A steady connection between school, care and childhood
Kindergarten brings a new rhythm. Children may be moving between home, school and childcare while managing new responsibilities, friendships and expectations. They need a program that respects what they are learning at school while still offering time to play, move, investigate, create and reconnect.
Our Kindergarten Program serves children attending kindergarten on either a part-time or full-time school schedule. When children are at KCC, educators provide a welcoming community, purposeful choices, outdoor experiences and inquiry-based projects that complement the school day without recreating it.
We are here to provide a loving and secure environment where your child can grow, learn and thrive.
- Who the program serves
- Children attending kindergarten at school either part-time or full-time
- Centre hours
- 6:00 a.m. to 6:00 p.m. Exact care periods and transportation windows depend on the child's school schedule and the services offered for the location and route.
- Care availability
- Families must inquire about the arrangement they need. Part-time childcare is not guaranteed and depends on available space and current program arrangements.
- Full-day KCC rhythm
- Inquiry, learning centres, two outdoor periods, project work, meals, quiet independent time and family handoff
- Regulated ratios
- The applicable ratio depends on the licensed care type: 1:10 in day care for children age 4 and older, or 1:15 in out-of-school care for kindergarten and school-aged children.
- Family updates
- Daily information in person and through the Centre Parent App, plus a formal progress report each August
- Curriculum
- Montessori-informed practice, emergent curriculum and Alberta's FLIGHT framework working together
At a glance
Two kindergarten schedules, one responsive program
The words part-time and full-time here describe how the child attends kindergarten at school. They do not automatically determine which childcare spaces, days or transportation routes are available.
School calendars and timetables vary. Before enrolment is confirmed, the Director reviews the school, route, attendance pattern, care periods needed and any transportation requirements. Centre operating hours do not mean that every care period or route is offered for every school.
Part-time kindergarten student
At school for part of the day
The child may be at school for only part of the day or on a school-specific rotating schedule. KCC care is arranged around that timetable within the options, transportation and space available.
Full-time kindergarten student
At school for the full school day
The child attends school for the full school day. KCC care applies during the out-of-school periods included in the family's approved enrolment arrangement.
A place to arrive, belong and reconnect
Children may enter the KCC room at different points depending on their school schedule. Educators help each child understand what the group is doing, store school belongings and join without feeling that they have missed the beginning.
This relationship-centred approach can be seen throughout the day:
- children receive a genuine welcome whether they arrive first thing or after school;
- predictable room routines create stability around changing school timetables;
- educators make space for children to talk about school, home and current interests;
- children can decompress through movement, conversation, quiet choices or play;
- meaningful responsibilities strengthen independence without expecting children to manage alone;
- conflicts become supported opportunities to communicate and solve problems; and
- families hear a specific observation about their child's thinking, participation or relationships.
Belonging matters just as much for a child who spends a full day at KCC as it does for one who joins for a shorter care period.
How our curriculum complements kindergarten
KCC's curriculum does not try to duplicate the school classroom. Montessori-informed practice, emergent curriculum and FLIGHT work together to give children a responsive environment where they can apply skills, pursue questions and learn through play, projects and relationships.
Montessori-informed practice
Capable participation
The prepared environment invites children to choose purposeful work, organize materials, concentrate and take responsibility for the space. Activities may involve writing, mathematics, design, sorting, sequencing, measurement, practical-life materials or detailed creative work.
Children also practise real responsibilities: signing in, managing belongings, preparing an eating space, tidying and completing familiar routines. Educators demonstrate carefully, allow time for independent effort and provide support when it is needed.
Emergent curriculum
Inquiry with greater depth
Kindergarten children bring experiences and questions from school, home, friendships and the world around them. Educators observe what children are discussing and investigating, then add materials, vocabulary and opportunities to represent their thinking.
An interest in insects might move from outdoor observation to sketching, measuring, research, habitat design, counting, storytelling and a collaborative model. The project connects literacy, mathematics, science, art and social learning while remaining responsive to the children's own questions.
FLIGHT
Voice, relationships and belonging
Alberta's Early Learning and Care Framework keeps identity, communication, relationships, play and well-being at the centre of practice for children age six and under. Kindergarten children are treated as capable contributors whose theories and experiences matter.
Educators reflect on everyday moments, make room for different ways of participating and use learning stories to make thinking visible. Family languages, cultures, knowledge and goals help connect the child's experiences across home, school and KCC.
What children strengthen at KCC
| Area | What parents may see |
|---|---|
| Communication and literacy | Discussing books, sharing news, explaining an idea, asking questions, writing for a purpose and using language to plan or solve problems |
| Mathematical thinking | Counting, comparing quantity, recognizing patterns, measuring, using calendar concepts and applying shape or spatial thinking during play and design |
| Inquiry and STEM | Observing closely, making a prediction, recording findings, testing designs, revising plans and researching questions with suitable materials |
| Executive function | Organizing belongings, remembering steps, shifting between school and care, managing time, sustaining attention and completing a chosen task |
| Social development | Building friendships, negotiating game rules, collaborating on projects, considering other viewpoints and repairing after conflict |
| Self-regulation and well-being | Recognizing when movement, conversation, quiet or adult support is needed and using appropriate strategies to regain balance |
| Independence | Signing in, managing containers and clothing, caring for materials, making informed choices and asking confidently for assistance |
| Physical literacy | Running, climbing, balancing, throwing, kicking, participating in games and using tools with growing coordination |
| Creativity | Developing stories, designing structures, exploring visual art, music and movement, and representing one idea in different ways |
Children arrive with different school experiences, strengths and support needs. Educators adapt materials, expectations and participation so each child can make meaningful progress without turning KCC into another formal school day.
A typical full day in the Kindergarten Room
This describes a full day at KCC, not a school transportation timetable, and Tuesday through Friday follow the same rhythm. On school days children take part in the portions of the schedule that happen while they are at the centre. Themed experiences change with the children and the classroom plan.
The everyday details
Inquiry, project work and independent choice
Learning centres allow children to decide where to begin, work at an individual pace and return to an idea over time. Educators observe before intervening, then offer a question, demonstration, vocabulary or material when it will deepen the work.
Small-group project time gives a few children close access to an educator. A group may investigate a literacy idea, mathematical relationship, design problem, creative process or shared question. Children's thinking can be documented and displayed so they can revisit what they did, explain it to others and decide what to explore next.
Child-led play remains essential. It gives kindergarten children time to invent games, negotiate rules, sustain stories, work through social problems and make creative decisions after the structured expectations of school.
Positive guidance and social problem-solving
Moving between school and childcare can be tiring, and children do not arrive with the same energy every day. Educators anticipate challenges, offer meaningful choices and use positive directions, clear boundaries and expectations suited to the child and situation.
When conflict occurs, educators protect safety, listen, help children describe what happened and guide them towards a workable next step. Support may include modelling language, helping children negotiate, adjusting the environment or remaining close in a quieter supervised area until a child is ready to rejoin.
Children are never shamed, humiliated or isolated for discipline. Families and educators work together when a consistent support plan is needed.
Meals and snacks during KCC time
The full-day schedule includes morning snack, lunch and afternoon snack. A child's actual meals and snacks at KCC depend on when they are present around the school timetable. Educators make mealtimes social and unhurried while supporting self-help, conversation and awareness of hunger and fullness.
Morning and afternoon snacks are included in the optional Essential Services Package. Families who decline the package provide snacks and milk or yogurt. Whether supplied by the centre or family, snacks include foods from at least two food groups. Families send a nutritious, ready-to-eat lunch when their child will be at KCC for lunch.
Food is never forced, used as a reward or withheld as a consequence. Allergies, sensitivities and dietary restrictions must be recorded and kept current in the Centre Parent App. Families should also speak with the Director so a safe plan can be arranged.
Quiet transition, not nap time
On a full KCC day, the schedule provides a 75-minute quiet period after lunch. Children choose books, journals, drawing or other calm independent work. They are not expected to nap. The purpose is to offer a restorative change of pace and develop the ability to engage quietly and independently.
Children arriving from or preparing to leave for school may instead receive a shorter quiet transition suited to the time available and the needs of the group.
Outdoor learning and active play
The full-day KCC schedule includes about 60 minutes outside in the morning and another 60 minutes in the afternoon, when weather, temperature, UV conditions, air quality, site conditions and children's health and safety needs allow. On school days, a child's KCC outdoor time depends on when they are present.
Outdoor experiences balance inquiry and free play. Children may sketch plants, measure shadows, observe nature, design with loose parts or participate in a group game. They also receive open time to run, create games, negotiate rules and play with friends.
Movement continues indoors through games and active experiences. When outdoor time must be shortened or cancelled, educators increase indoor movement opportunities. Families send seasonally appropriate clothing each day so their child can participate safely and comfortably.
Thoughtful and limited screen use
Screen use is not part of KCC's regular program and never replaces play, movement, outdoor experiences or social interaction. Because kindergarten children are age four or older, brief educational media may occasionally be used when it directly supports the curriculum and an educator remains actively involved.
Assistive, communication or accessibility technology may be used when it supports an individual child's participation.
Care, supervision and group size
The applicable regulated ratio depends on the licensed care being provided, not simply the name of this page. Alberta's regulation uses different tables for day care and out-of-school care.
| Licensed care type | Standard staff member-to-child ratio | Permitted rest-period ratio | Maximum regulated group size |
|---|---|---|---|
| Day care, children age 4 and older | 1:10 | 1:20 | 20 children |
| Out-of-school care, kindergarten and school-aged children | 1:15 | 1:15 at all times | 30 children |
For a day-care group the regulation permits a 1:20 ratio during children's rest periods; the out-of-school care requirement is 1:15 at all times. The Director can confirm which licensed care type applies to your child's enrolment. A maximum regulated group size is a licensing grouping limit; it is not the physical capacity of an entire room. Applicable ratios are maintained alongside active supervision, attendance checks, regular headcounts and the centre's safety procedures.
School transportation and attendance
Transportation is available only where it applies to the child's program, centre, school and approved route. The Director must confirm the arrangement; centre hours alone do not establish transportation availability.
Regular travel between school and an out-of-school care program is governed by a separate OSC Transportation Agreement for the centre, school and route. Families must keep the child's school schedule and attendance information current. An absence from an out-of-school care route must be reported through the required process at least 30 minutes before the scheduled departure or pickup.
The optional Essential Services Package includes program transportation where applicable. Transportation arrangements remain subject to the child's program and location. The schools each centre currently serves are below.
High River
Spitzee School, Holy Spirit Academy and École Joe Clark School
Diamond Valley
Turner Valley School and C. Ian McLaren School
Starting with us
Staying connected with families
Before care begins, educators need the child's school, calendar, attendance pattern, care schedule, transportation information and authorized pickup arrangements. They also want to understand the child's interests, communication, comfort strategies, dietary needs, family goals and any support that helps transitions go well.
Daily information is shared in person and through the Centre Parent App. Updates may include meals, transitions, photographs, room journals, learning stories, project documentation and meaningful moments from the day. Families receive a formal progress report through the app each August, summarizing the child's strengths, interests, learning and areas for continued growth.
Please report school absences, schedule changes and route changes through the required process as early as possible. A transportation or care change is not confirmed until the Director has approved the updated arrangement.
What to bring
Please label every item with your child's name. Kindergarten families generally provide:
- indoor shoes and a labelled water bottle;
- at least one complete change of clothing;
- seasonally appropriate outdoor clothing and footwear;
- the school belongings required for the child's approved daily transition; and
- a nutritious, ready-to-eat lunch when the child will be at KCC for lunch.
Families who decline the Essential Services Package also provide morning or afternoon snacks and milk or yogurt when their child will be present for those meals, plus sunscreen and insect repellent. Medication must never be left in a school bag, backpack or cubby; it is handed directly to an educator with the required authorization completed.
Moving from kindergarten to Grade 1 care
As the school year ends, the Director works with families whose children will need care in Grade 1. Placement considers the child's school, transportation route, age, development, relationships, support needs, licensing requirements and available space.
The Out of School Care Program serves children in Grades 1 through 6. Enrolment and transportation are not automatic; families should ask about the next arrangement early so the required space, schedule and route can be reviewed.
Frequently asked questions
Does this program serve both part-time and full-time kindergarten students?
Yes. It covers children attending kindergarten at school either part-time or full-time. The exact KCC care periods, days and transportation arrangements are confirmed individually and depend on the school schedule, available space and services offered for the location and route.
Does the full-day schedule apply on school days?
The schedule describes a full day in the KCC Kindergarten Room. On a school day, the child joins the parts of the rhythm that occur during their enrolled time at the centre. School and transportation timing take priority.
Is transportation to or from school included?
Program transportation may be included through the Essential Services Package where it applies, but it is not available for every school or route. The Director must confirm the route, timing and required OSC Transportation Agreement.
Is care available on every school closure or non-instructional day?
Do not assume that a school closure automatically creates a booked full day of care. Families should ask the Director whether care is included or available under their enrolment arrangement for the specific date.
Is there a nap?
No nap is expected. On full KCC days, children have a 75-minute quiet period with independent reading, journals, drawing or other calm choices. School-day transitions are adapted to the time the child is present.
How does KCC support what my child is learning at school?
Educators extend language, literacy, mathematics, inquiry and problem-solving through hands-on materials, projects, conversation and play. The program complements the school day without duplicating formal classroom instruction.
Do children go outside every day?
The full-day KCC schedule plans two outdoor periods when conditions are safe. On school days, the outdoor opportunities a child receives at KCC depend on when they are present. Indoor movement increases when KCC outdoor time must be shortened or cancelled.
Are screens used?
Screens are not part of the regular program. Brief educational media may occasionally be used when it directly supports current learning and an educator remains involved; it never replaces hands-on play, movement, outdoor time or relationships.
Is part-time childcare available?
Part-time childcare is not guaranteed. Families must inquire first, and approval depends on available space, staffing, school and transportation arrangements, and the enrolment options currently offered.
How will I know about my child's KCC day?
Educators share daily information in person and through the Centre Parent App. Families may also receive photographs, room journals, learning stories and project documentation, followed by a formal progress report each August.
Ask about the right kindergarten arrangement
Every school timetable is different. A conversation with the Director is the best way to confirm the care periods, location, transportation and space that fit your child's kindergarten schedule.
