What to look for in an early learning and child care home or centre

Health and safety

  • The licence is posted in a visible place when you enter the home or centre.
  • The home or centre is clean and in good repair.
  • Doors to outside or to unsafe areas (e.g. a garage or parking area) are secure.
  • Balconies are locked and off limits, there are gates on stairwells and windows are securely fastened.
  • Staff and children wash their hands before meals and after toileting or diapering.
  • Toys are disinfected on a regular basis (daily for infants and toddlers).
  • There are clear routines in case of an emergency such as fire, evacuation or accident.
  • Procedures about children’s allergies (such as food) are clearly stated and observed.
  • There are clear routines for giving children needed medications at child care.
  • Cleaning products, medications or implements are stored safely.
  • If meals are provided, menus are posted, and the food is nutritious.
  • When children leave the premises (to go to the library or park, for example), they are well supervised.
  • Outdoor space is clean, well-maintained and available.
  • Cribs/playpens and other equipment meet current safety standards.
  • Each child has his/her own crib (infants/toddlers), cot and/or bedding/pillow/blanket for sleeping.
  • Staff have up to date first aid training.
  • Families are aware of the presence and roles of all adults on the child care premises (including family members).
  • The number of children in the home/group/room (at a minimum) meets the standard.

Environment, materials and programming

  • Families are regularly provided with information about the daily schedule and programming, as well as about their child’s day and activities.
  • There are activities, equipment and materials suited to children of different ages.
  • Children have access to a variety of age-appropriate equipment and materials.
  • Activities emphasize play and exploration through group and individual activities.
  • Children have considerable opportunity for active play, much of it outdoors.
  • The child care environment is set up in a safe, accessible and interesting way (for example, children can use materials freely).
  • Children are not overly controlled or programmed; at the same time, they are not wandering around aimlessly.
  • Children are engaged with the materials and environment, they look busy, content and relaxed.
  • There are displays of children’s work and documentation of activities. 
  • Diversity – racial, ethnic, gender, ability – is well represented in materials, visually and in programming.
  • The space is organized to make transitions (from indoors to outdoors, or from active play to lunchtime) smooth.
  • There is a welcoming, warm atmosphere for families.
  • There is at most limited use of TV or other passive technology.

Staff

  • Staff have education or training related to working with young children; at a minimum, certification requirements are met by the home or centre.
  • The staff engages in professional development or information sharing with others in early childhood education on an ongoing basis.
  • In a home setting, caregivers can provide references.
  • Staff have a clearly defined approach to education and caring.
  • Staff treat children with respect, listen to them and respond to them sensitively.
  • Staff encourage co-operation, problem-solving and independence in the children.
  • Staff welcome families into the child care environment at any time; there is an “open door” policy.
  • (In a centre): There is a plan for staff replacement in the event of their illness or other absence.
  • (In a centre): Staff communicate with each other in a positive and respectful manner (the centre seems to have a good working environment).
  • (In a centre): All staff are acknowledged and introduced to visitors in a respectful way.

Overall

  • A policy manual or policy document is available to families.
  • Goals and objectives for children and families are articulated.
  • Families are involved or consulted about the home or centre or other aspects of the child care.
  • If children with special needs are enrolled, the daily program is modified as needed to support their full inclusion and participation in the program. Is the centre a not-for-profit organization? For-profit? Publicly operated? Who’s responsible for it – A parent volunteer board? A community board? A municipal government? An owner? A company? If there is a “head office”, where is it?
  • How often, and how, are families expected to participate in centre or home activities?
  • What are the hours of operation?
  • How much are the child care space fees? When are fees due? Are receipts issued for payment of fees?
  • Is there an extra charge for bringing a child early or arriving later than usual to pick up the child?
  • Can the home/centre accept fee subsidies from the provincial/territorial government?
  • What’s the policy about paying for holiday times (when the child is away)?
  • Is there a deposit (to be on the waiting list)? If so, is it refundable?
  • Is it inspected by the Government of the Northwest Territories (is the home/centre licensed)?