Beyond learning daycare: Rates – Beyond Learning

Programs and Curriculum – Beyond Learning

Our centre is licensed to provide care to 61 children daily across 4 different programs:

25 Student Group Child Care Program – Children Ages 3 to 5 Years

16 Student Group Child Care Program – Children Ages 30 Months to 5 Years

12 Student Before and After School Care – School-Aged Children in Kindergarten to Grade 4

*8 Student Infant and Toddler Program – Children Ages 6 Months to 3 Years

*Enrollment for our Infant and Toddler program is currently waitlisted until sometime in 2025. To be added to this waitlist please e-mail [email protected] and follow the directions you receive in the automated response.

Literacy

Our Director and lead teacher has been trained in Hanen’s Literacy and Language Program. The children will begin learning letter recognition and phonics in a fun way that brings them all together the way language is meant to! Our “Letter of the week” and “Guessing Bag” activities are designed to facilitate early literacy in a way that gets everyone excited and involved – including your families!

Math

We love Math! We want your child to love it too! Our staff teach the early concepts of both math and science everyday as we believe they go hand in hand. Through fun planned activities and experiments your children will learn sorting, counting, matching, measuring, and much more!!

Art

We are so fortunate to be located in one of Kelowna’s newest community centre for the arts – The Forum! Our location was masterfully renovated with attention to art, natural beauty and aesthetics in every detail (floors, lighting, etc.). As the Forum community grows the children at Beyond Learning will have opportunities to experience various types of music, art, and artists honing their craft!

Music and Movement

Music enriches people’s lives. It evokes thought, emotion and often brings about movement! At Beyond Learning we want to share our love of music and movement with the children in our care! We will be offering specialty music classes on a regular basis and include music and creative movement into our programming whenever possible (circle time, transitions, music classes etc.) Variety is the spice of life! Come and Dance with us!

Physical Education

It is important for everyday health that we stay active and move. Children are busy and need many opportunities in the day to move! Balance, running, jumping, skipping, and hand eye co-ordination are just a few of the skills your child will learn during our weekly phys-ed classes.

Dramatic Play

Dream, Play and Pretend! Express yourself! These are things we want to encourage and nurture in every child! At Beyond Learning we believe that you can be anything! Dramatic play opens the doors to creativity. The children will have access to many open ended props and costumes during their play time and the teachers will change the dramatic play area to incorporate each month’s theme.

Nutrition

At Beyond Learning we know that Health and Nutrition go hand in hand. Our industrial kitchen is almost finished and we are excited to be currently serving two healthy snacks per day!! We believe that “fresh is best” and that It is important to our community to support local farmers markets. Our teacher’s understand the importance of modelling healthy habits and will model healthy food choices and hand washing routines during meal times at Beyond.

Nature

Children are our future. At Beyond Learning we have an appreciation for and love of nature. We will teach the children to nurture all things that live and grow around us. We wat them to become fascinated with the wonders that nature provides and respect our planet. We will go on regular community walks and discuss the things we see, we may pick up samples to study (fallen leaves, acorns, rocks etc.) and learn about the wide world around us and how we can preserve and protect it.

Family and Community

At Beyond Learning we are a family! We celebrate each other’s differences and want to connect with your family on a regular basis. We encourage community involvement and want to foster relationships and partnerships with our local business owners and community members. – It takes a village to raise a child.

*pre-elementary curriculum

FAQs – Beyond Learning

For your convenience, our most common customer questions are answered right here.

Not finding what you want? Reach out directly through our Contact Us page.

What programs/childcare-ages do you offer?

Our program descriptions can be found right here on this website! To learn more click here.

What are your program fees?

Our program fees can be found right here on this website! To learn more click here.

Do you accept subsidy?

A. Yes, we do accept subsidy – now known as the Affordable Child Care Benefit. To learn more about the Affordable Child Care Benefit in British Columbia and to find out if you qualify click here.

What is included in our monthly fees?

A: A morning and afternoon snack (note, the before and after school care program only provides an afternoon snack).

Do you have a waitlist, and how can I add my Child to it?

A. Yes we do have a waitlist and it costs you nothing to be added to it! Please call or email our centre to have your child added. Please note that wait times may vary depending on your need for part-time care or full-time care.

What are the hours the Daycare Centre will be open?

A: 7:30am to 5:30pm

How many children are allowed in the programs?

A: Our entire centre is licensed to care for 61 children daily across 4 different programs. That said, total enrollment varies by program. Individual program descriptions can be found right here on this website! To learn more click here.

What is your staff to child ratio?

A: 1 teacher for every 8 children enrolled (note, the before and after school care program’s ratio is 1 teacher for every 12 children).

What are the qualifications of the staff?

A: All of our fulltime and parttime childcare staff members have a valid criminal record check and current first aid. Our teachers will hold either a valid Early Childhood Educator (ECE) License to Practice in BC or an ECE Assistant License to Practice in BC. Any teachers brought in to teach speciality classes such as music, yoga etc. will also have a valid criminal record check as well as hold the appropriate training certificates in the area of their expertise.

Is there a parent group or parent activities?

A: We have different events and activities over the year where families will be invited to participate. We also offer a parents lounge onsite with wifi access. We encourage parents to enjoy this space during morning pick-up or afternoon drop-off and chat regularly with parents during this time. Beyond Learning is a family and community-centred centre. You can also find us on Facebook! (click here).

Will you ever go offsite of the 1317 Ethel St. Kelowna Centre?

A: Yes, we go on numerous fun and educational fieldtrips throughout the year. Parents are always welcomed and encouraged to join us!

Implementation of FGT in preschool educational institution

Implementation of FGT in preschool educational institution

“Federal state educational requirements” – the norms and regulations that are mandatory for the implementation of the main general educational program of preschool education by educational institutions.

“The main 4 directions of child development” are integral components of the content of preschool education: social and personal, cognitive and speech, physical, artistic and aesthetic development.

10 educational areas

“Educational area” is a structural and semantic unit of the content of preschool education, which determines the spheres of educational activity of children adequate to the preschool age.

Educational areas allocated in the FGT:

health, physical culture, socialization, work, safety, reading fiction, communication, knowledge, music, artistic creativity.

Along with the traditional areas, non-traditional areas are represented in the FGT, although their “non-traditional” nature is very conditional.

For example, the area “Safety” has been implemented in kindergartens for many years. “Artistic creativity” combines the traditional types of productive activities of children: application modeling, drawing, artistic design. The educational area “Communication” is not only and not so much the development of speech as the development of communication, including speech. In this case, the development of a dictionary, the education of ZKR, coherent speech, and grammatical structure are not ends in themselves, but means of developing communication skills.

The new FGT uses the most modern and complete typology of children’s activities. Each educational area is aimed at the development of any children’s activities. In each educational area, in addition to general developmental tasks, specific tasks of psychological and pedagogical work have been identified.

FGT establish a fundamentally different way of interaction and interconnection of the components of the main general educational programs of preschool education – based on the principle of integration of educational areas, which is an alternative to the subject principle. (fundamental principle – integration of educational areas)

In the modern practice of preschool education, the methodology for conducting integrated classes is sufficiently developed and many preschool institutions use it.

The question arises: what changes in preschool education with the introduction of FGT?
For the system of preschool education, Federal State Requirements are established, and not the Federal State Standard. At present, only the FGT has been developed and approved for the structure of the main general educational program of preschool education, which defines the mandatory educational areas and the main tasks of the educational areas.
Changes of this kind presuppose a change in approaches to the organization of the upbringing and educational process: in this case, not through the system of classes, but through other, adequate forms of educational work with children of preschool age.
Playing activity, as a form of organizing children’s activities, is given a special role. The game is the leading activity of the child, through which he develops organically, learns a very important layer of human culture – the relationship between adults – in the family, their professional activities, etc.
Thus, the game acts as the most important activity through which teachers solve all educational tasks, including learning.
The emphasis on the joint activities of the educator and children, on playful forms of education for preschoolers, on the absence of strict regulation of children’s activities, taking into account the gender-role characteristics of children when organizing the pedagogical process in kindergarten and making the necessary changes to the content of the programs.

Classes in FGT are prescribed only at senior preschool age, this does not mean that they cannot be conducted with children of other ages. But they (classes) should not be a priority form of work with children. Educational tasks should also be solved during regime moments, in joint activities of children with a teacher (including in the classroom), in independent activities of children and in joint activities with their families.

All educational activities are based on integration and thematic planning.

Features of the educational process in accordance with FGT According to the theory of L.S. Vygotsky and his followers, the processes of upbringing and education do not directly develop the child by themselves, but only when they have activity forms and have the appropriate content.

The FGT contains an indication of what types of activities can be considered acceptable forms of practice for a preschool child: play, communicative, labor, motor, cognitive research, musical and artistic, perception of fiction as a special type of children’s activity and productive.

The specificity of preschool education, in addition to many other features, lies in the fact that the learning process is, in fact, a process of assimilation in other types of activity (by the word others, Elkonin means non-educational).

The scheme for the development of any type of activity is as follows: first, it is carried out in a joint activity with an adult, then in a joint activity with peers and becomes amateur activity.

FGT require practitioners to solve educational problems in the process:

Joint activities of a child with an adult (during regime moments; in direct educational activities carried out in the process of organizing children’s activities and in independent activities of children.

Signs of joint activities of adults and children are highlighted – the presence of a partner position of an adult and a partner form of organization (cooperation between an adult and children, the possibility of free accommodation, movement and communication of children).

One of the requirements of the program is to build the educational process on age-appropriate forms of work with children.

The text of the FGT does not use the word occupation. This term is absent so as not to provoke an understanding of the term educational activity in the process of organizing children’s activities as an educational activity, the main form of which in the previous didactics was the lesson.

Of course, the lesson in kindergarten is not canceled, but a different meaning should be invested in it: the lesson as an entertaining activity.

Skorolupova and Fedina, FGT developers, offer certain forms of work with children, which conditionally correspond to each type of activity:

The question of the temporary dosing of children’s activities and specific forms of work remains poorly understood and very relevant. Unfortunately, this issue is also partially addressed in the new SanPin.

Thus, FGT in preschool education is aimed at creating optimal conditions for the development of preschool children in modern conditions, the realization of the child’s right to an affordable, high-quality education.

“Independent activity of children” is one of the main models for organizing the educational process of preschool children: 1) the free activity of pupils in the conditions of a subject-developing educational environment created by teachers, which ensures that each child chooses activities according to interests and allows him to interact with peers or act individually; 2) the activities of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

“Joint activity of an adult and children” – the main model for organizing the educational process of preschool children; the activity of two or more participants in the educational process (adults and pupils) to solve educational problems in the same space and at the same time. It is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process of educational activities). It assumes individual, subgroup and frontal forms of organization of work with pupils. Distinguish:

directly educational activities implemented in the course of joint activities of an adult and children;

joint activities of an adult and children, carried out during regime moments and aimed at solving educational problems;

joint activities of an adult and children, carried out during regime moments and aimed at performing the functions of supervision and (or) care.

“Implementation of FGT in preschool educational institutions”

Yaroslavl, 2011

Development prospects

Essay “There are lessons in school, but in kindergarten.

..” | Article:

Essay on the topic: “There are lessons at school, but in kindergarten …”

in many respects he will be in work. Therefore, the education of the future figure takes place, first of all, in the game … “

A.S. Makarenko

At school, there are lessons, and in kindergarten, in my opinion, the main form of educational activity is the game.

Preschool childhood is the first stage in a child’s mental development. This period is an important preparatory stage for the next stage – schooling. The purpose of preschool education is to prepare a harmoniously, diversified child for entering school. It is in active activity that the personal qualities of the child are formed. The child needs vigorous activity that contributes to an increase in his vitality, satisfies his interests, social needs. At preschool age, the main type of active activity is the game. What mental properties and abilities of the child does the game develop?

The game is like a way of mastering the world, as a playing child creates his own world. In the process of playing, the child develops curiosity, thinking, speech, memory, imagination, feelings, will, relationships with peers are formed, self-esteem and self-awareness are formed. By imitation, the child reproduces and learns the main aspects of human relations. The game develops the mental abilities necessary for each child, the level of development of which, of course, affects the process of schooling. In the game, children receive additional information. But this does not mean that educational activities should be carried out only in the form of a game. Learning requires the use of a variety of methods, such as observation, conversation, reading, and others. While playing, children learn to apply their knowledge and skills in practice.

At the same time, the main thing here is not the amount of information the child receives, but the quality of their assimilation. A child of preschool age cannot study at the request of an adult. He is able to memorize and assimilate only what he himself needs, in which he experiences a practical need. What is passed through the game, children perceive better than what they only heard from adults or even observed themselves. Replacing the game with exercises or a lesson, requiring the mechanical repetition of some words or movements is unacceptable. Schoolchildren, unlike preschoolers, are able to purposefully, arbitrarily memorize material that is not very interesting to them.

The content of school education includes the mastery of complex practical skills of mental labor: solving mathematical problems, writing essays, dictations, working with a book, etc. The content of kindergarten education is easier. Children are given elementary knowledge that is accessible to their understanding. By assimilating the sections of education in an interesting game form, children are prepared for the assimilation of school subjects. Based on the degree of complexity of the educational tasks set for implementation, the school is dominated by verbal and practical methods in combination with visual and playful, in kindergarten, visual and playful methods combined with verbal ones prevail.