Mission

Job Opportunities

SEafield Day


Nursery

Career Opportunities

We are always looking for qualified teachers. Please forward your resume to seafielddaynursery@rogers.com.

At Seafield Day Nursery we believe your child should feel safe and secure with us.  We provide a happy and nurturing atmosphere where your child can learn and grow. We offer a learning program that is consistent with Ministry of Education policies, pedagogy and curriculum.  Some of the Ministry documents we reference in our program include: How does Learning Happen? Ontario Pedagogy for the Early Years and Early learning for Every Child Today.  We believe that our program should be organized on four foundations that are fundamental to a child’s learning and growth:  belonging, well-being, engagement and expression.

Seafield Day Nursery offers a child centered Early Childhood Education program in a warm and nurturing home-like environment.  Thus an integral part of our success is in building positive and responsive relationships with our families and engaging them by valuing their strengths, contributions and unique perspectives. This gives the child a sense of belonging.

We feel that a child’s initiative comes from within themselves and that they like to learn things in which they have invested an interest.   We also feel that children have individual styles and different levels of learning.  Therefore, one of our strongest commitments is to provide an individualized and challenging program that will accommodate the many different interests, levels and learning styles.  Our program cultivates a child’s healthy development and supports their growing sense of self.  This develops the child’s well-being.

We are here to provide support and understanding at every developmental stage of your child by focusing on their social, emotional, physical, creative and cognitive development in a holistic way.  Our environment is designed to help children learn through exploration, play and inquiry allowing them to experiment, imagine while learning and using their problem solving skills.  This gives the child engagement.

At Seafield, children will be encouraged to develop self-discipline and independence through our daily routines, leading to good habits in their future at school.  By fostering a child’s capability to communicate and articulate him or herself in many different ways we give the child the skill of expression.  He or she will become a capable communicator leading to successes in the real world.

At Seafield Day Nursery we see children as competent, capable, curious and rich in potential.  We recognize that amongst the uniqueness of each child, there are varying levels of abilities, personal interests and goals.  Thus the program is designed to encourage children to be inquisitive, try new things, explore new ideas and broaden their horizons.   Implementing the ELECT (Early Learning for Every Child Today) allows the teachers, the children and their families to be directly involved in the programming.  The children’s interests are very valuable when it comes to learning as we know that children learn best when they are engaged and focused on something that is of significance to them.  We offer a rich variety of learning experiences and activities daily that include:


  • Drama, music, dance, yoga

  • Creative arts/visual arts

  • Language and literacy

  • Nature, Science and Technology

  • Construction and Design

  • Active outdoor play

  • School readiness skills


All of our programming allows for the children to interact, communicate in a positive manner and gives them a sense of competency, where they will say “I can do better”.   We believe that connecting with children and building a trusting relationship with them will take away the need to correct negative behaviours.  Our programming will also allow the child to initiate the experiences while having the teachers there as support and as respondents. 

Our playing to learn curriculum has had us rethinking approaches to planning.  We prepare the environment to foster and be conducive to learning.  We build on children’s questions, ideas, theories observed in play.  We make decisions based on discussions amongst our team about possibility for deeper exploration while inviting others perspectives in planning our programming, ie. Children, parents and outside agencies.

Seafield Day Nursery’s programs strive to create a rich learning environment for children to reach their full potential by aligning our goals with those set out in the Ministry of Education’s How does Learning Happen? , a resource developed by the Ministry of Education to promote a shared understanding of what children need and what can be done to help them develop and thrive.

 

Health, Safety and Nutrition

As a licensed child care establishment, Seafield Day Nursery meets and exceeds all health and safety requirements of the CCEYA (Child Care Early Years Act), Public Health and City of Toronto Quality Assurance.  Information with respect to our program, policies and menus are posted in each and every classroom.  Parents are encouraged to inquire at the office for copies, while all are accessible through our website www. seafielddaynursery.com .  Our menus have been reviewed by a qualified registered dietician and contain all the necessary Canada Food Guide portions.  Our menus are both nutritious and appealing to the children.  Our exceptional standards of food preparation are apparent in the freshness of our food, which is prepared on premises daily by our Executive Chef who has met all the necessary standards of quality and food safety.  We accommodate for allergies, dietary and religious food requirements for all the children in our programs and continue to be a pork free and nut free environment.

Building Relationships with Children, Families and Community Partners

Our success as a child care center over the past 45 years has been in building a positive and cooperative relationship with our working partners.   Our teachers work together with parents in exchange of information about the children’s language, culture, interests and development thus making the children’s experiences at daycare much greater than what the teachers and parents alone could provide.  We value parent engagement in the area of child development as well as program development.  Opportunities such as open daily communication, quarterly evaluations, family events and newsletters allow for sharing of ideas and information.  Promoting a sense of belonging for both the children and their families within our program is a vital component to building positive relationships.  By creating positive interactions and collaborating with families it enables us to build confidence, allow for cooperation and partnership.  We are committed to working together with all of the community partners and agencies in order to provide the best care possible for our children and families. 

Positive Communication

Children are entitled to be given the opportunities to develop social skills which include positive communication, self expression and self regulation.  As competent individuals, children need to be participants in conflict resolution.  They need to have the skills to learn to problem solve on their own by coming up with ideas and solutions for any problem that arises. 

Self-regulation is an important part of positive communication.  It focuses on a child’s ability to deal with stress, remain calm and alert; an essential component to successful problem solving.  When children are focused, they can amend their emotions, pay attention to the situation at hand, ignore any other distractions, inhibit impulses and make the right decisions.  Understanding and realizing that there are consequences to actions, can assist in coming up with the right solution for the problem. 

We believe that each and every child should be permitted to develop a sense of responsibility, learn social skills, learn to problem solve for themselves and to learn about the importance of diversity and inclusion. We try to continuously improve our learning environment to help support children’s self regulation, and instil positive communication.

 

Diversity

Our learning environments are all inclusive and children of all abilities are welcome and accepted. While working with children with special needs teamwork is essential, and thus working closely with parents, other staff members, outside agencies and school enables us to ensure that the necessary support systems are in place and all resources are available to ensure that each child is successful in achieving their goal.

We strive to create an environment where everyone feels included by respecting the unique abilities of each child, by recognizing that each child has the same rights to learn, play and participate, strategize with our partners on how to make the best learning environment for each child, embrace the diversity of the children and their families within our program plans, respect the qualities of each child and family which include but not limited to culture, ethnicity, language, gender, religion, sexual orientation, socio-economic status, family environment.

 

Child Guidance

Seafield Day Nursery is dedicated to creating a rich and safe learning environment for the children, however at times, it is necessary to set limits and standards of what we believe is appropriate behaviour.  Our staff  members adhere to our Guidance Policies and Procedures while interaction with the children in our programs.  In addition, we prohibit certain practices which can put at risk the child’s safety and well being. Disciplinary actions will be taken including termination of employment.

Prohibited Practices

  • Corporal Punishment;


  • Physical restraint of a child, such as confining the child to a high chair, car seat, stroller or other device for the purposes of discipline or in lieu of supervision, unless the physical restraint is for the purpose of preventing a child from hurting himself, herself or someone else and is used only as a last resort and only until the risk of injury is no longer imminent;


  • Depriving a child of his/her basic needs, including food, shelter, clothing, bedding


  • Locking the exits of the child care center premises for the purpose of confining the child or confining the child in an area or room without adult supervision, unless such confinement occurs during an emergency and is required as part of the licensee's emergency management policies and procedures;


  • Using harsh or degrading measure or threats or use of derogatory language directed at or used in the presence of a child that can humiliate, shame or frighten the child or undermine his/her self-respect, dignity or self-worth;


  • Inflicting any bodily harm on children including making children eat or drink against their will.


 
Professional Learning

Seafield Day Nursery prides itself in hiring committed and highly qualified staff.  We look for qualities that lead to positive and empathetic attitudes towards children.  We value ourselves in our non discriminatory hiring practices and allow for opportunities for individuals from all backgrounds.  Staff members observe children and plan learning activities accordingly to allow for children’s development, creatively, intellectually, socially and physically.  Part of planning the learning activities involves creating a positive environment and experience and providing materials with which these activities can lead to deeper investigation and extend learning.

Staff members who are all Registered Early Childhood Educators, must participate in the ECE College Continuous Learning Program.  In addition, all staff have annual performance evaluations in which they set out goals for themselves and participate in formal professional learning throughout the year to attain those goals. We believe that professional growth occurs daily while our staff works hand in hand with the children, their families, the community, other staff members and most importantly through self reflection. 

Responsive and Knowledgeable Educators should possess the following attributes:


  • Have a nurturing and positive approach when supporting children’s ability to express their emotions and empathy.


  • Responding in an appropriate manner to meet every child’s and families individual needs, abilities.


  • Engaging children as educators of their own environment and guiding them within that environment


  • Invoking children’s creativity and thinking outside the box


  • Observe children at play and extend their play in a meaningful way


 

Child Care

Our Early Childhood Educators strive to include and promote the following in the daily programming of the classrooms:


  • Cultivate children’s sense of exploration, play and inquiry


  • Offer child-initiated (made through observations and documentation of children’s interests) and adult-supported or guided experiences


  • Give confidence to children in order to interact and communicate with peers in a positive manner and provide them with the skills to self-regulate


Our programs endeavour to deliver stimulating learning experiences, in a safe and nurturing environment.  Enhancing children’s social, intellectual, physical and emotional development transpires daily through the children’s routine and programming which includes indoor and outdoor play, active play, rest and quiet time.  Child initiated and adult supported approach to learning allows the child to take the lead and focus on his or her own interests through play, which is the foundation to our curriculum.  Quality child care allows children to thrive in all areas of development in supportive, caring and responsive relationships with their educators who make the effort to focus on their health, safety, nutrition and well being.

We believe that quality child care is a shared responsibility between, parents, educators, and the community. 

Documentation, Observation and Reviewing our Programming

As mentioned before, our staff document observations of children in their program and utilize this valuable information for the purpose of developing a stimulating and child interest oriented program plan.  When children are engaged in activities that are interesting to them, there is a noticeable reduction in negative or unwanted behaviour.  This form of positive stimulation has led us from documenting a child’s behaviour towards documenting their experiences instead.

We also have discovered that documenting can allow us to reflect on the experiences the children have had and what they have learned in a more concrete way.  Allow the children to be active partners in planning what they learn and in turn involving parents to include their own input on their children’s experiences.  Children’s interests may not change day to day and so staff members may simply extend learning of children’s interests by adding various items to the program plan or presenting the same interest in a new and exciting way for the children to learn and play.

The combination of continued professional learning for our Registered Early Childhood Educators, and attending workshops of their choosing to meet the goals they have set for themselves in their annual evaluations allow the opportunity for self reflection, improvement and expansion of ideas and strategies.

Quality

45 years of providing childcare services to this community has assisted us in developing a record of quality which includes:


  • Happy, excited to learn and involved children

  • Staff who are nurturing, supportive, experienced and highly qualified

  • Clean and safe environment

  • Equipment and toys in good repair

  • Nutritionally balanced menu and fresh food preparation on site

  • Sufficient play and creative materials

  • Age appropriate playgrounds that meet and exceed safety standards
  • Parents feel welcome and open communication is encouraged