History

Riverside Park Nursery School (RPNS) was established in 1970, by a group of concerned parents who recognized the need for a preschool program in the area. Originally run by the Riverside Inter-Church Social Action Council as a non-profit organization, the school was incorporated in 1977 and has since been run by a volunteer Board of Directors. Its continued success results from the dedication of Board members and the support of parents working with the teaching staff.

The school has been integrated since 1987. We have a high caliber of qualified, professionally-trained and dedicated teachers. All staff must have successfully completed the requirements for a Certificate Diploma in Early Childhood Education. You are encouraged to discuss with them any questions or concerns relating to your child or the school in general.

Riverside Park is run as a cooperative school-one where parents and teachers work together to provide an enjoyable learning environment for the children. We stress the word "cooperative," because it is vital for the successful operation of the school. Parent participation includes:

  • Helping with your child's class as a Teacher Assistant, on a monthly basis (depending on class size);
  • Volunteering for a committee or Board position; and
  • Taking part in school activities such as school cleanup and maintenance, fundraising, etc.

Parents can also share ideas and/or problems concerning their children with one another and with the teachers. We encourage you to contribute your ideas and talents to the school program.

Philosophy

Our goals and objectives are to promote physical, social/emotional, intellectual and language growth and development, and to increase the quality of life for all of the children enrolled in our program; regardless of racial, religious or economic background. In order to provide a healthy, growing experience for the children, our primary focus is on building positive human relationships as a sound base for good mental health. Good relationships are reflected in the teachers' care, concern, guidance and instruction. The children's perception of themselves and their world depends largely on the quality of this "input" by the adults in their lives.

Play activities take up a major part of a child's waking hours and we build on this element to promote whole-child development. Although the children may seem to be "merely" playing, they are, in fact, learning many of the skills needed to help them grow towards kindergarten readiness. These include: hand-eye coordination, awareness of shapes, creativity, patience, perseverance, balance, symmetry, listening skills, imagination, sharing and cooperation, and most importantly, developing their self-confidence and self-awareness. The teachers are always close at hand in a guiding, supporting and enabling capacity; but the play environment is, for the most part, designed to be self-motivating, child-directed and teacher-facilitated.

RPNS Observation Logs

Background

Early Learning for Every Child Today (ELECT) is a guide to support curriculum and pedagogy in Ontario's early childhood settings, including nursery schools. ELECT complements, rather than replaces, specific curricular and pedagogical approaches, early identification protocols and regulated requirements now in place in Ontario early childhood settings. It features a continuum of developmental skills and a shared language that will support early childhood practitioners and caregivers as they work together across early childhood settings.

ELECT brings together established research findings and diverse perspectives, beliefs and recommended practices. It recognizes that families, communities and cultures hold distinct values about how your children should experience and interact with the world around them.

Statement of Principles

  • Early child development sets the foundation for lifelong learning, behaviour and health.
  • Partnerships with families and communities strengthen the ability of early childhood settings to meet the needs of young children.
  • Respect for diversity, equity and inclusion are prerequisites for honouring children's rights, optimal development and learning.
  • A planned curriculum supports early learning.
  • Play is a means to early learning that capitalizes on children's natural curiosity and exuberance.
  • Knowledgeable, responsive early childhood professionals are essential.

Strategy

Riverside Park Nursery School has developed this Observation Log based on ELECT and the sequence of root skills that children at different ages can be expected to acquire across broad developmental domains (physical, social, emotional, communication/ language and cognitive). This Continuum of Development supports the abilities of our early childhood educators to observe and document children's activities and interactions in order to plan the curriculum and communicate with families and other caregivers.

The Observation Log replaces our traditional Developmental Checklists which although had merit and value, were completed only once or twice per school year. The Observation Log will capture the children's continuum of development in a more timely fashion. Kindly note that our educators will make every effort to make entries to the log on all root skills. Should there be no entry, don't worry....it is not a reflection of your child's development; just time constraints for the educators to document their observations or the root skill has not yet been observed. RPNS strongly supports parents as partners in their children's education and therefore parents are encouraged to add their own observations and comments in this interactive Observation Log.

Copies of the ELECT document can be signed out from our Parent Library or go to www.children.gov.on.ca/htdocs/English/topics/earlychildhood/early_learning_for_every_child_today.aspx