. The PYP is organized around six major ideas and teachers create Units of Inquiry that integrate disciplines.
These areas of knowledge are formed around the following themes:
- Who we are
- Where are we in place and time
- How we express ourselves
- How the world works
- How we organize ourselves
- Sharing the planet
The inquiry is driven by eight concepts:
- FORM: What is it like?
- FUNCTION: How does it work?
- CAUSATION: Why is it like it is?
- CONNECTION: How is it related to other things?
- CHANGE: How is it changing?
- PERSPECTIVE: What are the points of view?
- REFLECTION: How do we know?
- RESPONSIBILITY: What is our responsibility?
Units of inquiry each take about eight weeks. They begin with an exploration of what the children already know. Next, the children generate questions, led by the teacher, who makes sure that the essential questions, written in the planner, are explored.
Creative Minds uses many of the 3000+ books we own to help the children explore the units of inquiry, the learner profile and the learner attributes.
Literature and Learning
A Literature-inspired approach to learning together is one of the pillars of the program. As children investigate the book’s themes, topics, characters and settings, they come to know themselves and the world in which they live. Specifically, books support children’s developing language that leads to a sense of empathy and the ability to describe their own emotions. The repeated exposure to story helps children share what they are learning, thinking and wondering about with others. Storying helps shape our lives and brings us closer toward understanding multiple perspectives and is an enjoyable part of the learning process.
Outdoor Play and Pacific Spirit Park
Children play outside, rain or shine, and have access to an undercover area, the playground, and the gym (in the afternoons). We play in the forest each morning.
Please make sure your child has:
- a raincoat
- warm weather gear
- waterproof hat
- extra clothes (since puddles are so much fun!)
Sound to Symbol
Sound-to-Symbol Praxis is based on the belief that singing in the form of social play enhances children’s learning and provides a context for attaining respectful, attentive, social behaviours.
Singing English is deceptively simple. It rests on the knowledge that the music of certain songs flow in confluence with spoken English. By learning songs such as “The More we Get Together” and “Circle Left, Duo Duo”, the children are given an acoustic ‘mantra’ which, when accompanied by the social play of the folk song-game, establishes an architecture of oral English and a social structure for contextualizing the meaning of the words.
Repeating the songs and games over time, while at the same time re-directing the auditory focus of the players and diversifying the focus of the games, provides the oral language structure for children for moving from sound to symbol, both iconic and written. Singing uses a different brain function and children with language delays often find singing enjoyable.
Careful and developmentally appropriate assessments of children’s abilities are completed on an ongoing basis. Assessment and evaluation takes place with the belief that children progress at their own rate and sequence. With parental permission we will take the proper steps if other professionals need to be contacted to help determine if an exhibited behaviour is in need of extended support.
“The variety of educational and fun activities at Creative Minds is great – but what I like best is the nurturing and constant attention the kids receive from the staff. They are greeted with smiles every day. I credit them with teaching my child social skills and preparing her for kindergarten. Their program introduces children to a vast array of knowledge through fun, games and interactive events. It is the best learning facility for early childhood development.”
– Creative Minds Parent