Below is a list of things to consider when choosing an acceptable child development centre for your child. Click on a link to learn more about:

• types of questions to ask potential child development centres
• things to look for when visiting a centre.

If you are considering Emmanuel for your child, or if your child is already enrolled at Emmanuel, visit our Questions & Answers page for more information.

Types of Questions to Ask Potential Child Development Centres

A recent Federally-funded child care study found that staff wage level, staff levels of ECE-specific education and adult/child ratios were significant predictors of quality. When interviewing potential daycare facilities, ask these questions: 

• Is your centre licensed by the Ministry of Community and Social Services?
• How is the staff trained?
• Does the centre follow provincial guidelines for ratios? Are ratios compromised during teacher breaks, sleep time or outdoor play?
• What is the rate of staff changeover? How many years of experience (on average) do the teachers have?
• Is the program curriculum developmentally appropriate?
• How is the centre fiscally operated? Is it a for-profit or not-for-profit centre?
• How can parents participate?
• Can prospective parents drop in at any time?
• What types of snacks do you serve the children? (Ask to see their daily menus.)
• Are sanitary procedures in place?
• What happens if my child hurts himself?
• Do you have a policy and procedures manual?
• Can you provide references from parents who have had their child in your centre?
• How is discipline handled?

Things to Look for When Visiting a Potential Centre

When visiting a potential child development centre for your child, you need to make observations about the atmosphere, the staff, the way the children's rooms look, the curriculum, the learning materials, etc. To obtain information about an area quickly, click on one of the following links:

• the children's rooms
• the centre's physical layout, the facilities and the atmosphere
• things to look for with the learning tools and materials
• the centre's programming and curriculum
• the staff's conduct and attitudes
• the centre's policies or guidelines.

Children's Rooms

• Is the room arranged so that most activities are not interrupted and that there are learning centres organized for independent use by children?

• Are there furnishings for relaxation and comfort?

• Are displays child-related? Is the work of individual children predominant?

• Look at space and furnishings. Is there sufficient space for children, staff and furnishings? Is there natural light and ventilation? 

• Are provisions made for older children to extend art activities over several days?
• Is there sufficient space for gross motor play? Is the space organized so that different types of activities do not interfere with one another? Is there a variety of play surfaces? Does the space have convenient features, such as easy accessibility to toilets, accessible storage for equipment, etc.

The Centre's Physical Layout, Facilities and Atmosphere

• Is there is a separate adult lounge area for staff?

• Is the sleep time space conducive to resting? Are the lights dimmed? Is there soft music playing? Is there sufficient supervision while the children sleep?

• Is the atmosphere friendly? Are children and parents greeted? When children arrive, are they helped to become involved? Are the children busily involved--are there periods of long waiting without activity?
• Are the peer interactions usually positive?
• Are materials used to support and extend themes and activities? Some computer software encourages activity.

Learning Tools and Materials

• Blocks are important and should be accessible for play for a substantial part of the day. Accessories should be cataloged and listed in curriculum plan.

• Is there a variety of gross motor equipment? Gross motor equipment stimulates skills on different levels. Tricycles with and without pedals, different sizes of balls, ladders for climbing, slides, etc. are available.
• Are new materials/experiences for free play changed on a weekly basis? Are the activities added with response to children's interest?
• Are materials that encourage children to communicate (puppets and flannel board pieces, toys, resources for dramatic play) accessible in a variety of interest centres? 
• Are fine motor materials well organized? Are materials on different levels of difficulty accessible?
• Are there sensory materials everywhere? Sand, water play, play dough, bubbles and soap are but a few examples. Sensory materials should be available inside and outside (during outside play).

Programming and Curriculum

• Are the parents encouraged to share family customs? Are many cultures represented in holiday celebrations?

• Creativity is encouraged with music activities (guests are invited to play instruments, exposure to different sounds).

• Daily activities used to promote math and numbers. Children are learning and counting while taking steps, using times to take turns, making charts to compare height.

• Inclusion of diversity is part of daily routines and play activities. Ethnic foods are part of meals/snacks, music tapes and songs from different cultures.
• If television viewing is offered, is it in a very limited fashion and not part of everyday programming?
• Every day events are used as a basis for learning about nature and scenery. Talking about the weather, observing insects and birds, seasonal discussions, blowing bubbles, etc.
• A balance is maintained between a child's need to explore independently and staff input into learning.
• There is a smooth transition between daily events. Variation is selected to meet individual needs (for example, a story time for a child with a short attention span; child working on project allowed to continue past scheduled time).
• Individual expression in use of art materials. Projects that follow an example are seldom used; children's work is valued and individual.
• Dramatic play is clearly defined with space to play and organize storage. There are a variety of themes. Props are provided to represent a variety of themes.

Staff Conduct and Attitudes

• Does the staff engage in educational interaction with small groups and individual children?
• Staff react consistently to children's behaviour and staff actively monitor children in solving conflicts and problems.
• It is apparent that staff enjoy being with the children. Staff show respect for children (listen attentively, make eye contact and interact at eye level).
• The staff encourages the children to reason throughout the day, using actual events as a basis for concept development. Children are encouraged to talk through or explain their reasoning when solving problems.
• Do teachers link children's spoken communication with written language (for example, do they write down what children dictate to them and read it back to them). Do they help them write notes to parents?

The Centre's Policies or Guidelines

• Do the menus and snacks follow Canada's food guidelines? Is meal time a pleasant and social time. Do the staff engage children to talk about key events?

• Does the centre have a Sanitary Procedures policy which relates to protocol that keeps the environment clean and in good repair? Are children are taught to manage health practices independently?

• Does the centre have a Safety policy? Is there is a proper ratio of supervision in force at all times? Do teachers actively supervise playground and classroom activities? Are the play areas organized to avoid safety problems?
• Does the centre have a Behaviour Management policy?
• Are fire drills executed on a monthly basis?

• Are parents asked for an evaluation of the program annually?
• Are parents are referred to other professionals when needed? Can parents volunteer in decision making roles on programming with staff?
• And lastly, how does the school make you feel? Do you feel welcome and comfortable? Is there a 'happiness' around the centre? How are the staff relating to each other?