Our program is based on emergent curriculum which pertains to a method of planning based on observing and documenting children at play, because we believe that children learn best through play.


At Jump’n Jellybeans Daycare Centre, educators use three sources of knowledge to plan for our developmentally appropriate program:


• First, knowledge about child development which is a general prediction for the progress of an age group.

This will help educators understand the child’s learning process so they can create a learning environment that is challenging and achievable for children.

• Second, knowledge of each individual child, his/her strengths, weaknesses and interests. This knowledge is important for our planning because children are unique and have different levels of understanding and special sets of skills. Educators use this knowledge for planning to create an inclusive environment and to allow them to approach individual children and help them develop better awareness of their abilities and interests.

• Third, knowledge of the social and cultural context of each child. This is important for planning because some learning experiences may be meaningful for one child, but irrelevant for another depending on his/her cultural background.


This knowledge is the foundation of Jump’n Jellybeans Daycare Centre’s emergent curriculum. Our educators work as facilitators, guiders and supporters.


Our program will meet every child’s physical, social, intellectual, creative and emotional needs by:

1. Motivating children to engage in the variety of planned activities using different learning centers provided in each of our rooms. Each learning center will provide children with various textures and toys that are displayed on open, low shelving.

2. Providing daily adequate, nutritional meals and snacks.

3. Supporting children’s ideas and efforts when giving opportunities for one-on-one quality time and encouraging small group activities.

4. Practicing respectful, positive behavior towards others and properties.

5. Taking the children out for weekly walks or planned field trips to discover new, emerging interests.

6. Encouraging children to participate in problem-solving/turn-taking games.

7. Having fewer teacher directed and more child-lead activities.

8. Providing open-ended art materials to invite creative participation.

9. Using conflicts between children as opportunities for learning problem solving.

10. Giving children choices and opportunities to make decisions and be active participants.