A day built for movement, language and growing independence
Toddlers are discovering how much they can do. They are building language, testing ideas, moving with new confidence and learning what it means to be part of a group. They still need the reassurance of a familiar adult while they practise doing more for themselves.
In our Toddler Program, educators create a warm, predictable day with time to move, explore, communicate, rest and reconnect. Purposeful materials and planned experiences invite children to make choices, repeat developing skills and follow their curiosity. Care routines, meals and transitions are treated as meaningful parts of learning, not interruptions to it.
We are here to provide a loving and secure environment where your child can grow, learn and thrive.
- Age range
- 19 months to under 3 years
- Program hours
- 6:00 a.m. to 6:00 p.m.
- Care options
- Full-time care. Part-time care may be available; families must inquire first, and approval depends on space.
- Daily rhythm
- Two outdoor periods, purposeful play, short group experiences, meals, rest and responsive personal care
- Regulated ratio and group size
- Standard ratio of 1 primary staff member for every 6 children; regulations permit 1:12 during rest periods. Maximum regulated group size: 12.
- 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
Secure relationships support confident exploration
Toddlerhood brings strong preferences, quick changes in emotion and a growing need for independence. Educators first build the dependable relationships that help children feel safe while they work through those changes.
This relationship-centred approach can be seen throughout the day:
- each child is greeted personally and supported through separation at their own pace;
- familiar routines and simple language help children understand what comes next;
- educators get close, listen and help children name feelings and needs;
- clear, consistent boundaries protect safety without shaming the child;
- comfort is offered when a child is overwhelmed, tired or missing family;
- children receive time and encouragement to try manageable tasks for themselves; and
- educators share a meaningful observation with families at the end of the day.
As children come to trust the people and rhythm of the room, they are better able to explore, communicate, take reasonable risks and build relationships with other children.
How our curriculum works in the Toddler Room
Montessori-informed practice, emergent curriculum and FLIGHT are not three separate lessons. Educators use them together to prepare the environment, respond to children's interests and support the whole child.
Montessori-informed practice
Purposeful choices and practical skills
Materials are arranged so toddlers can see what is available, make a manageable choice and take part with increasing independence. Hands-on experiences invite children to grasp, carry, match, stack, sort, pour, fit, open, close and repeat. Practical parts of the day, such as washing hands, putting away a material, helping at the table or attempting to dress, build coordination, concentration and confidence.
Educators demonstrate slowly, use clear language and allow time for children to try. The goal is not to rush a child towards independence; it is to provide the right amount of help so the child can participate successfully.
Emergent curriculum
Turning interests into learning
Toddlers communicate interests through words, gestures, movement, repetition and the materials they return to. Educators observe these signals and use them to plan experiences for the group and for individual children.
An interest in summer weather, for example, might grow into colour exploration outdoors, songs about rain, a sensory invitation or a neighbourhood walk that pauses to notice shadows, puddles and leaves. The topic connects language, movement, art, early science and social learning while remaining flexible enough to follow what the children actually notice.
FLIGHT
Belonging, well-being and participation
Alberta's Early Learning and Care Framework keeps relationships, identity, well-being, communication and belonging at the centre of practice. In the Toddler Room this means recognizing each child as a capable participant while providing the emotional and physical support they still need.
Educators reflect on everyday moments, consider whose ideas and experiences are represented and use learning stories to make growth visible. Family languages, traditions, knowledge and goals help children see that home and the centre are connected.
What we support during this stage
| Area of development | What parents may see |
|---|---|
| Communication and language | Gestures, new words, short phrases, songs, stories, naming familiar objects and people, and practising back-and-forth conversation |
| Social and emotional growth | Seeking help, expressing preferences, identifying feelings, playing near and with peers, and beginning to wait or take turns with support |
| Self-regulation | Using a familiar adult, routine, quiet space, words or simple strategies to regain calm after a difficult moment |
| Gross-motor development | Walking, running, climbing, balancing, pushing, pulling, carrying, dancing and beginning to jump, throw or kick according to ability |
| Fine-motor and sensory learning | Stacking, sorting, fitting, scribbling, painting, turning pages, manipulating play materials and exploring texture, sound, light and movement |
| Thinking and early concepts | Cause and effect, object permanence, matching, simple patterns, early counting language, spatial ideas and problem-solving through repetition |
| Independence and self-care | Making choices, helping with dressing and cleanup, washing hands, using utensils, opening containers and participating in diapering or toilet learning |
| Creativity and imagination | Music, movement, open-ended art, pretend play and using familiar materials in new ways |
Children do not develop every skill at the same time or in the same order. Educators plan for the group while adapting experiences, expectations and support to each child's strengths, needs, interests and current abilities.
A typical day in the Toddler Program
This is the room's usual weekday rhythm, and Tuesday through Friday follow the same shape. The predictable sequence helps children know what comes next, while educators remain responsive to individual care needs, the group's interests and safe outdoor conditions. Themed experiences change with the children and the classroom plan.
The everyday details
Positive guidance for big feelings and early friendships
Toddlers are still developing language, impulse control and the ability to understand another person's point of view. Grabbing, pushing, hitting or biting can occur when a child is excited, frustrated, protecting space or unable to express a need. Educators respond immediately and calmly: they keep everyone safe, acknowledge feelings, use clear positive directions and show children what they can do next.
Educators look at what happened before the behaviour, the environment and the skills the child is still learning. They may adjust the space, offer a meaningful choice, model simple words, redirect the child or provide close support in a quieter supervised area until the child is ready to rejoin. Children are never shamed, labelled or isolated for discipline.
Families and educators work together when a pattern needs closer attention. Sharing changes at home, successful calming strategies and words a child uses helps both settings respond consistently.
Care routines and toilet learning
Diapering, handwashing, dressing, eating and tidying are repeated opportunities for language, body awareness, trust and participation. Educators explain what is happening, protect each child's privacy and invite the child to do the parts they can manage. Children who use diapers are changed promptly and treated with warmth and respect.
Children do not need to be toilet trained to join the Toddler Program. Toilet learning begins when the child shows readiness and the family is ready to use a consistent approach. Educators encourage without pressure, respond matter-of-factly to accidents and celebrate progress without comparison. Families should keep educators informed about the routine used at home and send extra labelled clothing during this stage.
If a family provides creams or ointments, they must be in labelled containers. These products are treated as medication and can be applied only after the required Medication Authorization Form is completed and approved by the Director.
Meals and snacks build self-help skills
The daily schedule includes morning snack, lunch and afternoon snack. Educators sit with children as positive role models and keep mealtimes calm, social and unhurried. Children are encouraged to practise using utensils, opening suitable containers, serving themselves when appropriate and helping care for their eating space.
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 each day.
Children are supported in recognizing hunger and fullness. Food is never forced, used as a reward or withheld as a consequence. Allergies, sensitivities, dietary restrictions and feeding requirements 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.
Rest and quiet time
After lunch, children move into a calm rest routine. KCC provides each child with an individual cot appropriate to the program. Families provide a properly fitted cot sheet and any personal rest item requested or approved by the centre. Bedding goes home for washing at least weekly and whenever it becomes wet or soiled.
The full-day program provides an after-lunch rest or quiet period of up to two hours. A child who does not sleep is offered a quiet, developmentally appropriate activity. Educators use familiar routines, soft voices and reassurance to support settling and waking without requiring every child to sleep.
Two daily outdoor periods and active movement
The room schedule includes about 60 minutes outside in the morning and another 60 minutes in the afternoon, when weather, temperature, UV conditions, air quality, playground conditions and children's health and safety needs allow. Outdoor experiences may include running, climbing, pushing and pulling, bubbles, sandbox play, nature observation, educator-guided activities or a supervised neighbourhood walk.
Movement continues indoors through songs, dancing, action games and active play. Beyond the movement that happens naturally through the day, educators provide at least two indoor movement periods of 10 to 20 minutes. Experiences are adapted for children's ages, abilities, support needs and current safety conditions.
Families send seasonally appropriate clothing each day so their child can participate comfortably. If outdoor time must be shortened or cancelled, educators increase indoor movement opportunities.
Screen-free learning
Screen media is not used in the Toddler Program. Children learn through relationships, hands-on materials, movement, sensory discovery, stories, music, play and real experiences indoors and outside. Assistive, communication or accessibility technology may be used when it supports an individual child's participation.
Care, supervision and group size
For children 19 months to under 3 years, Alberta's standard regulated minimum is one primary staff member for every six children, with a maximum regulated group size of 12. During children's rest periods the regulation permits a ratio of one primary staff member for every 12 children.
| Program age | Standard staff member-to-child ratio | Permitted rest-period ratio | Maximum regulated group size |
|---|---|---|---|
| 19 months to under 3 years | 1:6 | 1:12 | 12 children |
The 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, regular headcounts and the centre's safety procedures.
Starting with us
Staying connected with families
Families know their children best. Before care begins, educators want to understand your child's routines, interests, words and gestures, comfort strategies, dietary needs, toileting experience and the relationships and traditions that matter to your family.
Daily information is shared in person and through the Centre Parent App. Updates may include meals, rest, diapering or toileting information, photographs, room journals, learning stories 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 share new skills, changes in sleep or appetite, family transitions and strategies that work at home. This helps educators respond consistently and plan experiences that are relevant to your child.
What to bring
Please label every item with your child's name. Toddler families generally provide:
- indoor shoes and a labelled water bottle;
- at least two complete changes of clothing, with additional clothing during toilet learning;
- seasonally appropriate outdoor clothing and footwear;
- a small blanket and properly fitted cot sheet when requested;
- an approved comfort item when helpful; and
- a nutritious, ready-to-eat lunch each day.
Families who decline the Essential Services Package also provide diapers, wipes, morning and afternoon snacks, milk or yogurt, sunscreen and insect repellent. Creams and ointments must follow the centre's medication authorization process.
Beginning care and moving to the next room
Starting childcare is a meaningful transition. Families are encouraged to tour the centre, meet the classroom educators and share information that will help their child feel secure. A short, confident goodbye and a consistent arrival routine often help; educators will work with each family on an approach that suits the child and the options available in the program.
Junior Preschool begins at age three, but a birthday alone does not determine the exact day of a room move. Room placement and transitions also consider licensing requirements, development, relationships with educators and peers, support needs and available space. Before a planned move, the Director works with the family and both room teams so the transition is thoughtful and well prepared.
Frequently asked questions
Does my child need to be toilet trained?
No. The Toddler Program supports children who use diapers as well as children beginning toilet learning. Educators follow readiness, coordinate with the approach used at home and encourage progress without pressure.
What if my child no longer naps?
The program provides an after-lunch rest or quiet period of up to two hours. Children who do not sleep are offered quiet, developmentally appropriate activities while the room remains restful for others.
How do educators support separation at drop-off?
Educators greet each child personally, acknowledge feelings and offer a familiar routine, relationship or activity to help them enter the day. Families can share the words, comfort strategies and goodbye routine that work best for their child.
How do you respond to biting, hitting or pushing?
Educators intervene calmly and immediately to protect children, support feelings and model a safer way to communicate or act. They look for patterns and unmet needs, adjust the environment or support when helpful and work with families when a behaviour requires a consistent plan.
Do toddlers go outside every day?
Two outdoor periods are planned each day when weather, air quality, playground conditions and safety needs allow. Timing or duration may change, and indoor movement increases when outdoor play must be shortened or cancelled.
How is learning planned?
Educators observe and document children's interests, strengths, emerging abilities and needs throughout the month. Those observations guide the following month's flexible classroom plan, including purposeful group experiences and individualized goals or support.
How will I know about my child's day?
Educators share daily information in person and through the Centre Parent App. Families may also receive photographs, room journals and learning stories, followed by a formal progress report each August.
Is part-time toddler care available?
Part-time care is not guaranteed. Families must inquire first, and approval depends on available space, staffing and the enrolment options currently offered.
Come see toddler learning in action
A tour lets you meet the educators, see how the room is prepared and understand how purposeful play, responsive care and growing independence fit together across the day.
