Our Program Statement

Kensington Kids holds the view that children are competent and capable of complex thinking, are curious and are rich in potential. In order to support and act on this view, Kensington Kids utilizes the document How Does Learning Happen? as the framework to guide programming and pedagogy to each of our programs.

Kensington Kids believes:

  • Every child has a sense of belonging when he or she is connected to others and contributes to their world;
  • Every child is developing a sense of self;
  • Every child is an active and engaged learner who explores the world around them;
  • Every child is a capable communicator who expresses him/herself in many ways;

Kensington Kids has the following expectations for our programs:

  • Belonging: Kensington Kids cultivates authentic, caring relationships and connections to
  • Well Being: Kensington Kids nurtures children’s healthy development and supports their growing sense of self;
  • Engagement: Kensington Kids provides an environment and experiences to engage children in active, creative and meaningful exploration, play and inquiry.
  • Expression: Kensington Kids fosters communication and expression in all forms.

Kensington Kids understands that recurring themes from research, theory and practice suggest that high-quality early childhood programs:

  • Establish positive, responsive relationships with children and their families;
  • Value children as individuals and as active and competent contributors with their own interests and points of view;
  • Recognize connections between emotional well-being and social and cognitive development and the importance of focusing on these areas holistically;
  • Provide ongoing opportunities for educators to engage in critical reflection and discussion with others about pedagogy and practice to support continuous professional learning and growth.

Our beliefs and expectations, along with our understanding of how children learn provide the basis with which our educators endeavor to provide the best experiences and outcomes for children and families by:

  • Promoting the health, safety, nutrition and well-being of the children.
  • Supporting positive and responsive interactions among the children, parents and teachers;
  • Encouraging the children to interact and communicate in positive ways and supporting their ability to self-regulate;
  • Fostering the children’s exploration, play and inquiry.
  • Providing child-initiated and adult-supported experiences;
  • Planning for and creating positive learning environments and experiences in which each child’s learning and development will be supported;
  • Incorporating indoor and outdoor play as well as active play, rest and quiet time into the day and give consideration to the individual needs of the children;
  • Fostering the engagement of ongoing communication with parents about the program and their children;
  • Involving local community partners and allowing those partners to support the children, their families and staff;
  • Supporting teachers and others who interact with the children at the centre in relation to continuous professional learning;
  • Documenting and reviewing the impact of all strategies set out.