TK Policy Library

AGES AND STAGES

MASLOW’S HIERARCHY OF NEEDS – MIDDLE CHILDHOOD

Our programming can help children meet their needs to give them the opportunity to grow in the following areas.

Each child is unique and different; however, we know that development happens in a predictable pattern. The different domains or areas of development are:

• PHYSICAL DEVELOPMENT: Small and large muscle development, self-help skills and good health and safety habits.
• COGNITIVE DEVELOPMENT: Giving children choices and responding to their needs, learning new things, creative activities.
• LANGUAGE DEVELOPMENT: Speaking and listening, understanding written words.
• EMOTIONAL DEVELOPMENT: How we show and talk about our feelings, how we feel about ourselves or our cultural background.
• SOCIAL DEVELOPMENT: How the child interacts with others, working and playing together well, value differences, deal with disagreements.
  

The following pages outline some typical developmental behaviours for each age group. Understanding these developmentally appropriate behaviours can help us plan activities that will be engaging for the children and can also alert us if development is delayed and an opportunity to identify their developmental needs.

Behaviours that may seem typical for a certain age group may not be ones that we necessarily like. However, if we view behaviours through the lens of normal development, it can help us to respond more appropriately to those difficult behaviours. Your role is to understand each child and their development use that understanding to plan engaging activities.

DIVISION 2: 9-12 YEARS 

Children at this age show growing independence from the family and more interest in friends.  This is an important time for children to gain a sense of responsibility along with their growing  independence. Also, physical changes of puberty might be showing by now, especially for girls.  Another big change children Need to prepare for during this time is starting middle or junior high  school.

WHAT IS A TOPP KIDS ACTIVE PLAY COORDINATOR?

The best way to look at the role of an Active Play Coordinator is to split the role in two components: the Educator and the Play Worker.

THE EDUCATOR

THE CHARACTERISTICS OF A GREAT EARLY CHILDHOOD EDUCATOR
Though the qualifications and experience of an Early
Childhood Educator (ECE) may vary, there are a number
of characteristics that are common amongst all great
early childhood educators:

They stay up to date on current research. A great ECE
will always look for ways to enhance how he or she
works with children. ECEs must teach according to how
children learn and staying in touch with current research will inform how they facilitate learning at their program.

They are flexible. Being able to change lesson plans on the fly is an essential skill for early childhood educators. Lesson plans will have to be adjusted to meet the individual needs of each child in their care, and they must be able to adapt accordingly for those child participants who may be further behind or more advanced than others.

They have great communication skills. All childcare providers must have the skills necessary to communicate with young children on their level. Plus, they must also be able to communicate with parents about the needs, learnings, problems and successes that their child has experienced. The best ECEs have mastered oral and written communication that gets their message across to someone at any age.

They are patient. An ECE needs to have learned the art of patience in order to effectively manage the short attention spans of young children. A child does not always follow directions or pick up new skills quickly, so educators must be extremely patient and learn to reinforce and repeat classroom rules and instructions. A good ECE is patient with the progress of their child participants and will work to address the individual needs of each child with the help of parents and other educators.

They are passionate. All early childhood educators must be passionate about teaching. Great ECEs are enthusiastic about encouraging development in young children and find it rewarding to watch a child begin to understand a new concept, demonstrate responsible behaviour and work well with other children.

They build strong relationships. Finally, all early childhood educators must be focused on developing strong positive relationships with every child. Two of our favorite quotes here at TOPP KIDS:

“No significant learning can ever happen without a significant relationship!”- Dr. James Comer

“Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be.” -Rita Pearson

Remember it is not the activities children will remember, it is the relationships they build and the feelings they experience.

An Early Childhood Educator must play various roles and master
several diverse skills, all while staying up to date on research in
the exciting and ever-changing study of early childhood education.

THE PLAY WORKER
A Playworker, which is described here: "At its most basic level, play work is about removing barriers to play, and enriching the play environment…The role of the playworker is to create flexible environments which are substantially adaptable or controllable by the children …" (Professor Fraser Brown)

Play Ambassadors add to this, as they are also innovative change-makers, community connectors, site planners, and social innovators! TOPP KIDS Active Play Coordinators are a team of motivated playworkers that seek to increase knowledge, understanding, value, and participation in PLAY by offering both spontaneous play and structured play opportunities for the children that attend our programs and to their communities. We are “human swiss army knives” that create change, meaningful connections, and impact within the community through play.

QUALITITES OF A PLAY WORKER
TOPP KIDS Active Play Coordinators align closely with play work and follow many of the playworker procedures; however, we do not hold the play work profession as doctrine. Play work emerged from a different time (back as far as World War II), and we must flex with the times while remaining true to play. Which brings us to this training and you, what qualities do contemporary Play Ambassadors possess? Creativity, imagination, and fun! Balanced with lateral thinking and collaborative nature.

THE KEY QUALITIES ARE:

• QUIRKY- silly and playful; the opposite of cool
• NON-CONFORMIST - does not conform to other people’s ideas of how things should be (except for TOPP KIDS policies and standards)
• COLLABORATIVE- work together to solve problems
• CREATIVE AND IMAGINATIVE - see the world outside the box
• LATERAL THINKER - solve problems or situations using indirect and creative approaches; look at situations from a unique perspective. Play Ambassadors are “able to tolerate with joy, the benign wildness of creativity that they observe in the playing child.”

The 'Play work Principles' establish the professional and ethical framework for play work. The principles describe what is unique about play and play work and provide the play work perspective for working with children and young people. They are based on recognizing that children and young people’s capacity for positive development will be enhanced if given access to the broadest range of environments and play opportunities. Remember as an Active Play Coordinator, ALWAYS BE THE BEST TOY IN THE ROOM -Dr. Gale Gorke.

DEVELOPMENTAL NEEDS

To ensure that we foster both a physically and emotionally safe place for children we must create an atmosphere of trust, respect, and acceptance so all children feel welcomed and appreciated. Implementing programming that meets all children’s developmental needs is crucial.

TOPP KIDS endeavors to meet the developmental needs of the children in our programs in the
following ways:

• Children are given the opportunity to participate in individual, small group, large group and leadership activities. Group activities encourage a child's social development and ability to cooperate, compromise, and resolve conflict with various groups of peers.
• Each child is supported and encouraged by educators and peers in their emotional growth and development.
• Healthy, active lifestyles, physical growth and development are encouraged through a variety of activities including: physical literacy, group games, park and outdoor play.
• Participation by the children in program development is encouraged by educators.
• Educators engage children in critical thinking, problem-solving, riddles, challenges and trivia by presenting them in a fun context.
• Creative needs are met with a variety of activities such as dramatic play, photography, cooking, arts and crafts, children’s interests and free play such as dress up, building toys etc.
• A voluntary homework club is available to children needing general guidance with school assignments.
• By providing adequate supervision to ensure the physical safety of all children.
  

Programming facilitates child development by being based on the interests and developmental needs of the children. TOPP KIDS endeavors to foster development by creating a diverse and unique program that supports a child's social, physical, intellectual, creative and emotional well-being through play and programming.

CULTURAL AND COMMUNITY CELEBRATION POLICY

At TOPP KIDS, we celebrate a diverse range of cultural and community events to enhance the experiences of our children and families. Our programming is thoughtfully designed to align with the core elements of our Life Skills Curriculum, including fostering creative expression, engaging in STREAM activities (Science, Technology, Reading, Engineering, Arts, Math), enhancing physical literacy, promoting leadership skills, encouraging good citizenship, and providing enriching club opportunities.

While we value and acknowledge the importance of various cultural and community festivities, our primary focus is on activities that support our educational objectives and create a safe, inclusive environment for all children. To maintain a neutral and welcoming atmosphere, our programming avoids delving into topics that might be sensitive, ensuring that our activities remain positive and engaging for every child.

Our approach centers on our four core principles: PLAY, GROW, LAUGH, LEARN. These values guide us in creating a nurturing environment where children can flourish as individuals. We encourage nuanced conversations about cultural and community topics within families or trusted circles, while our programs concentrate on delivering enriching and educational experiences.

By following this policy, we uphold our commitment to creating an inclusive and respectful environment at TOPP KIDS.

ART & EXPRESSION PLANNING

ACTIVITY PROGRAMMING FOR ART & EXPRESSION

At TOPP KIDS, our Active Play Coordinators focus on activities that will help children develop their cognitive, social, and motor abilities. As Froebel recognized, making art and enjoying the art of other people and cultures are very important to the development of the whole child. We always try to feature great ARTS & EXPRESSION activities for kids that peak their interests and get them thinking. Most projects should be geared towards the weekly theme. Not all of these activities however are leader directed. The best ARTS & EXPRESSIONS come from the children and their on-the-spot creativity. So, go! Get Messy! Create and have fun!

RULES FOR ART & EXPRESSION PORTFOLIO

• Every day/week must have a selected art modality or skill to work towards.
• Activities planned should relate to the programs weekly theme or focus.
• Each week must consist of the following:
  • Minimum (x1) planned Art & Expression activity and planning sheet executed everyday (can be continued project or modality, building from the previous day)
  • (x1) main event: production or showcase (if project based it would lead up to a production or showcase of the project/art modality)
  • Minimum (x1) Art & Expression provocation per shift (morning and afternoon)
• Art & Expression needs to be planned for both Div 1 and Div 2 developmental levels.
• Instructions must be clear and simple for children to follow based on their developmental levels.
• Art & Expression must be safe and respectful.
• All Art & Expression should be directed by the educator with the Art & Expression portfolio. (This educator is to be involved with the activity, not just intermittently supervising)
• Every period of planning must be done at least one week prior to that period commencing and approved by the Program Coordinator.
• All completed planning sheets must have pictures or supporting resources by the end of the following week.

MODALITIES OF ART
There are many different modalities of art you can explore when planning for ART & EXPRESSION including some of these:

• Loose parts play
• Explore artiststhrough time
• Drama- & Improvisation - plays, TOPP KIDS got talent, air band
• Painting and murals and graffiti art
• Media art- make a movie, commercial, music video,
• Photography
• Drawing
• Culinary art
• Cultural art
• Nature art
• Dance
• Face painting
• Sculpture
• Fashion design
• Architecture
• Sewing
• Printing & stamping
• Videography
• Weaving
• Design a business, election stand, lemonade stand, etc.
• Multimedia
• Animation
• Creative writing
• Comic book creation
• Music
• Collage
• Go on a field trip to a gallery, exploring graffiti around the city, a museum, a theatre etc

BASIC DEFINITIONS OF ART
ART: Definition and Meaning: The meaning of beauty and art is explored in the branch of philosophy called aesthetics. For more definitions, see the following:

• Fine Art
  Includes: drawing, painting, sculpture and printmaking.
• Visual Art
  Includes: fine arts, certain contemporary arts (e.g. installation, performance) and decorative arts.
• Decorative Art
  Broadly synonymous with crafts.
• Applied Art
  Includes: architecture, industrial-design, fashion/furnishings-design, interior-design etc.
• Crafts
  Broadly synonymous with decorative arts

ANNUAL MANDATORY ART & EXPRESSION PROGRAMMING

• Boom Wackers kit (rent form the office)
• TOPP KIDS got talent show
• Collaborative mural
• Comic book or storybook
• Dramatic play prop boxes
• Fashion show (design, sewing, dramatic play etc)
• Photography or videography project
• Art gallery or market
• Bring in a dance instructor from the community

WHAT IS NOT ACCEPTABLE ART & EXPRESSION PLANNING?
The Art & Expression portfolio is home to a wide variety of modalities of art and ways in which we can learn to express ourselves. Repetitious crafts or activities should not be necessary when programming for this portfolio, and a variety of modalities should be explored weekly. With any medium, art activities should be process based and not product based. Be CREATIVE and INNOVATIVE! Things like colouring sheets and melty beads are not acceptable as a planned activity.

ART IN EARLY CHILDHOOD: CURRICULUM CONNECTIONS BY JILL ENGLEBRIGHT FOX, PH.D., AND STACEY BERRY, M.ED.

Art has traditionally been an important part of early
childhood programs. Friedrich Froebel, the father of
kindergarten, believed that young children should be
involved in both making their own art and enjoying
the art of others. To Froebel, art activities were
important, not because they allowed teachers to
recognize children with unusual abilities, but because
they encouraged each child's "full and all-sided
development" (Froebel, 1826). More than a century
later, early childhood EDUCATORS are still concerned
with the "all-sided" development of each child.
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=113

KEEPING MATERIALS STOCKED FOR ARTS & EXPRESSION
It is important that we keep materials always fully stocked at TOPP KIDS, both on the Art Cart and in storage. The great thing about art supplies is that you don’t always have to buy new. Using the Material Donation Letter, you can talk to local businesses to provide many types of materials-cardboard and boxes, fabrics, wood scraps, recyclables, etc. Many of the other supplies are most affordable when found at dollar stores or even Walmart. Learn to hunt for the best deal and always make sure you have fun/ exciting materials for kids to create with.

SOCIAL AND EMOTIONAL DEVELOPMENT IN ART
Children feel as sense of emotional satisfaction when they are involved in art, whether it is exploring clay, drawing or making a collage from recyclable materials. This satisfaction comes from the control children have over the materials they use and the autonomy they have in the decisions they make (Schirrmacher, 1998; Seefeldt, 1993). Children are presented with the opportunity to build on their social and emotional development by making independent choices and decisions. Also, by providing them opportunities to express what they are thinking and feeling helps to build on their self-esteem and confidence (Klein, 1991; Sautter, 1994). Sautter (1994) stated that when children participate in art activities with their peers, the feedback they provide each other builds self-esteem by helping them learn to accept criticism and praise from others. It also provides multiple occasions to build on social skills, such as turn-taking, sharing, and negotiating.

COGNITIVE DEVELOPMENT IN ART
Art is a sensory exploration, children are given the opportunity to
feel what they create, Kamii and DeVries (1993) suggested that
having the opportunity to explore materials during the process is
very important, because it is through exploration that children
build a knowledge of the objects in the world around them.

For example: an experience. I explored clay over a week with my children, the first day I placed a large brick of clay in the middle of the table and left the children to naturally explore it by poking, smelling, touching the clay. The next day I again placed the block of clay on the table, but this time added a bowl of water, this then gave them the opportunity to explore a different texture. The third day the clay, water and a few tools were placed on the table, this invited the children to make marks and even take smaller piece away. The next two days I added some photos and objects of clay art and watched and listened to the children’s creative minds explore in different ways. This project had no end product, it was a process that allowed the children to learn through exploration.
Activities centred on making art, such as loose parts, require children to make their own decisions and conduct self-evaluations. Klein (1991) described four decisions that child artists make. First, they decide what they will portray in their art- a person, a tree, an elephant. Second, they choose the media they will use, the arrangement of objects in their work, and the perspective viewers will take. Children decide next how quickly or how slowly they will finish their project, and finally, how they will evaluate their creation.

MOTOR DEVELOPMENT IN ART

Art supports the development of a child’s large
and small muscle control (Koster, 1997).
Painting and drawing at an easel or on large
paper on the floor build strength and
coordination in the large arm movements. The
smaller movements such as dexterity and

control in the finger, hands and wrists are developed
through activities including cutting with scissors, modeling
clay, drawing, and painting on a small surface.
The development of these movements during art,
enhances their use of tools for writing and pencil control.

Making art also helps children develop in hand-eye coordination
(Koster,1997). As children decide how to make parts fit together, where
to place objects, coordinating movements with their hands and fingers,
a development that is essential to supporting the formation of letters.
Art isn’t just painting, drawing… Creative art engages children’s minds
and their senses inviting them to listen, observe, move, problem solve
and imagine, using multiple modes of thought and self- expression.

https://www.giarts.org/sites/default/files/Head-Start-Child- Development-Early-Learning- Framework.pdf

LET YOUR CHILDREN EXPLORE THEIR OWN CREATIVITY IN THEIR OWN WAY!!

ART AND EXPRESSION THROUGH MUSIC

Music is a strong form of expression; it can portray many
emotions and allows children the opportunity to self- express
themselves without using words. The sounds, the
movements all tell a story. This is a great way to
add music into your program and also provide
another way of sharing feelings.

A simple idea to use is to listen to a piece of
music together, repeat and ask the children
what they heard. Then a third time provide art
materials for the children and yourself to
respond to the music through art. You can ask
about the colours they think the music made,
was it smooth or choppy, soft or loud, flow of the music.

ART THROUGH DRAMATIC PLAY AND DANCE
It is important to provide opportunities for children to pretend to be someone else in a dramatic play, it will the ability to become more self-aware and self-confident and generate beginnings to appreciate the connections that the fine arts create between individuals and the world.

‘Movement is one of the first means of expression and of learning about the world…each new movement gives children more information about the capabilities of their bodies. Children also develop spatial awareness-something very important for children who live or work together in the classroom. In the same manner as children learning about how their bodies work, they are learning about how feelings work.’ (Lutz and Kuhlman, 2000) Body movements are a way for children to express and communicate their feelings, they also learn self- control, it is also a great opportunity for children to be unique and express their creativity in a way that is appreciated and can never be wrong, a success for every individual.

ART EXPERIENCES IN PROGRAM FOR YOUNG CHILDREN

Although art activities help children develop in many areas, educators must recognize that art also has value in and of itself. Fostering the development of children's aesthetic sense and engaging children in creative experiences should be the objectives of an early childhood art program.

Activities that involve children in both making and enjoying art are essential if programs are to meet the needs of the whole child. The challenge for early childhood educators is to provide these activities in a way that is developmentally appropriate and that can be integrated throughout the programming. Such a program should include:

• Using reproductions to expose children to masterpiece art.
• Taking field trips to local museums to provide opportunities for art appreciation.
• Providing access to a programs art centre in which children choose their own topics and media.
• Displaying children's artwork in a programs gallery.
• Involving families in the art program.

To integrate an art program into a developmentally appropriate curriculum, adults must recognize that children express their ideas through art, just as they do in writing. Creative EDUCATORS find ways to support children's learning, through activities in which children make art and enjoy the art of others. The following elements form the basis of an art program to be integrated into developmentally appropriate activities for young children.

MUSEUM FIELD TRIPS
Taking young children to an art museum can be a challenging experience for any adult. Museums are designed for grown-ups who engage in thoughtful reflection, not for active children who want to point and exclaim. With a little preparation, however, a museum field trip can be an enjoyable experience for all.

Many museums schedule special times for children's tours and family visits. During these times, the museum educators and other patrons expect children to visit, and special tours and support personnel will be available. If the children will not be participating in a tour planned specifically for them, it is important that the educator selects a few key items on which to focus during the visit. Artwork done by artists featured in the program or portraying objects related to thematic units will be of interest to the children. They will have a context for thinking about and discussing what they see. Because the attention span of young children is short, museum field trips should not be lengthy. Thirty minutes is probably long enough for children to view the pieces pre-selected by the educators without getting tired or frustrated in the museum setting. Other exhibits can be saved for future field trips.

PROGRAM ART CENTRE
The art centre should provide opportunities for child-centered activities. Although educators might suggest themes, too much direction or assistance interferes with the creative process. Adult models for children to follow are also frustrating because most children do not have the fine motor and visual perceptual skills to replicate adult efforts. Instead, educators can encourage children to design and complete their own projects by recognizing that the same themes may be repeated many times as children explore ideas and practice skills.

Open-ended materials such as paint, crayons, markers, scissors, glue, clay, and assorted paper support child-centered activities. Although having too many choices can be overwhelming for young children, making a selection from two or three options at a time is an excellent way for children to practice decision-making. Lowenfeld and Brittain (1975) also "cautioned" educators not to change materials or introduce new materials into the program too often. Children need time to practice and develop skills with materials if they are to use them to express their ideas and feelings.

Finally, it should be noted that the creative process takes time. Although some children will complete their artwork within a short time, others will need large blocks of time to design and make their projects. The design of the art centre and the schedule should encourage children to return to a project and work until they decide it is completed (Edwards & Nabors, 1993).

DISPLAYING CHILDREN'S ART IN A PROGRAM GALLERY

A program gallery exhibiting children's art highlights the work for the children themselves and for visitors. A large bulletin board or wall space provides a backdrop for the gallery. Children should take the responsibility for mounting their work and selecting its placement in the gallery. Labels, including a title for the work, name of the artist, medium, and year of creation, can be dictated and will provide a meaningful experience with print. Children can also serve as curators and lecturers, giving tours of the gallery to visitors.

INVOLVING FAMILIES IN THE ART PROGRAM
Keeping families involved in the life of the program is an important responsibility for early childhood teachers. Sharing with families the role of art in the portfolios and the activities in which their children are participating will encourage their support of the program and of their children's learning. Family involvement can be encouraged in several ways. Inviting families to participate in museum field trips and program art activities provides the opportunity for shared experiences and discussion between children and their parents.

Educators may also suggest at-home art projects for children and parents to participate in together. These projects should always be optional, and teachers should provide any special materials that might be needed in a packet which includes explanations and directions for the project. Brand (1996) suggested linking art projects with book themes as a way of encouraging parents with differing skill levels to feel comfortable in working with their children at home. For example, after reading Lucy's Picture (1995) by Nicola Moon, children and parents might work together to create a collage depicting activities they would like to participate in together from materials found at home and/or supplied by the educators.

"Artists' knapsacks" for children's use at home are another way to involve families in program art activities. Four to five knapsacks, each featuring one medium such as paint and paper or modeling clay, can be available for children to check out and share with their families. Although the general purpose of the knapsacks should be shared with parents, specific directions for each knapsack need not be provided. The goal of the knapsacks is to encourage the same creative use of materials at home as in the program.

CONCLUSION
Through art activities young children will develop abilities and skills that have application in many other areas of the curriculum. Most importantly, however, children will also develop an appreciation for the art of other people and cultures, and the confidence to express their own thoughts and feelings through art. Far from creating individual prodigies, this integration of making and enjoying art in the early childhood classroom will result in the "all-sided development" of the children participating.

Sourced from:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=113

LITERACY PLANNING
TOPP KIDS provides an opportunity for educators to work with children in a different way than during the school day. This more relaxed, playful, and nurturing atmosphere allows educators to emphasize the social aspect of literacy. Perhaps most significantly, our afterschool programs give children a rare chance to read. Most children read only a few minutes a day, and they have little opportunity to read in the classroom. Literacy is a product of having read a lot. A child’s ability to do that depends on the time you invest in them. We have many literacy focused areas around each program.

It is important that our educators provide children with a fun opportunity every day to encourage literacy. The ENRICHMENT portion of our day is dedicated to both literacy and family involvement in the programs. At this time the Arts & Expression Portfolio will plan a small activity encouraging literacy. Here are some examples of types of ideas/ activities:

• Book of the week
• Read a New Book Month
• Poems writing
• Story writing with Story Starters
• Story Cubes Competition- best story
• Spelling Bee
• Book Club
• Story Art
• Script Writing
• Movie Making
• Computer literacy- Coding
• Math based Literacy
• Instruction Writing
• My Story
• Anti-Bulling Posters
• The Comic Book Project
• Social Literacy- expressing emotions and standing up for your self
• Personal literacy- getting to know me better etc.

All literacy planning should be done using the STREAM Based Planning sheet.

“THE COMIC BOOK PROJECT”
The Comic Book Project is a world-renowned literacy initiative that
engages young people in the process of planning, writing,
designing, and publishing original comic books. For over
16 years, CBP has engaged more than 200,000 learners
in a creative process leading to academic achievement,
social awareness, and community development.
By engaging youths in reading, brainstorming, sketching, plotting,
designing, and publishing original comic books, CBP encourages children to
become active learners and content creators, rather than mere information
receivers.

Early literacy can be improved by comics, or graphic books. Graphic books can broaden children’s reading skills and build a bridge to a wider variety of reading. Children of various ethnicities read the same comics. Perhaps this is because the text in comics relates to what all children think about and the action interests all children. The graphics in these books relate directly to the text. The children can picture the words that they are reading in their minds, and this is a helpful literacy tool. - See more at: http://www.promisethechildren.org/blog/comic-books-can-help-early-readers/#sthash.8RbFDpyE.dpuf

TOPP KIDS LITERACY CENTRE
At every TOPP KIDS program there is a specifically designed Literacy Centre. The Literacy Centre is designed to be accessible for all children and generally lives on Reading/ Games Cart area. Inside are many resources for children and Educators to promote literacy for example:

• Pens
• Pencils
• Paper
• Erasers
• Story starters (multiple ages)
• Poem starters
• Story cubes
• Sentence builders, comic books

LITERACY AND DEVELOPMENT
Child development is a process every child goes through. This process involves learning and mastering skills. Children learn these skills, called developmental milestones, during predictable time periods. Literacy can play a huge part in 4 of the 5 Major Developments:

1. Cognitive Development: This is the child's ability to learn and solve problems. For example, this includes a five-year-old learning how to do simple math problems, spelling or reading.
2. Social and Emotional Development: This is the child's ability to interact with others, including helping themselves and self-control. Examples of this type of development would include: a five-year-old boy knowing how to take turns in games at school or recognizing emotions through written language or words.
3. Speech and Language Development: This is the child's ability to both understand and use language. For example, this includes a 5- year-old learning to say "feet" instead of "foots" or 7-year-old using and learning more complex words and sentence structures (this is generally when swearing becomes fun).
4. Fine Motor Skill Development: This is the child's ability to use small muscles, specifically their hands and fingers, to pick up small objects, hold a pencil, turn pages in a book, or use a marker to draw.

MAKING BOOKS PROMINENT AND A BIG DEAL!

This doesn’t take a lot of work! If you are not actively STAGING new titles every week, what is going to get your children excited to read more? Wayne Gretzkey said, “you miss 100% of the shots you don’t take”, so put those books out there!

3 great ways to get children’s attention to new books would be by making a small poster of the cover or a small poster highlighting the author posted on your Reading Area/ Cart or creating a BOOK MENU (like a restaurant menu where you would see all the food items listed, create a list of all the books in your program).

Always remember to ROTATE your books too! If its always the same old titles, children will get bored quick, so keep some backups and rotate at least once a month. Eventually the kids will get excited for New Book Day!

HAVE A STORY DAY….
Reading stories, writing stories, sharing stories!

TOPP KIDS CLUBS

At TOPP KIDS, we pride ourselves on giving children the opportunity to
explore their interests and build both leadership and social capacity
among their peers. What better way to do that than to help them
create their own club?!

Clubs are a huge part of what we do here at TOPP KIDS, and we LOVE to help the children explore the world using them. We encourage clubs to be based purely on the children’s interests. Below are our rules for our clubs:

RULES:

• There must be min 4 clubs per month.
• Pictures MUST be taken and added to club sheets for evidence
• Clubs can happen anytime during the daily flow, with the exception of
  programmed group outdoor activity and enrichment time
• Clubs are child run with the assistance of the JR Leaders/Mentors and an
  Educator
• Each club is an opportunity for a child led experience
• Clubs will be announced by the JR Leader/Mentors or an Educator
• A club sheet and club crest must be filled out for every club
• The clubs crest must be posted on the Kids Board until the club is finished
• Clubs last as long as the child’s interest is shown
• All club sheets and past club crests must be stored in the Clubs Binder, then filed at the end of each school year
• EDUCATORS are encouraged to offer their own PASSION clubs in addition to
  kid’s clubs, e.g. knitting, quilling, cooking, golfing, Tae Kwon Do etc.

CLUBS FOR SCHOOL AGE KIDS:

INVOLVE KIDS IN PLANNING…
The very first thing to do in effective school age program planning is…. FIND OUT WHAT THE CHILDREN WANT TO DO!!!

Involving children in program planning is a vital part of quality school-age care curriculum, with experience, comes the knowledge of knowing what the children may like to do (build those relationships and connections with the children in your program). Incorporating the children’s vision promotes a sense of belonging as well as stimulating a child’s enthusiasm, anticipation, creativity and leadership skills.

CLUBS connections with the TOPP KIDS concepts

WHY CLUBS:

CHILD CHOICE:

• Programming based on their interests, ideas and passions
• Learning through their choice of play

LEADERSHIP:

• Kids that are not JR Leaders/Mentors have the opportunity to lead a group
• Development of a child’s voice- self advocacy – value

CONFIDENCE:

• Social emotional development
• Sharing ideas = breaking out of comfort zones
• Allows kids to SHINE and be celebrated
• Feeling valued in their contributions

SKILL BUILDING:

• Building skills and learning concepts that go beyond the categories of our portfolios
• Teamwork, cooperation, public speaking, etc

REINFORCES TK VALUES:

• Inclusion
• Establishing rules and expectations
• Evaluating risks and taking responsibility
• Child importance to program

ESTABLISHES ROUTINE:

• Allows for monitoring of toys from home on specific days
• Maintains a sense of comfort in routine and a cohesive schedule for Educators
• Children’s excitement for their part of the routine

RELATIONSHIP BUILDING:

• New friendships formed on mutual interests
• A deeper connection to children and their backgrounds
• Opportunity to build relationships with others outside of their typical peer group

LITERACY AND COMMUNICATION:

• Through planning and filling out club sheets, children practice literacy and communication skills

INNOVATION:

• Leaders and kids mutually benefit from challenging each other in planning and activity ideas
• NEVER STOP IMPROVING!

THE KEY TO MAKING CLUBS WORK CLUB OFFICE:

• Set a day weekly for the JR Leaders/Mentor and/or Educator to meet with
  children to schedule a day and time that they want their club to run
• Establish materials needed and then bring any purchases necessary to the
  Program Coordinators attention
• Establish club rules
• Name the club
• Post club sheets for that week on kid’s board for children to sign up
• On the day of club: complete the rest of the club sheet and design the club crest

ENTHUSIASM AND PASSION FOR THEIR CLUB:

• Show your enthusiasm when announcing, participating, and setting up for the
  child scheduled clubs
• Passion is contagious, Educator passion clubs can inspire the children’s
  creativity and wonder

ORGANIZATION AND FLEXIBILITY:

• Remember to accommodate opportunities for the children to run their
  club on a different day/time should changes be necessary. BE FLEXIBLE!
• Support by ensuring space and materials are accessible for the children.

THE BIG SHOW!
A.K.A. The Daily Outline for Program Coordinators

Program Coordinators are in charge of leading the programs transitions and flow. This means that it is up to the Program Coordinator to call ALL transitions, direct staff and keep track of ratios and numbers or designate someone to be responsible.

THE BIG SHOW – ROLES
Think of every shift as a Broadway Show. Every one of your team members have a very important part to play.

• The Active Play Coordinators are the Actors- their activities and supervision make the show happen and come to life or provide the TOPP KIDS EXPERIENCE. If one isn’t doing what they are supposed to, the show won’t go as planned and others will be left picking up the pieces and slack.
• The Room Leads are the Stagehands- they lend support to the Active Play Coordinators and ensure all systems (Timesavr, Dropbox, etc.), files and routines are taken care of.
• The Program Coordinator is the Producer- guiding the show, delegating tasks, and paying attention to details as well as the “big picture” while maintaining relationships and profitability.
• The children- the audience
• The parents & community- they are the funders, the sponsors and the supporters.- they want results!

Without the leadership of the Program Coordinator, the show begins to fall apart because there is no one single direction. No one else will be able to see the “big picture” as a Program Coordinator would using an eagle eye view.

The BIG SHOW is a tool that is used by the Program Coordinators to ensure TOPP KIDS is running a well organized, quality program for staff, children, families, and community where everyone knows the expectations of their role. Think of the Program Coordinator as the Producer of the BIG SHOW guiding the performance, delegating tasks, coaching, and mentoring the team throughout the production.

HOW? The Program Coordinator will welcome staff, parents, and kiddos, know their needs, and foster positive relationships with all TOPP KIDS family members and community. They will guide everyone through the shift by leading the Daily Flow routine, leading pre and post shift meetings, calling transitions, completing roll calls, communicating the number of children in care, directing team members, monitoring the atmosphere and environment and will ensure all policies and procedures are followed etc. The Program Coordinator is responsible for seeing the big picture and addressing anything needed throughout each shift to provide the best production TOPP KIDS EXPERIENCE for all to enjoy!

Think of the Room Leads as the stagehands in the BIG SHOW. They SUPPORT both the Program Coordinator producer and the Active Play Coordinators actors and are there to assist in any way needed to ensure an excellent TOPP KIDS performance shift for children and families. HOW? The Room Leads stagehands attend to many of the administration tasks and support the Program Coordinator in the execution of excellent shifts. Like a stagehand in a Broadway production, they are a support for the props and backdrops needed for the production. They will monitor that your activities are prepared and implemented and can support you in many ways example: running to get extra materials needed from storage room, assist with establishing an environment that is conducive for kiddos to participate, take pictures of your activities with program phone for printing on your scheduled Weekly Reflective Planning hour and act as support if needed in activities and provide general supervision etc.

Think of the Active Play Coordinators as the actors in the BIG SHOW. At TOPP KIDS we have several actors in the production. Each actor in the production is assigned a portfolio and each portfolio has guidelines, and responsibilities to implement an excellent experience for the children at TOPP KIDS. All Active Play Coordinators actors are expected to plan and implement age appropriate, interesting, innovative, and fun skill building experiences. All of the TOPP KIDS portfolios have a scheduled time each week to complete portfolio audits and cleaning as well as a scheduled time for Weekly Reflective Practice. Below are the scheduled days and times for each portfolios audit and cleaning.

The Arts and Expression portfolio is scheduled to complete their audit and cleaning from 5-6pm on Tuesdays.

The STREAM portfolio is scheduled to complete their audit and cleaning from 5-6pm on Wednesdays.

The Physical Literacy portfolio is scheduled to complete their audit and cleaning from 5-6 on Thursdays.

Every portfolio is assigned areas or centers they are responsible for overseeing the cleanliness, stocking, and organization of items DAILY. When completing cleaning on the assigned audit and cleaning day each center assigned should have shelves and top of furniture wiped down, bins organized with like items and remove any hazards/broken materials. The 3-step cleaning process for items/toys needs to be completed on a rotating basis to ensure that all items/toys in all centers are done by end of each month/every month. Each portfolio audit has a section to note items that need to be fixed, restocked, or replaced. These notes are added to the month end package by Program Coordinator so they can be addressed. Listed below are the centers assigned to each portfolio. Arts and Expression is responsible for Art center, Imagination center, and Drama center.

Physical Literacy is responsible for Action center, Games center, Construction center and Sports equipment.

S.T.R.E.A.M. is responsible for S.T.R.E.A.M. lab, storage room and Literacy center.

Take pride in the centers assigned to your portfolio!!

Now that we understand we have scheduled times for audits and cleaning and understand the expectations for each we will now learn the same for the scheduled Reflective Practice planning time. Listed below are the weekly scheduled Reflective Planning time for each portfolio.

Arts and Expression is scheduled for Wednesdays 5-6pm.

Physical Literacy is scheduled for Mondays 5-6pm.

S.T.R.E.A.M. is scheduled for Tuesdays 5-6pm.

During Reflective Practice planning time each portfolio is responsible to ensure all planning sheets are fully completed for the previous week. This includes printing and adding pictures (evidence) to each of your planning sheets, resources used for the ideas and record who suggested activity if applicable. Example: child suggestion, observed children’s interest in this activity or utilized the mandatory theme (focus) directed by TOPP KIDS. This weekly planning time is also used to complete the TOPP KIDS Weekly Reflective Practice sheet.

There are many questions available to support your completion of the Weekly Reflective Practice sheet found on Drop Box and in your portfolios. There are many benefits to reflective practice including:

• Professional growth
• Enhance innovation
• Problem solving
• Analyze for improvement
• Assess your performance
• Recognize successes

There are rules, mandatory training, resources for ideas and information available in each portfolio. It is every TOPP KIDS team members responsibility to read, utilize and become familiar with what is expected as a portfolio holder at TOPP KIDS Out of School Clubs/ Foundation.

TOPP KIDS DAILY OUTLINE – AFTERNOONS

WELCOME, SNACK & ATTENDANCE
The first half hour of the afternoon should be spent with quiet table games and children eating snack. This gives the team time to complete any set up, get children signed in, hands washed and ROLL CALL.

Note: Food is not allowed at the centres or around toys, only at tables. Children must only eat at tables sitting down (licensing rules). On half days, children will have lunch after signing in and will do table games (not centres) until 1pm. This allows for extra time to set up. Try to encourage all children to have a snack (believe me, it makes a big difference for attitudes!)

FREE PLAY, CLUBS & SOCIAL SKILL BUILDING
At the beginning of free play (after Snack Time) the JR Leaders/Mentors/Club Portfolio will call for Kids clubs with the help of the Daily Child Leader. The Jr Leader/Mentor/Club Portfolio will help guide clubs during this time. The Physical Literacy/ Music & Movement Portfolio, Arts & Expression Portfolio, STREAM Portfolio will then take the daily child leader to help lead one game or activity for the day. Children can choose whether they participate in a club, the daily leader’s game / activity or free play. This is a time for general supervision for the Program Coordinator, Room Lead, and Arts & Expression Portfolio.

HOMEWORK TIME
Children have homework from time to time and usually like to do it in a quiet area or may even require some help. Feel free to set up a table in the storage room or library for them. If that is not available, provide them with headphones to cancel out any noise. As long as we can see them they are good to go. Kids do not have to participate in scheduled activities (excluding entire group activities like going outside) if they are doing homework.

COMMUNITY UNITY
Remember to call for clean-up reminders 10 and 5 minutes before clean up time. Have children clean up the area they are in and sit down quietly until excused to go to circle. Educators should be stationed around the room at clean-up time leading by example.

Community Unity should start off with a “Hello TOPP KIDS” with the reply of Hello _ (educators Names
Here). The Program Coordinator will then lead the Community Unity starting with Heys & Praise, followed by Good News & Announcements- Positive child sharing and educators going over portfolio activities for the day, upcoming events and anything needed for safety/ accreditation / changes to the program, etc. The Program Coordinator will then dismiss the children and educators to their activities. There should be minimal small talk in order to keep it short and not loose child interest. Community Unity should be no more than 10 minutes long. A ROLL CALL must be completed at this time.

CHILD LED ACTIVITIES
When children are excused from Community Unity, the Physical Literacy/ Music & Movement Portfolio, STREAM Portfolio and Arts & Expression Portfolios will then host their planned activities. Children are able to choose whether they participate in each activity, in a club or just free play. The Program Coordinator and Room Lead will act as support to the 3 Active play Coordinators as well as general supervision. If one group wishes to go outside, at least one of the supports would go with them. Planned activities should go no more than 1 hour.

***Fridays or PD Days may have more than one Planned Activity session dependent on the schedule.***

HEALTH & WELLNESS

Children are able to choose whether they participate in a club or just free play.

TOPP KIDS active play and physical literacy initiative (Health & Wellness) was created to address child obesity in the after-school setting. By teaching children that eating healthy and being physically active every day can be FUN, we establish healthy habits in children that promote behaviour changes that can
last a lifetime. We combine high energy, non-elimination activities with teaching skills and strategies that
keep kids moving and having fun both indoors and out.

This is a time for general supervision and planned physical activity. If it is possible to be outside- go
outside! Two team members will stay behind each day to complete cleaning or administrative tasks
(based on the portfolio schedule).

ENRICHMENT
After Health and wellness, generally there are few children left as many are picked up around this time.
Consider this a time to wind down and start cleaning up. This is a great time to promote literacy and smaller social activities as well as homework time. With many parents coming for pick-ups, this is a great
opportunity to involve them in calm activities with their children and a great time to build relationships
with them. This is our best opportunity to build the “Family Run Feel”.

THE FINAL HOUR 5:00 PM – 6:00 PM
By this time enough children have left, and ratios are low enough 2 educators / day should be able to
break off and tackle their Cleaning Schedule and Weekly Reflective Practice/Planning. The remaining
Educators will collect the group into one area for all children and continue general supervision.

It is each Active Play Coordinators job to make sure there is enough of each activity prepped for all
children per day and a clear complete planning sheet written. All preparation and purchases should be
done on Monday morning for the Program Coordinators review. All Activity Sheets must be added to
their specific portfolio as proof of the activity (include pictures) and for future resource purposes. This is
each Educators time to use the computer if available.

WEEKLY REFLECTIVE PLANNING
Each portfolio is dedicated a time for Weekly Reflective Practice/Planning during the final hour of the day. This time is to ensure all planning sheets from the previous week are fully completed along with pictures (evidence).

• Photos
• Resources used for the ideas
• Record who suggested the activity – child suggestion, observed children’s interest, utilized
  the mandatory theme (focus) directed by TOPP KIDS.

This time is also used to complete the TOPP KIDS Weekly Reflective Practice Sheet using suggested Reflective Practice Questions to help support your completion. This sheet can be found on Drop Box and
in your portfolios.

Benefits of using the Reflective Practice Sheet:

• Professional Growth
• Enhance Innovation
• Problem Solving
• Analyze for improvement!
• Assess your performance!
• Recognize successes!

KINDI CLUB SCHEDULE

PROGRAMMING POLICY

TOPP KIDS Out of School Clubs/ Foundation will use a flexible day-to-day curriculum, which will be created by both the children and our educators using our Weekly Planning Sheet and Daily Flow guidelines. Every week a theme / focus or LIFE SKILL* is chosen and led by the children utilizing our Leadership Program (with help from the educators). We have the children help us create which activities, art, games, STREAM activities or other fun events we have organized during the day. This procedure must be followed every day at its scheduled time and is flexible based on group needs.

• Educators will have access to programming resources and planning time.
• Programming incorporates a variety of planned activities and spontaneous PLAY opportunities.
• Activities involve input from children and are responsive to their interests, backgrounds, preferences, needs and abilities.
• A variety of materials are available to and accessible by children.
• Activities and materials will be prepared and ready to go.
• Activities (when possible) will use the S.T.R.E.A.M (Science, Technology, Reading and wRiting, Engineering, Art and Mathematics) Approach to help children learn concepts and processes.
• Activities (when possible) will use the Loose Parts Play Approach to help spark children’s imaginations, creativity and problem- solving skills.
• Activities (when possible) will use the S.E.L. (Social & Emotional Literacy) Approach to help children learn social competency, self- regulation and emotional intelligence.
• Educators plan off-site excursions and special activities with input from the children and incorporate them on non-school days.
• Daily transitions into the program and out of the program are planned and consistent but, allow for flexibility to meet individual needs.
• Children are included in discussions to ensure toys and equipment reflect the appropriate ages, interests and abilities.
• Children participate in the development of program planning, routines and rules.
• Educators use program planning sheets to evaluate activities, including reflecting on activities.
• Educators will reference resource materials used on the program planning sheet.
• Group rules will be reviewed with children regularly and will be value based.
• Educators will review rules to evaluate that they are age and ability appropriate.
• Educators will include community and global issues in programming.
• Educators will provide Leadership opportunities and skill development opportunities.
• Educators will include student recognition activities.
• Educators will plan Leadership/teamwork opportunities with the children.
• Educators will rotate toys, equipment and materials regularly.
• Recreation activities are planned and posted in plain sight.
• Educators will indicate on planning sheets why certain activities or experiences were planned and who led them.
• Educators will support children in their understanding of safety issues.
• Educators will provide children with the needed equipment to ensure their own personal safety when indoors and outdoors.
• Educators will provide children with the information they need to ensure their own personal safety when indoors and outdoors.
• A balance of competitive and cooperative games and sports are planned focused on skill building.

PLAY @ TOPP KIDS

TOPP KIDS Out of School Clubs/ Foundation is committed to promoting PLAY, providing play opportunities, and educating all Calgarians on the importance of play to our community. As signatories to Calgary’s PLAY Charter, and as an organization concerned with positive childhood development, we know that it is our responsibility to promote, enable, and work towards comprehensive play opportunities for all.

WE BELIEVE PLAY develops a core set of skills for healthy well-being. That
play is a vital component of childhood; it is freely chosen, personally directed,
and intrinsically motivated.
PLAY is fun, uncertain, challenging, and flexible. When children have
opportunities to PLAY they use creativity, innovation, and reflection to learn,
experiment, solve problems, create new worlds, test boundaries, assess risk,
and meet challenges. PLAY is a natural state for a child.
WE WILL support PLAY that encourages physical, emotional, and social
development. Understand and communicate that risk is a valuable
component to play, and we will encourage, support, and enable play that
allows children to develop risk-taking skills. Create environments that children
can control – providing flexibility in materials and spaces that promote inquiry
and evoke curiosity, embrace the geography and climate of Calgary and
support children to play outdoors all year-round. Educate and inform adults,
using a common language on the importance of PLAY. Involve children in
the decisions that affect their lives.
Create opportunities to PLAY WITH PURPOSE!

WHAT IS PLAY?

This year, Canadian children received a “D+” grade for Overall Physical Activity, “D+” for Sedentary Behaviour, “B” for Sleep, and “F” for overall 24-Hour Movement Behaviours. Considering these grades, it’s time to consider various ways to shift these trends in a more favourable direction. What can we do at TOPP KIDS to positively support the healthy movement behaviours of our kids?

At TOPP KIDS, we believe the recipe for raising healthier generations doesn’t have to be complicated. When people are active and socially connected, their lives improve. Open-ended, spontaneous outdoor play is one of the most accessible, adaptable, and inclusive ways of bringing those two ingredients to a community.

There are many different ways to define play; below is one from Outdoor Play Canada:

Play is a universal, developmentally appropriate, culturally relevant expression of childhood and can be viewed in a multitude of ways and within the context of many settings. It occurs sporadically during children’s free time and is broadly identified as unstructured, though it can also include child-directed symbolic activities or games with rules.

The following are summaries of how play can be described, some of the play's benefits, and some of the play types.
spontaneous (Hewes, 2014, www.ncbi.nlm.nih.gov);
first-hand experience and include struggle, manipulation, exploration, discovery and practice (Bruce 1994); goalless — it is often described in terms of process rather than product (Bruner 1972);
where the child is in control of the content and intent (Hughes 2000);
a performance of motor patterns in novel sequences, like galumphing, or movements out of context, like the cat that runs sideways with its tail at an odd angle (Miller 1973);
repetitious, to facilitate the learning of complex skills (Connolly 1973) neophilic, i.e., drawn to the novel, new, fun or interesting (Morris 1964, 1967); non-detrimental (King 1987);
contain play cues or meta-signals, like eye contacts, facial expressions and body positions that start processes of many social and non- social engagements (van Hoof 1972, Bateson 1955; Else and Sturrock 1998);
a balance of different experiences(Hughes 1988).

If a behavioural routine does not satisfy most of these criteria, direction and intrinsic motivation, particularly those relating to free choice, personal direction and intrinsic motivation, then it is not play and any benefits that are said to come from playing, will not apply.

As we can see, play is a very complex phenomenon, where a number of conditions that seem to be less about what the player actually does and more about how and why s/he does it, have to be satisfied.

TYPES OF PLAY
Structured Play- organized hockey or gymnastics would be a great example of structured play.
Free Play – Play that the child chooses because they want to do it. There is no goal at the end, there is no structure, there’s just freedom.

PLAY can be anywhere and everywhere! At TOPP KIDS we develop opportunities both through
Structured and Unstructured PLAY opportunities. Our Program delivery is designed to focus on
developing well rounded young adults and help them become TOPP KIDS!

LEADERSHIP PROGRAM

All communities need role models and leaders. Most of us agree that professions such as medicine, technology, education, business and industry, politics, and the arts need people who can use intelligence, creativity, and critical judgment.

We believe it is our job, as role models and childcare professionals, to help in the development of leadership attributes and qualities, and skills in children at an early age.

Our leadership program helps teach kids to feel comfortable in and addressing large groups of children, have others respond well to their suggestions, and build interest in setting the direction or style of play for their peers. We believe leadership in children can be nurtured and grown and, in turn, build great amounts of self-respect and worth.

Whoever said “Great leaders are made not born” was on the right track. Taking the initiative, making suggestions, providing direction, being sympathetic to the problems of others are all characteristics that can make great leaders. Fortunately, they are also behaviours that can be encouraged in our children.

TEACHING LEADERSHIP QUALITIES TO CHILDREN:

We want to help your child to be a leader, but what are the qualities of a leader? Here are some of the qualities required and how we can encourage the development of these qualities.

INTEGRITY – our educators always remember to be a good example, a role model for your child. We teach by example, and integrity is a quality kids learn from their caretakers and parents. One tool that is very helpful is storytelling. We have books that tell us about the value of integrity in our reading corner.
COURAGE - When your child shows courage, we notice it and praise it. It takes courage to tell our educators about problems or bullying and we encourage kids to “share fearlessly” with us.
CREATIVE, INDEPENDENT THINKING– When we talk with your child about any subject at all, we always try to ask open questions, that encourage creative thinking. Using the “One Step Farther” principle. After we have received all the obvious answers, we ask one more question, to come up with a deeper, more creative idea. Questions like “Why”, “What would happen if…”, “How do you think they would feel…”, encourage your child to think creatively.
SELF-BELIEF – One of the most important things we can help teach your child is to believe in themselves and in their ideas, visions, and abilities. We try to encourage them every step of the way. When your child tells us that they want to be the richest person in the world, we don’t laugh them off as if that is something beyond them. Instead, we ask your child what he plans to do to achieve that goal. We want children to know that nothing is beyond their capabilities. A leader is a person who believes in himself. It is only when someone believes in what they are doing, can they convince others to follow the same path. Most children have goals, and a few know just what they are going to do to achieve these goals. Having goals is the first step towards leadership – the second step is knowing how you are going to achieve these goals, and if they are feasible at all.
CONFIDENCE – this is one of the most important qualities required for success in general. To develop confidence in your child, we praise your child sincerely and often and develop a habit to talk about your child’s strengths and achievements with him every day.
RESPONSIBILITY – A leader takes responsibility. Good leadership is knowing when you made a mistake, when you took a wrong decision, and having the ability to admit your mistakes and apologize. We teach your child to know that they are the “boss” of their own life. Their success is their responsibility. When your children blame someone else or something else for a mishap or come up with excuses, we see this as our opportunity to encourage your child to assume responsibility and we make sure that your child knows that it is Ok to make mistakes. Mistakes are an opportunity to learn. We help your child draw conclusions, without ‘making them wrong,’ by asking: “What did you learn from this?”, “What do you think went wrong?”, “Why do you think this happened?”, “How could you avoid this?” and again, “What do you think would happen if…?”
PLANNING – Many children dream big, but they don’t plan on how they will be able to achieve their goals. Teaching your child, the importance of planning is a large part of our program. When children are chosen as leaders, they are asked to come up with a plan for the day and stick to it. They help plan the group games we play to the craft projects we make. They can change their plans along the way, but we show them that it is best if they follow a plan to make sure we have time for everything. The best leaders are those that chart a course of action in advance and stick to it.

CHILD LEADER OF THE DAY

Child leader of the day (Div 1) help with the following in our programs:

• Helping choose the days activities (group games, programming ideas, themes)
• Acting as a positive role model
• Helping lead or coach games and activities

JUNIOR LEADERS

Being a part of the Junior Leaders group is a privilege at TOPP KIDS and is geared for Div 2 Children (Grades 4-6). Junior Leaders are coached to become the “best version of themselves” with the program aimed towards children learning life skills, community stewardship, and leadership qualities. They are privileged with running TOPP KIDS Club Office within their program with the support of Mentors and/or an educator. Children who become Junior Leaders sign a contract, holding them responsible to the values and tasks of a Junior Leader and to act as strong role models for all other children following TOPP KIDS
Leadership values to INSPIRE, DEVELOP and LEAD.

WHAT IT MEANS TO BE A JUNIOR LEADER:

• Help run club office/fill out club sheets/schedule
  clubs/announce clubs
• Be kind and promote kindness
• Help others
• Set an example
• Help plan Fridays, events, and holidays
• Include everyone in games
• Check for unhappy faces
• Be honest
• Be positive role models
• Make good choices
• Record Community Unity meetings and contribute to discussions
• Help with calling transitions
• Participating in activities and helping to lead
• Each Junior Leader is responsible for a specific area of the room during clean It is up to the junior leaders to delegate
  tasks and ask for help if they need it
• Junior Leaders have the privilege of attending our 4-day, 3 Night Leadership Camp during Summer Camp (space is limited) with registration and parent permission by completing the release forms
• Junior leaders have the privilege of participating in distal supervision with leader/parent permission and signing a Junior Leader Contract.

ACTIVITY PLANNING

TOPP KIDS WEEKLY PLANNING OUTLINES

Every theme week at TOPP KIDS should be a theme that children and educators look forward to. Boring weeks are unacceptable. It is the Active Play Coordinators responsibility to make sure every day is as fun as possible by planning activities based on their portfolio and the weekly theme. Themes are chosen using child suggestions and guided outcomes. Weekly planning sheets are to be completed on Fridays by the Program Coordinator and posted on Monday mornings for parents & children to see.

T.K. RULES:

Life Skills* Curriculum Framework

The purpose of our curriculum framework is to deliver programming that teaches LIFE SKILLS through activities, community engagement, reflection, self-improvement, and PLAY. Comprised of focused child-led programming by each of our team members, the framework utilizes a portfolio system where each Educator is in charge of emergent programming through a specific lens-Physical Literacy, Music & Movement, S.T.R.E.A.M., Arts & Expression, Literacy, Clubs, Jr. Leadership, and KindiClubs. Play and learning experiences are created to help teach children valuable LIFE SKILLS* and become true TOPP KIDS. Skills are broadly based on the following categories:

• Thinking skills (critical thinking, creative thinking, problem-solving, decision-making)
• Personal skills (self-awareness, self-management, self-improvement, S.E.L.)
• Interpersonal skills (communication skills, empathy, cooperation, etc.)
• Leadership skills (integrity, courage, self-belief, confidence, responsibility, planning)
• Literacy skills (financial, math, reading, writing, language, and listening)
• Life skills (cooking, safety, etiquette, growth mindset, good choices, and kindness)
• Citizenship skills (adding value to your community)

The LIFE SKILLS Curriculum framework was built with inspiration from a number of sources around the world including the Alberta Flight Curriculum Framework, MindUp Curriculum, NOIST, as well as components from the Kid-Grit Curriculum, CASEL, Building Blocks for Learning Framework, Alberta Physical Literacy Guidelines, 21st Century Learning Programs and best practices and programming from TOPP KIDS.

THE WHY: We grow people. That is what we are the best at. This curriculum framework was designed with the focus of providing children (mighty learners) with the necessary tools to develop LIFE SKILLS delivered through the medium of PLAY in order to help build today’s TOPP KIDS. After leaving our program, TOPP KIDS should be more adept and confident to lead their lives and hope to inspire and lead others.

The curriculum framework focuses on bringing more hands-on, child inspired, play-based programming and community involvement, while focusing on developmental milestones and teachable moments.

GUIDELINES FOR ADAPTING YOUR ACTIVITIES

• Make sure there are sufficient activities should some activities not work
• Include everyone. Be sure to select activities that are appropriate for each individual or group so that the level of difficulty will be appropriately challenging and stimulating. This will allow them to avoid frustration or dull play and will maximize their fun time.
• Vary the same activities to maintain player interest and to facilitate organization. Familiarity with the game enhances the children’s understanding and contributes to active participation.
• The size, length, height, or weight of the equipment used for activities may be increased or reduced, made shorter or longer, etc. The size of the playing area may also be adapted accordingly. Use devices, or modified equipment to enhance the children’s performance and to make their experience more enjoyable. The rules may also be modified to reduce the complexity and demand of the activity. The time allotted and the group sizes are also components that can be modified accordingly.
• Ensure fullest possible participation from every child. Let them help in the organization of the game or activity. Give each individual a feeling of being part of the activity.
• Praise accomplishments both small and large. Provide ongoing constructive feedback. Immediate reinforcement is best. It’s important that participation in the activity is rewarded.
• Be clear, concise, and avoid lengthy explanations. Keep instructions short and simple to maximize activity time and keep children engaged. Children learn faster by doing.
• Encourage children to talk to peers while participating in physical activities
• Have fun and they will too!

LOOSE PARTS PLAY

WHAT ARE LOOSE PARTS?

Imagination, creativity, curiosity, desire, and need are the motivation of
loose parts. Loose parts are materials that can be moved, carried,
combined, redesigned, lined up, taken apart and put back together in
multiple ways. Loose parts can be used alone or combined with other
materials. Loose parts simply means moveable materials that children can
use in their play. They might be bought materials, upcycled from the
recycling bin or found natural objects. There’s a printable list of some loose
parts ideas below, but really anything goes: boxes, feathers, marbles,
wrapping paper, fir cones, water, sand, twigs, hats, drinking straws…..

WHAT LOOSE PARTS FREE PLAY OFFERS CHILDREN

“Have you ever noticed that if you leave old junk lying
around, kids will almost inevitably play with it?
Whether it be old cardboard boxes, wooden pallets,
pieces of wood, old tires, bits of rope or string, kids
will use their imagination and ingenuity to make
something. This may make your garden look like a
junkyard sometimes, but the experience for the kids is
invaluable and it will keep them occupied for hours.
Don’t try and direct the kids in their play, just let them
get on with it.”

Stocking your play space with loose parts offers children:

• Daily inspiration
• Endless possibilities
• A chance to think
• Encouragement to be creative

We’re not only talking about creative play from an artistic point of view – although loose parts do provide great materials to sculpt and build – but creative play that encourages brain development, scientific experimenting, mathematical thought, risk taking, and trial and error learning.

Through this kind of free play children are really creating by using what they have and what they already know and combining that to create a whole that’s greater than the parts. Just like Einstein, Da Vinci and Jobs. Loose parts and free play in childhood develops the creative genius of the future.

An example of a Loose Parts Marble Run: We introduced a new
resource for the children to explore that week: the marbles. As always,
on the art cart there was a variety of loose parts. To make a marble run
we had to imagine an end product, and carefully select the right materials
that allowed children to build what they had intended.
Things didn’t always go to plan – things broke, or the marble didn’t move
along the right chute – so they had to analyze, problem solve and
persevere until they’d managed what they set out to achieve. This kind
of hands-on learning is what
we encourage, and it helps children hone really important thinking skills
that will help them throughout their lives.

FOUR WAYS TO PROMOTE LOOSE PARTS FREE PLAY
To promote this kind of creative learning you can:

• Have loose parts on offer in your play setting all the time, so the children get used to what’s available and can pull them into their play when they get an idea.
• Add in new materials from time to time, to spark fresh thinking (you can use our list for some suggestions).
• Make sure the children have lots and lots of time to investigate, explore, daydream, and make use of the loose parts.
• Have other children and leaders available to help problem-solve, add in twists to the play and to admire creations and inventions.

IDEAS FOR MATERIALS TO HAVE IN YOUR PROGRAM

The great things about stocking your program space with loose parts is that anything goes (so long as the materials are suitable for your children’s ages and stages) and they’re mainly free. Natural materials, recycled items and donations from friends, families, and local businesses are all great places to get your materials.

You don’t need to think about how the children might use the materials – leave that to the kids. Provide the loose parts, step back and let the children PLAY. They might surprise you with their imaginations and create things you would never have dreamed up!

THE MAGIC THREE FORMULA
We like to use a magic three formula when we need an injection of ‘new’. Simply pick three items from this list and set them out as an invitation to play. Remember you don’t need to think the three materials match or work well together. The idea is to offer something different, perhaps unusual, to spark the children’s thinking.

Yarn, curtain rings and play dough….
Water, feathers and plastic cups…
Tin foil, sticks and buttons…

Who knows what the children will come up with using the Magic Three!

ADVANTAGES TO LOOSE PARTS PLAY
For the most part, loose parts play dictated my entire childhood, and I credit
my ability to think outside the box to that fact. The beauty in using loose parts
over traditional toys is that the intent is left up to each child, providing greater
flexibility, and minimizing disagreements over toys.

There are documented advantages to loose play:

1. Encourages children to think of cause and effect.
2. Encourages children to create, invent and explore.
3. Encourages children to explore possibilities.
4. Encourages children to problem solve.
5. Encourages children to engage in more complex play.
6. Encourages children to develop motor skill competence.
   

http://mommymethodology.com/6-advantageous-loose-parts-play/

MAINTAINING THE MATERIALS
However you store materials, set up a regular schedule for maintenance. Go through them piece by piece to see what is popular and what is ignored. Does anything need replacing? What forms of play are children particularly interested in, and what could you supply to support that? If children are building houses with cardboard, what could you provide to let them expand or decorate these further?
Sometimes children will ask for specific materials, and by all means supply those if you can. If not, don’t worry too much. Bringing a range of materials helps create all sorts of ideas!

Take a look too, at anything that has lost its value for play. Are there materials that have been all used up, or which the children clearly don’t use? Are there items that are broken? Feel free to remove anything that doesn’t seem to be working and replace it with something else. Supporting play, like play itself, is a constantly unfolding process.

When you’re deciding, ask yourself: What is in the best interests of children’s play? You can also reconsider this later on and change accordingly.

PHYSICAL LITERACY/MUSIC & MOVEMENT PLANNING

TOPP KIDS physical literacy initiative (Health & Wellness) was created to address child obesity in the after-school setting. By teaching children that eating healthy and being physically active every day can be FUN, we establish healthy habits in children that promote behaviour changes that can last a lifetime. We combine high energy, non-elimination activities with teaching skills and strategies that keep kids moving and having fun both indoors and out.

RULES

• Every week must have a selected game, skill, or goal to work towards.
• Activities planned should relate to the programs weekly theme or
  question.
  Each week must consist of the following:
  • Minimum (x1) planned Physical Literacy activity executed
    everyday (can be continued game or skill building from
    previous day)
  • (x1) main event or game each week (skill building leading up
    to a sport or activity)
  • Minimum (x1) Active Play/ Group game per shift (morning
    and afternoon)
  • Games / skill building needs to be planned for both Div. 1 &
    Div. 2 developmental levels.
  • Instructions must be clear and simple for children to follow
    based on their developmental levels
  • Music must play during active play time (choose your energy of music)
  • Active play must be safe and respectful of the entire room
  • Active play should be hosted outside whenever possible
  • All active play should be directed by the Leader with the Physical Literacy Portfolio. This leader is to be INVOLVED with every game, not just stand on the sidelines!
• Every period of planning must be done at least one week prior to that period commencing and approved by the
  Program Coordinator.
• All completed planning sheets must have pictures or supporting resources by the end of each week.

SKILL BUILDING
The idea behind planning active play the way we do at TOPP KIDS is to teach children new skills based on their developmental levels, that being competitive is healthy and teamwork and good sportsmanship goes along way. We plan activities to encourage this skill building, selecting certain outcome skills and finding an activity to help teach those to them. Skills such as:

• Jumping / skipping
• Dribbling
• Social & Emotional
• Striking
• Flexibility
• Cardio
• Mental & Cognitive
• Strength
• Climbing
• Agility
• Alternating
• Throwing
• Coordination
• Catching
• Core
• Dexterity
• Physical
• Balance
• Speed

OUTDOOR ACTIVITY
When outdoors, FREE PLAY at the park is not considered Physical Literacy. Every time
a TOPP KIDS Program goes outside it should be with multiple options of play (park and
planned activity) or specifically for a planned activity. At no time should it just be park
play (excluding morning supervision).
Boundaries always need to be explained to the children and upheld. Activities should
take place during all seasons with appropriate planning for the weather conditions.

ANNUAL MANDATORY SKILLS / GAMES

• Hockey
• Basketball
• Baseball / Kickball
• Soccer
• Tennis / Badminton
• Healthy Eating
• Dodgeball (non-eliminating)
• Kick-the-Can
• The Animal Game (Nature or Environment Weeks)

WHAT IS NOT ACCEPTABLE ACTIVE PLAY PLANNING?
When planning active play, it is easy to fall into repetition. Playing games like T.A.G. more than once a week in a row is not acceptable at TOPP KIDS. There are hundreds of versions that kids want to play, just try to spread them out. When the same games are played over and over, children begin to lose interest and stop learning new skills. STAY CREATIVE and keep the activities SAFE!

ROUGH-AND-TUMBLE PLAY
Rough and Tumble Play can be important to a child’s development, but it is important to limit this type of activity and monitor it, so it stays appropriate.

Rough-and-tumble play is often identified as wrestling or play fighting but also includes behaviours such as running, chasing, use of open-handed slaps, pushing or pulling another player, using a loud or roaring voice, making hitting motions, and jumping on, throwing or kicking an object (Tannock, 2005). While some of these descriptors might also be included when describing aggression, the defining variable is that children engaging in rough and tumble play have a playful purpose.

Educators can quickly identify if physical actions are harmful by carefully observing the intention of the child. If the child is displaying an open body stance including the “play face” with smiles and laughter (Reed & Brown, 2000; Pellegrini & Smith, 1998), they are enjoying the activity. However, children who are displaying a closed body stance including clenched fists, without smiles and laughter, and who are using an angry tone of voice are not playful in their actions. This is aggression and the Educators need to quickly intervene before someone gets hurt.

Nevertheless, when physical interactions among children are playful and not aggressive, Educators are often uncertain of what to do (Tannock, 2008). This is not unexpected as very little research has been conducted on rough-and-tumble play to assist educators with making informed choices about managing rough-and-tumble play at their settings. Further, Educators often find themselves working in the field without having discussed rough-and-tumble play during their ECE training or with colleagues at work, and they are uncertain of how parents would react to seeing their child engaging in this type of play while
in care. However, for the Educators who are seeing rough-and-tumble play in their setting, understanding the value of the play may support discussions and understanding which will, in turn, support efforts to managing the play. Rough-and-tumble play holds value for young children in relation to their physical, social, and educational development. The physical benefits of energy release, exercise, and practice of motor skills might seem obvious but there are significant benefits in other developmental areas as well. Rough-and-tumble play holds a social dynamic which aids in the development of social competency as children learn about themselves and others. Children are learning about self-control, compassion when caring for another player, boundaries of what is acceptable in the play, limits to play, how to adapt their play to the abilities of others, and how to make judgments of their abilities in relation to other players. Rough-and-tumble play supports learning to cooperate, share, take turns, resolve conflicts, develop leadership skills, and to control impulses and aggressive behaviour. Educationally, rough-and-tumble play holds value as children experiment and take risks, practice skills, build self-confidence and self-esteem, improve their communication skills, and develop their ability to regulate their attention and persistence. Clearly rough-and-tumble play holds important learning opportunities for young children that need to be explored by Educators. Resourced from: http://www.ecebc.ca/resources/journal/2008spring/03.html

THE IMPORTANCE OF A GOOD WARM UP AND COOL DOWN
Some stretches are designed to stretch muscles, and some are designed to move the joints through a full range of motion.

WARM UP
It is important that children do a warm-up before starting daily physical
activities. A proper warm-up sets the tone for the activity and reduces the
risk of injury during an activity. To warm up, children should participate in
some low-intensity aerobic activity, such as brisk walking. Using the large
muscles and gradually increasing speed and intensity in this type of
activity gradually increases the heart rate and blood flow to the muscles.
During the warm-up, it is important to follow up with stretches that move
the joints through their full range of motion. Stretches such as arm circles
and flexing and extending of the arms and legs are helpful. A proper
warm-up reduces the risk of injuring during an activity.

• During the warm up, it is important to follow up with stretches
  that move the joint through their full range of motion.
• Stretches such as arm circles and flexing and extending of
  arms and legs are helpful.

COOL DOWN
After physical activity, a cool-down period involving a gentler activity helps the heart and body to return to their normal state. Slow-moving activities and stretches also help normalize the blood flow to the muscles and improve flexibility. The cool-down activities concentrate on unhurried, slow stretching. Because the muscles are warm during stretches, the risk of injury is reduced. Stretches should include
all the major muscle groups, starting with the largest muscles. Each stretch should be held without bouncing for 15–30 seconds. Stretching should be imaginative and creative. Children can “reach for the sky”, or pretend to be a tree that is growing, or stretch their arms out as “wide as a wall”. The cool- down can also prepare children for the transition back to less-active activities.

• After physical activity, a cool-down period involving more gentle activity helps the heart and body to return to their
  normal state.
• Slow-moving activities and stretches also help normalize the blood flow to the muscles and improve flexibility.
• The cool-down can also prepare children for the transition back to less-active activities

From: Ontario Ministry of Education, Resource Guide, Daily Physical Activity in Schools: Sample Activities for Students, Grade 1 to 8, 2005

PORTFOLIOS 

TOPP KIDS uses a portfolio system to ensure that all brand standards, planning, cleaning and additional tasks are met in an  organized way. Every educator has a portfolio. From time to time, portfolios may be rotated in order to help cross–train educators  in all areas of TOPP KIDS. Each Portfolio includes a job description, planning information and cleaning audit materials. Every  educator is accountable for their portfolio and will be expected to maintain it daily. 

TYPES OF PORTFOLIOS

S.T.R.E.A.M PLANNING

ACTIVITY PROGRAMING WITH STREAM!

STREAM is an educational approach to learning that uses Science,
Technology, Reading & wRiting, Engineering, the Arts and
Mathematics as access points for guiding children’s inquiry, dialogue,
and critical thinking. The end results are children who take thoughtful
risks, engage in experiential learning, persist in problem-solving,
embrace collaboration, and work through the creative process. These
are the innovators, educators, leaders, and learners of the 21st century!
Using the STREAM approach to activity planning at TOPP KIDS is
CORE and a promise to our families, the educators help guide children
in creating projects that make them problem solve and innovate. Every
activity is recorded by the educator on the planning sheet with 5 steps-
Ask, Imagine, Plan, Create & Improve.

THE STREAM PROCESS

The infographic highlights the 10 steps of STREAM implementation at TOPP KIDS. A STREAM project provides an in-depth experience for children that allows them to engage in higher order thinking skills.
STREAM activities engage children by promoting inquiry and questioning, then letting that form the framework for their learning. From structured, to controlled, to guided, to free-inquiry, children that
are educated through the various levels of inquiry-based learning develop strong skills and self-motivation. Many STREAM projects often begin with a science concept or problem (real world), and the other four aspects of STREAM are then incorporated into the research, design, development, and testing components of the project. Here are some examples of instructional strategies you can have children perform to integrate each component into a STREAM project you are developing:

SCIENCE: Problem selection, experimentation (using the Scientific Method).
TECHNOLOGY: Researching (using online libraries, web searches), communication (blogging, videoconferencing, emailing).
READING & WRITING: Documenting findings and using literacy for research.
ENGINEERING: Building or improving a design/model
ART: Writing, communications, poetry, video presentations, creating models.
MATHEMATICS: Collecting data, analyzing data outcomes, performing geometry problems.

The main thing to remember when designing your STREAM project is to include one activity from each discipline (Science, Technology, Reading & wRiting, Engineering, Art, and Mathematics) and leave room to IMPROVE.

Integrating literacy into our STREAM activities is easy, provide the children with their own record sheet (see new Kids STEAM Plan & Record Sheet), why not encourage them to create their own STREAM Journal (scrapbook style by adding for example a cover page Cody’s STREAM Journal to the front of all their Kids STREAM Plan & Record Sheets over the year) that they can take home at the end of the school year. Encourage the children to go through the process, using their record sheet to brainstorm and record their ideas and observations and next steps. Adding photos along the way.

MULTICULTRUAL PLANNING

ACTIVITY PROGRAMING & INCLUSION FOR MULTICULTURALISM

Multicultural education is important for our kids. We are a part of a very big world and the more we learn about it, the better!
At TOPP KIDS we always try to feature some great multicultural activities for children that sneak some learning in with a ton of fun.
Multicultural/ diversity planning can be great fun and with a diverse group of children already in our care, you and your group will have a blast learning about each other. The whole idea is to show children how big their world really is and to appreciate and respect other cultures. This planning is expected to be added into ALL Portfolios.

There are many different topics you can highlight when planning for multiculturalism around the world including:

• Games
• Customs
• Language
• Food
• Art
• Clothing
• Homes
• Religion
• School
• Holidays
• Religion
• Culture
• Music
• Dance
• History
• Myths
• Influential people
• Human rights / equality
• Go on a field trip etc.

Below are examples of great multicultural educational activities:

MULTICULTURAL EDUCATION

• Homes Around the World – Host a tour of some kid homes around the world and let children explore what it might be like to live in them.
• Influential Figures Autobiography – read a story of an influential person and create a project based on them.
• My Place in the World Project – Create a kid’s geography project that gives geographic perspective to kids.
• Field Trip to …. – Take the kids to China town, an authentic bakery or restaurant.

MULTICULTURAL ACTIVITIES

• Make Multicultural Paper Dolls – a great activity that Kid World Citizen did for International Week. It is a multicultural paper doll parade!
• Diwali Rangoli and Mandala Art from India – Beautiful, colorful art with a lesson. You and your kids will be on the compound creating masterpieces in no time.
• 3D Salt Dough Maps – What a fun project! Making a 3D map out of salt dough, then painting and adding map details.
  

CULTURE ACTIVITIES FOR KIDS

• Chinese New Year w/ Props and Stories –Plan a Chinese New Year celebration, but also tell the story of a
  celebration.
• Get an International Pen-pal – Find a pen-pal group (in another country or another TOPP KIDS Program).
• Board Games that Teach about the World – Find great games to keep kids having fun while learning about other
  cultures.
  

WORLD CULTURE FOR KIDS

• The Danger of a Single Story – I loved this post about why it is important to telling the whole truth. Many times, often inadvertently, we tell a fraction of the story which leads to cultural stereo-types.
  • http://kidworldcitizen.org/2012/05/24/the-danger-of-a-single-story-and-teaching-kids-to-avoid-stereotypes/
• What is Geo-Literacy? – Geo-literacy is not only knowledge of geography, but it explores the relationship between human systems and the environment
• Listening to music from different cultures – worldmusic.net
• Cinderella Story Around the World – This is really fun. Find the Cinderella story from various cultures! It is more common than I ever imagined
• Playing games from diverse cultures
• Reading menus from ethnic restaurants
• Check out penpalworld.com
• Cooking challenges with culturally diverse foods
• Sharing diverse stories, history, or legends
• Create passport and host a “Around the world in 80 days” provocation
• Learn how to say common phrases in other languages
• Attend a cultural festival
• Go to a local museum
• Research money from around the world
• Bring in cultural dress and items to share
• Create a family globe tree
• Take virtual field trips

COMMUNITY PLANNING

COMMUNITY SERVICE IDEAS FOR YOUTH: WHY GIVING BACK MATTERS by Marilyn Price-Mitchell, PhD EMPATHY

If you are searching for community service ideas for children, you may be hoping to help them:
1) Meet TOPP KIDS community service idea requirements.
2) Build citizenship
3) Build positive resumes for college; and/or
4) Develop into more empathetic and caring young people.

Whatever the reasons, it’s helpful to understand why learning to give back to others is vital for positive youth development and how parents, schools, TOPP KIDS and communities play an important role. With the right community service opportunities from kindergarten through high school, young people can grow from an understanding of how they fit into society to how they can help solve societal problems. This developmental process grows empathy and fosters children’s identities as engaged citizens, the topic of Tomorrow’s Change Makers: Reclaiming the Power of Citizenship for a New Generation.

How do young people learn to make community service a way of life rather than something expected or required of them? The three most important ways children and teens learn to express their caring for others and evolve toward active citizenship is through:

• RESPONSIBLE ACTIONS • LEADERSHIP • INNOVATIVE THINKING

These three ways of caring develop over time—from elementary through high school. This article explains each developmental phase and provides links to community service ideas, resources, and programs that can help you find the right fit for your child, class project, or service club.

ELEMENTARY SCHOOL: LEARNING TO BE RESPONSIBLE
In these early years, we lay the foundation for responsible citizenship. Children learn kindness, respect, and empathy—internal strengths that connect them to others. You can’t just talk about these feelings and expect understanding; kids need to experience them. Many programs like scouts, church groups, and service clubs are places children learn and experience these positive values. However, these ideas also need to be reinforced at home. How to Instill Compassion in Children describes ways parents foster these internal strengths through practicing compassion and teaching kids how to cope with anger.

Character education in the early years helps build strengths like honesty, responsibility, fairness, and compassion— internal assets that lead to happiness and well-being. These are the kinds of human qualities that foster responsible citizens, children who grow up to donate to food drives, recycle their trash, or help during a crisis.

COMMUNITY SERVICE IDEAS FOR YOUNGER CHILDREN

• Kids Care Clubs – Provides opportunities to work with other kids performing community service projects. Sponsored by generation On and Points of Light.
• Kid World Citizen – Activities that make young minds go global. 35 community service projects for kids.
• One Warm Coat – A national non-profit organization that assists in the donation of coats.
• Start a Snowball – Inspires children to engage in doing good. Offers grants to kids to help them get their projects off the ground.
• 40 Ways Kids Can Volunteer – Lists 40 interesting and unique ways children can volunteer.
• Create a PLAY project – host a PLAY hub in your community and invite families to come learn and PLAY!
  

Try some of these options:

• Raking leaves/shovelling walks
• Garbage collection
• Volunteering at the food banks
• Visiting senior homes
• Getting involved with the local community association
• Field trips to grocery stores and other businesses
• Invite visitors for talks with the kids
• Get involved with local fundraisers

DRAMATIC PLAY

Through dramatic play children learn about themselves and the world in which they live. These play experiences allow children to learn about their like and dislikes, interests, and abilities. Through play they are provided opportunity to make sense of what they observe on a daily basis and allows children to express ideas and feelings. Dramatic play involves more complex social and thinking skills needed to enhance communication and social skills.

Children cultivate social and emotional intelligence.
How we interact with others is key to our lifelong success
and happiness. Knowing how to read social cues,
recognize and regulate emotions, negotiate, and take turns,
and engage in a long-term activity that is mutually
beneficial are no easy tasks. There is no substitute for
creative and imaginative play when it comes
to teaching and enhancing these abilities in our children.
This is all part of our TOPP KIDS plan to develop our
children’s social and emotional development
throughout kindergarten and beyond.

IDEAS OF MATERIALS/OBJECTS TO COLLECT FOR DRAMATIC PLAY:
Old clothes, shoes, bags, hats, phones, cooking utensils, dishes, napkins, silk flowers, stuffed animals and dolls, fabric pieces, blankets, old sheets, pegs, postcards, plane tickets, coins from around the world, photos from different vacations.

DRAMATIC PLAY AREA IDEAS:

• Airport
• Post office
• Café
• Music shop
• Vets/Doctors
• Campsite
• Kitchen
• Construction site
• Store
• Classroom
• Garden

Writing materials should always be available in all areas!

OTHER WAYS TO INITIATE DRAMATIC PLAY:

• Use a story, invite the children to recreate a favourite story, to extend this you can ask questions that provide a twist.
• Provide dolls and puppets, these could be sock puppets that the children have made themselves, give the opportunity to ascribe their feelings and ideas, express and explore.
• Create ‘prop boxes’, provide a few props that link with a theme to initiate the children’s imagination
  and then let their creativity flow.
• Make time, uninterrupted time to play and explore. Allow children to leave a set up that they can return to fully explore and enhance their creative explorations.

SOCIAL AND EMOTIONAL
When children are given the opportunities to engage in pretend (dramatic) play, they are actively experimenting with the social and emotional roles of life. When a child pretends to be someone else, they gain the experience of ‘walking in someone else’s shoes’ which helps them to gain an understanding in the moral skill of empathy. Through cooperative play with their peers, they will also learn the skill of taking turns, sharing responsibility, creative problem solving and understanding other’s feelings.

LANGUAGE
Dramatic play helps a child understand the power of language, they will often share a reflection of their parents or people in their life. Cooperative play with peers will also teach new words that can used to re-enact a story or create a play, enabling connections between written and spoken language, this all helps in building a skill that will help learn to read.

THINKING SKILLS
Dramatic play provides children to build on their cognitive thinking skills and develop their problem solving, whether it is deciding what to use in their play or what role they want to play.

COMMUNITY UNITY TIME TO BE A COMMUNITY TOGETHER

BUILDING A COMMUNITY OF “TOPP KIDS”

Program Coordinators are in charge of leading the program
transitions and flow. Part of that is Community Unity.

Program Coordinators (or the designated supervisor) need to be loud enough to address the entire room while other educators help keep children quite and pay attention. THIS IS NOT YELLING, but a FUN daily occurrence that needs to be fast, to the point and engaging.

The entire point of Community Unity is not only to explain what activities we are doing during that day but to create an environment of Social Emotional Literacy. Which aids in the teaching of self-awareness, respect, responsibility and helps build an overall community between all TOPP KIDS and the educators.

Children do NOT need to be in a circle for Community Unity, this also works well at carpets or tables after the cleanup transition with multiple groups that are child led or the Program Coordinator facilitating the entire group.

Community Unity consists of 4 parts:

1. Program Coordinator will ask educators to connect with children and engage them in a brief activity
   at each carpet or circle
2. Heys & Praise – Led By Program Coordinator
3. Community Unity Discussion- A group conversation focusing on teaching children LIFE SKILLS– Led By Program Coordinator
4. The Program Coordinator will ask each educator to explain the planned activities for the day and
   announce misc. updates.

Children are then able to go and choose which planned activities, clubs, community involvement programs or projects they would like to participate in. At this time, Active Play Coordinators will be leading activities and Room Leads acting as support.

HEYS & PRAISE:
Heys and praise is an opportunity for children and
educators to praise each other in front of the entire TOPP KIDS community. This usually happens during
Community Unity (circle time). Everyone is encouraged
to participate to help build community self-worth and
confidence.

How it works:
“Hey Braden, can I give you some praise?” “Yes…” “I think you're really good at Hockey. It shows you
practice a lot!” “Thanks” Everyone supports the children and educators for Praise by clapping and cheering at appropriate times.

COMMUNITY UNITY DISCUSSION

This is when educators and children share a short conversation around TOPP KIDS LIFE SKILLS. By adding structured conversations to our Community Unity discussions, we create an environment where children can explore vital life skills through group conversations. These discussions can take place as large group sessions or within smaller breakout groups, allowing every child’s voice to be heard.

Engaging in these important conversations helps foster critical thinking, empathy, and resilience among our participants. We aim to equip children with the tools they need to navigate their emotions, interact positively with peers, and develop a strong sense of self-awareness.
By embracing the power of community discussions, we prepare our youth for successful futures, enabling them to become empathetic leaders who contribute positively to the world around them. Together, we are building a foundation for a brighter tomorrow.

PLANNED ACTIVITY ANNOUNCEMENTS- FRIENDLY COMPETITION
This is when educators and child leaders get to announce their daily planned activities. The purpose here is to have educators show off their activity and entice as many children to their activity as possible! Friendly competition if you will. After announcements are made, time for planned activities.

POSITIVE REINFORCEMENTS: PRAISE / KINDNESS JAR
Hey’s and Praise is something that is highlighted each day during community unity but, sometimes not everyone has the opportunity to express their praise, or they are not necessarily comfortable with saying it in a group setting. A praise / kindness jar can be introduced as a motivator. Both children and educators are able to add names of those they wish to ‘nominate’ to the jar for special privileges or in some cases prizes. A name is eligible for entry if that person is caught doing an act of kindness that goes above and beyond the basic rules of being kind. Such as standing up for others or yourself, being inclusive, showing positive problem solving, being a good role model / leader etc. There is no limit to how many times someone’s name can go into the jar. The jar is emptied each month and the draws take place each Friday. The behaviour of the group as a whole determines the number of names drawn. Names can be drawn for various things such as getting to pick the group game played, getting to be at the front of the line, assisting with calling transitions … the possibilities are endless and you can determine the rewards based on your group of children. It is important to celebrate and acknowledge each and every name that gets put into the jar to continue encouraging kindness throughout your center.

PD DAY PLANNING

Every PD Day at TOPP KIDS should be a day that children
and Educators look forward to each month. Being as it is a
longer day, this is the opportunity to have our program shine!
Boring PD Days are unacceptable. It is the Program
Coordinators responsibility to make sure PD Days
are as fun as possible by choosing one of the four types
to host and posting the completed planning sheet for
parents/Educators & children to see a week prior to the PD Day.

RULES:

• Every PD Day must have a theme
• Each PD Day must consist of the following:
  • Minimum (x1) Art & Expression project (can be continuous evolving project from previous
    day)
  • Minimum (x1) STREAM/Journaling & Research Project (theme directed)
  • Minimum (x2) Active Play/ Group game per shift (morning and afternoon) (theme directed)
  • Theme directed audio visual medium (movie/ music/ dramatic play)
  • Theme provocations – set up to provoke thought and interest of the weekly theme
• The day must consist of a Special Event (something not done on a regular day)
• Every PD Days planning must be done and posted on front desk at least one week prior and approved by the Program Coordinator.
• Schedules must be approved by Regional Manager, minimizing labour expenses, and ensuring shifts
  never go over a maximum of 8 hours.
• A CDW (Level 2) or CDS (Level 3) must be scheduled onsite at all times of the day.
• All completed planning sheets must have pictures or supporting resources by the end of each PD Day.
• All offsite trips must have completed field trip forms one week prior to PD Day to be signed and dated by families.

THE 4 TYPES OF PD DAYS EDUCATOR PLANNED

EDUCATOR PLANNED
Fun activities throughout the day, generally bigger science, multi-cultural, club, physical activities or events than usual planning. Educators must rotate leading these days!

PARTY DAY
Throw a party/potluck/parent event or fundraiser – 50% child led, 50% leader led. Usually a holiday such as Christmas, Halloween, St. Patties Day, Un-Birthday Day, etc. Mornings are used for prep and the event is 3:00pm to 6:00pm.

CHILD PLANNED
Fun activities throughout the day, generally bigger science, multi-cultural, club, physical activities or events than usual planning – 100% child led with leader assistance.

FIELD TRIP DAY
Either go offsite or have a service or presenter come to the program. Offsite trips must have minimum one more person than ratio requirements (volunteers are always welcome too!). Children must be back no later than 5:00pm. All expenses are paid by the program; busses are paid for by the company.

PD DAY SCHEDULING
Program Coordinators will send PD DAY Schedules (built with their teams) to their Program Support Manager for Approval minimum one week in advance using the PD Day Scheduling Form.

EVENT PLANNING

Every time TOPP KIDS hosts an event; it is an opportunity to show families and the community the quality of our programs. This tends to be a time where everyone can get together and appreciate the program and the commitment to the community. A poorly planned event can have the exact opposite effect and damage the reputation of the programs. It is important that every event we plan is executed with excellence. The following describes how to plan events based on our event planning sheet:

TOP OF PAGE 1
Fill out the NAME OF THE EVENT, the EVENT DATE, the name of the DIRECTOR OF FUN (person in charge of hosting the event- typically the WHOLE TEAM with direction from Program Coordinator) and the allotted BUDGET determined by the Program Coordinator (if hosting from the in- house float) or the CEO (if it is a company wide event).

EDUCATORS SCHEDULE
Plan your Educators schedule here. Your schedule should reflect proper ratios and times each Educators is working. If you need extra Educators for the event, this is how you let your Program Support Manager know.

OVERVIEW
This is where you lay out your grand idea! What is the event, is there any partnerships within the community, etc.

ATMOSPHERE
What will the atmosphere be like at the event? Calm, busy, standing, sitting, fun? Are there decorations? Is there food or beverages being served? Never should an event have a “dry moment” with nothing planned.

OBJECTIVE
Here you can list the reason for the event. Is it to increase awareness for something, increase parent involvement, accreditation goal, to raise money, to engage your team to become champions at hosting events, create memories for the kids or just to have families come together?

DRESS
At all events, Educators should wear TOPP KIDS Educators T-Shirts unless a dress code more conductive to the theme is present. Make sure that the team looks great as this is always the first impression to our quality!

CREATIVE
What is it that will be created for this event? Think of everything needed: signs, banners, handouts, emails, artwork, PLANNING…. The list goes on. Typically, your Arts & Expressions and Program Coordinator portfolios will be largely involved in this part. Assign tasks and list names.

GUEST PRIZES / GIVEAWAYS
Are there any prizes/giveaways ? How are they won/handed out?

EVENT APPROVED BY
Every event planned must be signed off by 3 parties- Program Coordinator, Program Support Manager & CEO

PRE-PROMOTION
What are you going to do to HYPE UP the event in the week(s) before the event? Is there any promotional material being used?

EVENT REVIEW
To be completed after the event for future reference with the Program Coordinator.

MUSIC
What music will be playing during the event?

BUDGET TRACKING
Use this tool to keep track of what is spent for the event. Opening balance should match the budget for the event. Out of pocket spending is not permitted.

Event Planning Sheet:

COMMUNICATION TOOLS

COMMUNITY UNITY BOOK
The Community Unity Book is our way of recording child suggestions and
helping us organize what is being said to the children each day during
Community Unity.
Ex: Tuesday, Johnny Bellbottom suggested that he would like to make
rockets. Since we always take the interests of the children in consideration
when planning, looking back at this sheet, maybe science could plan bottle
rockets or art could plan rocket jet packs… maybe you could base a weekly theme off of it!

All entries are the responsibility of the Physical Literacy Portfolio holder.

This book is found in your main desk.

Note: Some programs have chosen to have children record circle time as well, involving them in
the process

EDUCATORS COMMUNICATION BOOK

The Educators Communication Book is used to communicate notes, shifts,
important dates, time off and any other communication. This will be found
on the main desk. Please use this notebook for all communication regarding
to the children and families. Educators should initial after reading
information daily.

OBSERVATION BOOK
The Observation Book is used to write down any observations on the
children that you wish to save. We ask that you make minimum one
observation per day in the program. Again, you will find this on the main
desk.

TOPP KIDS DAILY OUTLINE – MORNINGS

WELCOME, SNACK & ATTENDANCE
The first hour or so of the mornings should be spent with Free Play and children eating snack. This is the time for all team members to do general supervision since mornings tend to be short and there is not enough time for planned activities. During this time the team is to ensure children are signed in, take part in one-on-one time, engage in child-led active play and roll call.

COMMUNITY UNITY AND CLEAN UP
Remember to call for clean-up reminders 10 and 5 minutes before clean up time. Have children clean up the area they are in and sit down quietly. Educators should be stationed around the room at clean-up time leading by example. When children are settled the Program Coordinator and one Active Play Coordinator will lead Community Unity time while the rest of the team tears down with the help of Div. 2 Children (children are NOT allowed to move furniture, chairs or tables!).

Community Unity should start off with a “Hello TOPP KIDS” with the reply of Hello _ (educators Names Here). There should be minimal small talk in order to keep it short and not lose child interest. Educators should go over the Game or activity for the morning during Health & Wellness, upcoming events and anything needed for safety/accreditation / changes to the program, etc. Community Unity should be no more than 10 minutes long. A ROLL CALL must be completed at this time.

HEALTH & WELLNESS (OUTSIDE / LEADER GAME)
When children are excused from Community Unity, the Physical Literacy/ Music & Movement Portfolio should lead a quick morning game until it is time to go outside. This game is chosen by the Daily Leader of the day. If there is little time before the bell, do the activity outside or play at the park with general supervision. At least one other team member should help lead the activity (staying in ratio) while the rest finish takedown tasks. Children should be outside minimum 15 minutes before the bell.

BELL
When the bell rings each team member should move to supervise a pre-determined door of the school for children to line up. One educator will specifically take Kindergarten Children to their Door. After all care is transferred to the school (using the transfer of care sheet), the team will then come together and sign out of ratio.

PLANNING AND MEETING (BETWEEN SHIFTS)
By this time all children have left, and Educators are signed out of ratio and into Planning or any other task being completed at this time.

It is each Active Play Coordinators job to ensure this time is utilized to complete the following weeks planning sheets and prep for all children. All preparations and shopping lists should be done for Friday at 5:00 pm for the Program Coordinators review. All Activity Sheets must be added to their specific portfolio as proof of the activity (include pictures) and for future resource purposes.

Note: All Resources (websites, books, etc.) must be sited on the Activity Sheet as well as Daily Planning Sheet All meetings and indirect hours spent on planning, prepping, meetings or training are included in the allotted 6-hour work day unless otherwise approved by the Operations Manager or CEO in writing.

EDUCATORS MORNING SCHEDULE & RESPONSIBILITIES:

1. Arrive at 6:45am ready to go
2. Set up all equipment by 7am
3. Sign in on TimeSavr
4. Complete the appropriate daily checklists
5. Greet all children and families
6. Program Coordinator or designated supervisor will ensure parents have correctly signed in their children
7. Educators will encourage children to eat their morning snack
8. Educators are to inform children at 5 minutes to 8 that clean-up will happen at 8am (Times vary at every program)
9. Educators will assist children with cleaning up bigger messes such as the art table at this time as well
10. Educators and children will choose one centre to clean and sit at until the Program Coordinator or supervisor excuses them to join the circle
11. The Program Coordinator or designated supervisor will choose a group of Div. 2 children to assist with moving small equipment to the storage area before heading to circle
12. One team member must monitor the storage room to ensure children are not entering the room
13. ***No children should move carpets, furniture or tables, this must be done by educators only! ***
14. Educators will help gather children to join the circle (without backpacks)
15. An educator will lead activities in the circle while all other educators complete clean up
16. The Program Coordinator or designated supervisor will then dismiss children from the circle to gather their belongings for school
17. Educators will assist children with shoes, coats, etc….
18. Educators will ensure children are lined up at the door and the gym is swept clean
19. Roll Call must be completed by the Program Coordinator or designated supervisor while other educators complete a headcount before going outside
20. Educators will then lead the children outside ensuring it is done so quietly
21. Children are to take all their belongings with them. No pit stops
22. Educators will line up the children briefly once outside and do one more headcount, then move to playground
23. Educators should be situated on and around the playground so that all areas can be supervised efficiently

Remember inside or outside our goal is to provide a safe, fun and supportive environment. Constant observation and participation by all Educators is key.

EDUCATORS AFTERNOON SCHEDULE & RESPONSIBILITIES:

1. Arrive at 2:45pm ready to go. (Time varies from program to program)
2. Team meeting (Pre-Shift) to go over daily activities, 911s, concerns, etc.
3. Sign in timesavr
4. Set up equipment before the bell rings
5. Complete appropriate daily checklists
6. One educator will gather kindergarten children from their classrooms and bring them back to be signed in
7. One educator will monitor bathrooms as kids wash hands before signing in.
8. Other educators will remain in the room with the Program Coordinator having all children put their belongings neatly away
9. The Program Coordinator will be responsible for signing all children in
10. Once all children are in their designated areas, educators will complete a head count while the Program Coordinator does roll call. Children may have their afternoon snack during this time.
11. All Educators will participate in supervision of free play time and clubs, following portfolio guidelines.
12. All Educators will inform children at 5 minutes to 4 that clean-up will happen at 4pm (time may vary)
13. Educators and children will choose one centre to clean and sit at until the Program Coordinator or designated supervisor excuses them to join the circle.
14. 4:00 pm -Community Unity. Program Coordinator will run Community Unity, all other educators should be available for support during Community Unity
15. No child is to leave the gym without informing an educator. One educator will be assigned to bathroom duty during the day (usually Room Lead)
16. Two educators should breakout of supervision at 5 pm to complete tasks assigned in portfolios, if ratios allow
17. Clean up should start at around 5:15pm, all remaining educators will participate in clean up while supervising, following same guidelines as am routine.
18. Educators will come together briefly for post-shift
19. Sign out on timesaver.

Another successful day!

KEEPING AN EYE OUT FOR ABUSE

SYMPTOMS
A child who's being abused may feel guilty, ashamed or confused. He or she may be afraid to tell anyone about the abuse, especially if the abuser is a parent, other relative or family friend. In fact, the child may have an apparent fear of parents, adult caregivers or family friends. That's why it's vital to watch for red flags, such as:

• Withdrawal from friends or usual activities
• Changes in behaviour — such as aggression, anger, hostility or hyperactivity — or changes in school performance
• Depression, anxiety or unusual fears or a sudden loss of self-confidence
• An apparent lack of supervision
• Frequent absences from school or reluctance to ride the school bus
• Reluctance to leave school activities, as if he or she doesn't want to go home
• Attempts at running away
• Rebellious or defiant behaviour
• Attempts at suicide

Specific signs and symptoms depend on the type of abuse and can vary. Keep in mind that warning signs are just that — warning signs. The presence of warning signs doesn't necessarily mean that a child is being abused.

PHYSICAL ABUSE SIGNS AND SYMPTOMS

• Unexplained injuries, such as bruises, fractures or burns
• Injuries that don't match the given explanation
• Untreated medical or dental problems

SEXUAL ABUSE SIGNS AND SYMPTOMS

• Sexual behaviour or knowledge that's inappropriate for the child's age
• Pregnancy or a sexually transmitted infection
• Blood in the child's underwear
• Statements that he or she was sexually abused
• Trouble walking or sitting or complaints of genital pain
• Abuse of other children sexually

EMOTIONAL ABUSE SIGNS AND SYMPTOMS

• Delayed or inappropriate emotional development
• Loss of self-confidence or self-esteem
• Social withdrawal or a loss of interest or enthusiasm
• Depression
• Headaches or stomach aches with no medical cause
• Avoidance of certain situations, such as refusing to go to school or ride the bus
• Desperately seeks affection
• A decrease in school performance or loss of interest in school
• Loss of previously acquired developmental skills

NEGLECT SIGNS AND SYMPTOMS

• Poor growth or weight gain
• Poor hygiene
• Lack of clothing or supplies to meet physical needs
• Taking food or money without permission
• Eating a lot in one sitting or hiding food for later
• Poor record of school attendance
• Lack of appropriate attention for medical, dental or psychological problems or lack of necessary follow- up care
• Emotional swings that are inappropriate or out of context to the situation
• Indifference

ABC OBSERVATION CHART

REPORTING PROCEDURES

• Any staff/volunteer who suspects that a child has been abused or is at risk for abuse should immediately call the owner and inform of the situation.
• The staff member will then call Calgary Child and Family Services. The person who suspects the abuse must call him/herself.
• If necessary, access immediate medical attention if a child has sustained injuries. Where injuries have been suspected to have been caused by child abuse, do not inform the parent of the intention to access medical care for the child, until you have spoken with a Children’s Aid worker and have been directed to do so.
• If there are any concerns or doubts regarding making a report of suspected abuse, the staff/volunteer will be encouraged by the supervisor to consult with a worker from Calgary Child and Family Services. If the allegation is against another child in the program, the supervisor will consult with a Child Protection Worker as to how to best protect, supervise and support both the alleged victim and abuser, and other children.
• It is the responsibility of the person who suspects child abuse to follow through on the report to the Calgary Child and Family Services, and the Supervisor will provide support and direction. When making the report, give your name, the program name, your position and phone number to the Child Protection Worker.
• No staff/volunteer will advise someone not to report suspicions of child abuse, or to try to stop the person from reporting or consulting with Calgary Child and Family Services. There will be no sanctions or reprimands for anyone who consults/reports suspicions of child abuse. However, disciplinary action will result if there is an attempt to stop someone from following through on the legal duty to report.
• If a staff/volunteer has any further suspicions of abuse or new information with respect to a child, s/he must immediately make another report to Calgary Child and Family Services, regardless of any previous reports.
• Information considered confidential cannot be kept in confidence if it is related to a suspicion of child abuse – all staff/volunteers must follow through on the legal duty to report.

DOCUMENTATION
In the event that a staff/volunteer suspects child abuse, a Critical Incident Reporting Form will be completed as soon as possible in the individual’s handwriting, using pen only. Copies of this form are available in the office. If applicable, this includes circling bruises/injuries on the body chart attached to the reporting form. Document only the facts – do not include how you are feeling about the incident, or personal thoughts about what might have happened.

• Include the name(s) and phone number(s) of the individual(s) you spoke with at Calgary Child and Family Services and any direction you were given.
• Do not make a rough copy and then rewrite in good – the original recording of the facts is your documentation. If you make a mistake, do not use white-out – cross out and initial any errors, and then continue on.
• Sign and date the form.
• This form is to be completed every time a staff/volunteer has reason to suspect that child abuse has occurred.
• All documentation is to be forwarded to the supervisor to be kept in a secure file cabinet,
• separate from the child’s general file.

WHAT TO REPORT TO CALGARY CHILD AND FAMILY SERVICES

The staff/volunteer making a report of suspected child abuse to a Child Protection Worker may not have access to all the information listed below. If this is the case, do not conduct an investigation to search it out.

Remember, it is imperative that the staff/volunteer report the information to a Child Protection Worker as soon as possible.

The following is a list of information, if known, that the staff should be prepared to provide Calgary Child and Family Services when making a report of child abuse.

INFORMATION ABOUT THE CHILD(REN)

• Identifying information (e.g. name and address of child, primary caregiver, the child’s religion).
• Current whereabouts of the child/family.
• Present physical and/or emotional condition of the child.
• Any special vulnerabilities, medical conditions, communication issues.
• The name of the program attended.

CIRCUMSTANCES WHICH PROMPTED THE REPORT

• What was it that led to the report being made today?
• What are the sources of the information for the report?
• What are the details regarding concerns, or the incident which precipitated making the report today?
• Do you know of any other relevant incidents or have any other information?
• What actions, if any, have you taken prior to reporting the matter to the Calgary Child and Family Services?

INFORMATION ABOUT THE CHILD’S FAMILY AND THE ALLEGED OFFENDER

• Parents: Names, Dates of Birth, Address(es), Telephone Numbers, Places of Work.
• Alleged Offender: Name, Date of Birth. If not the parent: the alleged offender’s relationship to the child, address, phone number, place of work.
• Current whereabouts of the alleged offender.
• Does the alleged offender have access to the child, siblings or other children?
• What is the parents’ awareness of/admission/reaction to the suspected abuse and the child’s disclosure?
• What is the language spoken by the parents, the alleged offender?
• Are there any cultural considerations?
• The name of the child’s/family’s physician.
• Any concerns for family members with respect to mental health, physical illness, substance abuse, weapons and/or violence?
• Names and addresses of extended family members and others who could be supportive to the child and family.

OTHER INFORMATION

• Who else has direct knowledge of the incident being reported?
• Who else may have observed the child, or other incidents?
• Who else knows this family well?
• What other professionals or agencies may be involved with the child and family?

IF A STAFF/VOLUNTEER IS SUSPECTED OF CHILD ABUSE

• If a staff/volunteer/parent suspects another caregiver in the program of abusing a child(ren) in care, s/he should inform the supervisor of the intention to call Calgary Child and Family Services. If the allegations are made by a parent, inform the parent of his/her duty to report to a Child Protection Worker, and the Supervisor’s obligation to also speak with a child protection worker.
• The staff person with whom the parent spoke will immediately inform the Supervisor of the parent’s allegation. If the staff person suspected of abuse is the Supervisor, then the Program Coordinator should be informed.
• The staff/volunteer making the allegation will follow the reporting procedure outlined above and will complete the necessary documentation.
• The person suspected of abuse will not be told by anyone about the suspicion, the intention to report or that a report has been made until after the Supervisor has consulted with a Child Protection Worker for direction.
• The Supervisor will consult with a child protection worker as to what, if anything, should be done to protect a child(ren) at the program from further contact from the alleged abuser.
• The Supervisor will notify Licensing immediately of the occurrence using the Critical Incident Reporting Form. The Owner/CEO, in consultation with Calgary Child and Family Services, Licensing and legal counsel will determine what action, if any, will be taken with respect to the suspected person’s job responsibilities.
• The Owner/CEO will immediately contact the programs insurance company when abuse by a staff member is suspected.
• The Owner/CEO will meet with the suspected person to discuss any procedures for a change in duties, responsibilities, etc. The supervisor will follow-up with a written confirmation of any decisions and the reasons for such, a copy of which is to be given to the suspected person, and a copy retained on file.

WHEN THE CALGARY CHILD AND FAMILY SERVICES/POLICE CONDUCT AN INVESTIGATION IN THE PROGRAM

When child abuse has been reported, the investigative team may request permission from TOPP KIDS Out of School Clubs to interview a child on the premises. All efforts will be made by staff to cooperate with the police/child protection worker in order for the investigation to be completed in such a way as to provide the least disruption to the day-to-day operations of the program.

Should the investigative team’s request to interview the child at the program be refused by the Supervisor or Owner/CEO for any reason, the child may be apprehended (with or without a warrant) and removed from the program.

• If the authorities have told any staff/student/volunteer of the intention to come to the program, the Supervisor and Owner are to be notified immediately.
• The supervisor will arrange for an appropriate private location for the interview to be conducted. When the authorities arrive, the supervisor will ask for identification upon their arrival.
• If a Child Protection Worker/police officer arrives unannounced, the supervisor will ask for identification and call his/her respective offices to confirm that s/he is a representative of a child protection/police service.
• The police/child protection worker may determine that it would be in the best interests of the child to conduct an interview without the prior knowledge of, and without the child’s parent(s) present. All staff involved must respect this decision, and not speak to the parent(s) until further notice.
• The supervisor will prearrange with the investigative team, if a support person from the program can be present when the child is being interviewed. Any support person who agrees to attend the interview, will be reminded by the supervisor that s/he may be required to attend and testify in court proceedings related to the case.
• If, after interviewing a child, the investigative team feels it is necessary to apprehend the child, the supervisor/staff/students/volunteers will cooperate. The supervisor will clarify with the investigative team who will be responsible for contacting the parent(s).
• The supervisor will document the names of the investigative team, the date, time, how long the authorities were at the program, and any relevant outcome. The documentation will be kept in a secure filing cabinet, separate from the child’s general file.

WHEN CALGARY CHILD AND FAMILY SERVICES/POLICE CONDUCT AN INVESTIGATIVE
TELEPHONE INQUIRY

Should a staff member receive a call from a child protection worker and/or police officer who telephones the TOPPS KIDS Out of School Clubs to gather information with respect to the protection of a child, that staff person will follow the steps outlined below.

• Ask the person on the telephone for his/her full name, telephone number and name of the agency that s/he represents.
• In order to ensure that the person calling is a child protection worker/police officer, the staff member will inform the person calling that s/he will be called backed immediately.
• The staff member will immediately call the person back, confirming that the telephone number is that of Children’s Aid Society and/or Police Division, and that the individual inquiring about a child is a representative of said agency.
• A staff member may answer questions posed by a child protection worker/police officer and provide information over the telephone as long as the information is related to suspicions of child abuse and the protection of the child.
• The staff member is to immediately inform the supervisor of any telephone conversations that have occurred between the staff member and a child protection worker/police officer.
• The staff member will document the telephone call, including the date, time and length of the call, and the name of the child protection worker/police officer. All documentation is to be forwarded to the supervisor to be kept in a secure filing cabinet, separate from the child’s general file.

FURTHER CONSULTATION WITH A CHILDREN’S AID SOCIETY

Further contact with a Children’s Aid Society may be initiated by supervisor/staff/volunteer in the following circumstances:

• A worker has not responded to the individual’s initial call/message;
• The individual believes that the concerns reported on behalf of the child have not been fully understood by the worker, and a
• second opinion from a supervisor at the Children’s Aid Societyis desired;
• Any further suspicions of abuse occur;
• Changes in the family situation or that of the alleged abuser are discovered
• The child or alleged abuser transfers out of the program; and/or
• The child does not return to the program when expected.

The supervisor will be notified if a staff/volunteer re-contacts a Children’s Aid Society. The person who re-contacted a Children’s Aid Society is responsible to complete the documentation.

PARENTAL BEHAVIOUR

Sometimes a parent's demeanor or behaviour sends red flags about child abuse. Warning signs include a parent who:

• Shows little concern for the child
• Appears unable to recognize physical or emotional distress in the child
• Denies that any problems exist at home or school, or blames the child for the problems
• Consistently blames, belittles or berates the child and describes the child with negative terms, such as "worthless" or "evil"
• Expects the child to provide him or her with attention and care and seems jealous of other family members getting attention from the child
• Uses harsh physical discipline or asks teachers to do so
• Demands an inappropriate level of physical or academic performance
• Severely limits the child's contact with others
• Offers conflicting or unconvincing explanations for a child's injuries or no explanation at all
• Although most child health experts condemn the use of violence in any form, some people still use corporal punishment, such as spanking, as a way to discipline their children. Any corporal punishment may leave emotional scars. Parental behaviours that cause pain or physical injury — even when done in the name of discipline — could be child abuse.

Cited from: http://www.mayoclinic.org/diseases-conditions/child-abuse/basics/symptoms/con-
20033789

CHILD PROTECTION ABUSE POLICY

The mission of TOPP KIDS Out of School Clubs is to nurture all children entrusted to our care in a warm and loving environment, through play. In keeping with that purpose, this policy seeks to assure that our program is continually working toward providing an environment safe from physical and sexual abuse for those participating in receiving and providing childcare services. All employees shall seek to provide open lines of communication with parents. We will operate with an open-door policy allowing parent access to our programs at any time. When those who are employed at TOPP KIDS Out of School Clubs engage in any and all kind types of child abuse, sexual exploitation, or sexual harassment, they violate the terms of their employment.

CHILD CARE LICENSING REGULATION

The Child Care Licensing Regulation requires behaviour management policies and procedures to be in place, which can be found in the TOPP KIDS Out of School Clubs. Child Guidance Policy. It is also a requirement of this legislation that if a staff person is suspected of abusing a child, Calgary Child and Family Services will be notified immediately. A Critical Incident Report will be submitted to the Licensing body within 24 hours and any documentation required will be submitted to Calgary Child and Family Services. Staff will work cooperatively willingly with these agencies in the best interest of the child.

CONFIDENTIALITY AND DISCLOSURE OF INFORMATION TO OTHERS

Any information related to a suspicion or report of child abuse is confidential between the person directly involved, the person making the report and a Children’s Aid Society. The Supervisor, in consultation with a Children’s Aid Society, will give direction regarding the appropriate sharing of information with staff/volunteers/owner. Discussing any information with others related to a situation of suspected child abuse outside the designated individuals is a breach of confidentiality and may leave you liable for slander.

In a case where a child has been apprehended by a Children’s Aid Society, the Supervisor will speak to a worker to determine whether or not the child will return to the program as scheduled. The Supervisor will advise the staff and determine the best way to explain the child’s situation to the other children. This will be done in such a way as to balance the child’s/family’s right to confidentiality with the concerns of others in the program.

HOW TO RESPOND TO A DISCLOSURE HEARD AND DARE MODELS OF ACTION FOR DISCLOSURE

Verbal Disclosure – Follow the HEARD Procedure
H - Hear and honour the youth and the information
E - Empathize and encourage
A - Affirm the youth and acknowledge choices
R - Report/Refer and Respond to organizational policies
D - Document accurately and determine care of self

1. Hear and Honour the youth and the Information they are telling you. Leaders need to support the youth by remaining calm, not reacting with shock or disbelief. It’s also important to simply listen to what the youth is telling you. . . Do not interview or ask detailed questions about the incident.
2. Empathize with the youth. Say “I am sorry this happened to you” and encourage their disclosure. An example of this would be to say “Please tell me what happened”.
3. Affirm the youth by acknowledging their feelings and avoid judgmental statements. Never promise that everything will be instantly okay. Acknowledge that the participant has made a positive choice in telling you, and that he or she has some choices about how you can handle their complaint.
4. Report by referring to company policies and procedures for handling a report of bullying or harassment. This may include completing an incident report, referring a more serious complaint to those in authority, or responding through mediation for a less serious complaint. Remember, your role is to respond to complaints by following the policies and procedures as outlined by TOPP KIDS Out of School Clubs. Communicate these procedures to the participant and allow him or her to make choices where appropriate.
5. Document the disclosure accurately, using the Incident report form, and submit the form to the Support Team (Regional Manager). Responding to disclosures can be emotionally difficult, so determine if you need support from friends, family or TOPP KIDS. Remember to always maintain confidentiality regarding the details of the disclosure.

Non-Verbal Disclosure – Follow the Dare Procedure

D - Document accurately
A - Affirm the information/Acknowledge the youth/
Acknowledge choices
R - Report/Refer and Respond to organizational policies
E - Establish accurate records and Execute care of self

1. Document what you have seen or heard accurately. Include dates, times, locations and individuals involved in the incidents. Remain factual - do not draw your own conclusions.
2. Affirm the information by discreetly discussing your concerns with colleagues or others associated with the youth. Consult with local authorities if you are unsure how to respond to the situation. Acknowledge the youth’s feelings and affirm the youth by telling them that they are worthwhile, and it matters that you need to ensure that the youth is safe. Acknowledge to the youth that there may be some choices about handling the report – for example, they may want a parent or adult they trust to support them through the intervention process.
3. Report by referring to TOPP KIDS Out of School Clubs policies and procedures for handling a report of bullying or harassment. This may include completing an incident report, referring a more serious complaint to those in authority, or responding through mediation for a less serious complaint. Remember, your role is to report suspected mistreatment by following the policies and procedures as outlined by TOPP KIDS.
4. Communicate these procedures to the participant and allow him or her to make choices where appropriate.

REPORTING ABUSE AND NEGLECT

ALL “Family Members” must report all actual or suspected child abuse of any child attending the program as soon as possible to the Program Coordinator.

Alberta law requires caregivers to report suspected child abuse or neglect to the Calgary Child and Family Services 24 Hour Intake Line to make confidential reports. (1-403-297-2995) Failure to report suspected abuse or neglect is a crime.

Note: Employers are prohibited from retaliating against caregivers who make reports in good faith

TOPP KIDS Out of School Clubs is committed to taking a pro-active position regarding the prevention of child abuse through:

• Ongoing observation of the children in our care;
• Professional education with respect to early identification, effective response and adherence to legal obligations, including reporting;
• Keeping abreast of developments in legislation and relevant issues;
• Communication and support of the child and family; and
• Working with other community service providers.

The following policies and procedures are designed to make staff aware of their responsibilities for the recognition, documentation and reporting of suspicions of child abuse.

DUTY TO REPORT

In accordance with the Child Care Licensing Regulation, it is the responsibility of every person, including a person who performs professional or official duties with respect to children, to immediately report to Calgary Child and Family Services if s/he suspects that child abuse has occurred or if a child is at risk of abuse. This includes any owner or employee of a Child Care program. An individual’s responsibility to report cannot be delegated to anyone else.

FAILURE TO REPORT

It is an offence under the Child Care Licensing Regulation for a professional to contravene one’s reporting responsibilities and emphasizes that a child’s safety must take precedence over all other concerns.

CONFIDENTIALITY

The duty to report suspicions of child abuse overrides the provisions of confidentiality in any other stature, specifically those provisions that would otherwise prohibit disclosure by a professional or official.

PROTECTION FROM LIABILITY

All persons making a report of suspected child abuse are protected against civil action, unless that person is proven to have acted

“…maliciously or without reasonable grounds for the belief or suspicion…”

ANTECEDENT, BEHAVIOUR & CONSEQUENCE (ABC) OBSERVATIONS INFORMATION

Purpose: To observe what happens
before, during and after a specific target
behaviour. To be able to notice and see
patterns to be able to determine
potential triggers/reasons for the
behaviour and to determine the best
interventions or strategies to use.

Antecedent: What happened immediately before the target behaviour we are tracking.

Behaviour: What is the target behaviour/the behaviour we have concerns about. How long did the behaviour last?

Consequence: What happened immediately after the target behaviour we are tracking. The word consequence does not mean the “punishment” (which can be hard to get used to). For the purpose of ABC observations, it just means what the result of the target behaviour was/what happened immediately after.

How/when to use: This type of observation tool is used when we have a specific behaviour we are consistently seeing and are having a hard time preventing or stopping (examples: hitting, throwing objects, screaming, swearing, running out of the room, withdrawing etc.). This type of observation is also used over a period of time-not just once (at least a week or more) so we can collect enough information to be able to see patterns and trends regarding the target behaviour. After having several observations of the target behaviour recorded, you will begin to look at patterns or trends (examples: time of day, day of the week, location, transitions, a particular educator, a particular child, activity, etc.). Remember to only record facts and what you see and hear. Do not make assumptions about how you think a child feels based on their actions.

Questions to consider when analyzing your observations (to determine reasons, triggers, and potential interventions/strategies):

• Are there any patterns or similarities in the antecedent column?
• Are there any patterns or similarities in the consequence column?
• Based on patterns, when does the behaviour usually happen? (gym, outside, time of day, day of week, transition, part of routine, etc.)
• Based on patterns, why does the behaviour seem to happen? (particular educator, particular child, strategy used, sensory, activity, change in routine etc.)
• Is there something we can change or influence based on patterns?

Child Abuse Prevention Month Fact sheet

What is child abuse?

Neglect is any lack of care that causes serious harm to a child's development or endangers a child in any way. Failure to meet the child's day-to-day physical needs includes not providing adequate nutrition, clothing, shelter and health care; appropriate supervision; and protection from harm. Emotional neglect is not meeting the child's ongoing emotional needs for affection and a sense of belonging.

Emotional abuse is verbal attacks on a child's sense of self, repeated humiliation or rejection. Exposure to violence, drugs, alcohol abuse or severe conflict in the home, forced isolation, restraint or causing a child to be afraid much of the time may also cause emotional harm.

Physical abuse is the intentional use of force on any part of a child's body that results in injuries. It may be a single incident or a series or pattern of incidents. Sexual abuse is the exposure of a child to sexual contact, activity or behaviour. It includes any sexual touching, intercourse or exploitation and can be perpetrated by anyone, including a parent or guardian, caregiver, extended family, friend, neighbour or stranger.

What contributes to child abuse?

Stress, inadequate parenting skills, lack of positive parent-child involvement, criminal or mental health issues, many children to care for and poverty are all factors that can lead to child abuse. Family violence, lack of social supports, history of child abuse, and alcohol and drug abuse can also be contributors to abuse.

What are some signs that a child may be neglected or abused?

• A child who is continually hungry, dirty or unsuitably dressed for the weather.
• A young child who is often left alone or is inadequately supervised.
• A child who is extremely withdrawn or is usually aggressive to other people.
• Unexplained bruises or injuries.
• A child who shows knowledge of sexual matters beyond their age of development or who exhibits
  sexualized behaviour around adults or other children.
• A child who does not want to be at home or runs away from home.
  

What do you do if a child discloses abuse?

• Listen.
• Allow the child to relay what happened in his or her own words. Do not ask leading questions.
• Remain calm and neutral.
• Do not over-react, show horror or anger, or any other reaction that would lead the child to believe
  the abuse or neglect was his/her fault.
• Support and acknowledge the child’s feelings.
• Reassure the child and tell the child you believe what you have heard.
• Comfort the child by saying that it was a good thing for him/her to tell you.
• Assure the child that you will do something to help.
• Do not attempt to intervene on your own.
• Contact your local Child and Family Services Office or Delegated First Nations Agency, or
  call the Child Abuse Hotline at 1-800-387-KIDS (5437) or police/RCMP.

PROGRAM PLAN

The Program Plan is designed as a tool to understand how programs will
ensure children's needs are being met and quality programming is being
delivered. It will also be used as a tool by Early Learning and Child Care
Staff to monitor and support compliance to the Act and Regulations.
The Program Plan is intended to be a dynamic document that is
reviewed regularly with program staff and parents. To ensure the plan
remains applicable, relevant, programs are implementing the
statements, policies, and procedures in the approved Program Plan.

This book acts as a guide for each program on delivery and must be updated annually. Inside you will see a short breakdown of the necessary policies as well as maps and program standards, particularly in appearances and execution. It clearly explains how we deliver the TOPP KIDS BRAND. Found in the Licensing Binder.

EXCELLENCE IN EXECUTION IS A TEAM EFFORT
It takes a village to execute what is set forth in our Program Plan and to update it. Divide tasks, use the book to guide Pre-Shift conversations, and ensure EVERYONE on the team knows and has access to this document. It is not a one-person job but the whole team is needed to execute excellence.

ANNUAL PROGRAM PLAN SURVEY QUESTIONS
Every year, programs should review their Program Plan with teams and families to develop best practices and make their program more unique to their particular program. Below are the reflective questions to review with each group. These can be made into surveys to efficiently collect the information to guide any changes.

TEAM
Thank you in advance for your feedback. It will greatly assist us in drafting our new Program Plan. A summary note providing background information on our current policies is attached to the email with this survey link.

• Name (used for tracking purposes only)
• What about our Profession is important to you?
• What tools do you need to better support the children’s interests, needs and abilities?
• How do you support each child?
• How do you help build child confidence?
• How do you support children’s brain development?
• How to you support children’s social skills?
• How do you meet children’s cognitive needs?
• How do you ensure children feel safe and secure?
• What does being a responsive caregiver mean to you?
• What would you like the children to say about you?
• How do you adapt your practice to meet children’s emotional needs?
• How do you build nurturing, authentic connections with children?
• How do you protect each child’s spiritual needs?
• What sorts of ways do you honor children’s uniqueness/values/belief systems?
• How do you support children’s curiosity?
• How do you integrate the greater community into your programming?
• How do you ensure all programming (indoors and out) is meaningful?
• What ways do you encourage rest/relaxation?
• Are you confident with your transition skills? If not, how can we support you?
• What resources do you access to support children with special needs?
• Are there additional resources you would like to access to make the program more inclusive?
• Are you skilled in inclusion and cultural awareness? How can you improve?
• What ways would you like to offer feedback to the program?
• In what ways can we improve orientation for new staff?
• Do you have any feedback regarding our current Child Guidance policy?
• Any other comments or feedback?

PARENTS
Thank you in advance for your feedback. It will greatly assist us in drafting our new Program Plan. A summary note providing background information on our current policies is attached to the Program Plan survey email annually.

If you are happy with how the program is currently addressing the following questions, please note "support current plan" in your answer.

• Program and Family Name (used for tracking purposes only)
• If your child is identified as having a special need or if they were requiring additional support, how would you want to collaborate with the program?
• In what ways can we best reflect your family’s cultural, social, linguistic, or spiritual heritage in the program?
• What opportunities can we offer for children to honor and foster their family’s values, beliefs, and traditions?
• How can we support vulnerable families in the program?
• What family resources can we help you find?
• What is important to you about developing supportive and respectful relationships within the program?
• How can families help monitor and keep our programs accountable?
• What is important to you when it comes to volunteer screening?
• Do you have any feedback regarding our current Child Guidance policy?
• Currently we survey our families to obtain feedback about the program. Are there other ways you would like to offer feedback to us?
• Any other comments or feedback?

DONATION TRACKING SHEET 

Donation Tracking sheet must be emailed to accounts@toppkids.com and your Program Support Manager once the event is concluded. Applicable funds and/or photos of the donation will be handed in with the  program's Month End Package. 

Donors will receive acknowledgment receipts for their monetary donations, detailing the amount, date,  and purpose of the donation from the C.F.O. These receipts will be sent promptly, typically within 7-10  business days after receiving the donation.

FINANCIAL CONTROLS POLICY

Purpose
The purpose of this policy is to establish a comprehensive set of financial controls to ensure the responsible management, security, and integrity of funds within the TOPP KIDS Foundation and TOPP KIDS Out Of School Clubs. These controls aim to prevent fraud, misuse, and mishandling of financial resources, and to provide transparency and accountability in all financial transactions.

Segregation of Duties
To minimize the risk of errors or fraudulent activities, different individuals should be assigned to handle different financial functions. No single individual should be responsible for initiating, authorizing, recording, and reconciling financial transactions.

Two-Person Authorization for Significant Expenditures
All financial transactions, including but not limited to expenditures and purchases by a program using a dedicated MasterCard, that exceed $100 on a single item, must require authorization from two designated individuals. These authorized individuals are the Program Coordinator and Regional Manager creating an additional layer of scrutiny.

All financial transactions, including but not limited to expenditures, reimbursements, and purchases, that exceed $500 must require authorization from two designated individuals. These authorized individuals are the C.F.O. and C.E.O. These authorized individuals are from different departments and roles creating an additional layer of scrutiny.

Authorization Process
For any expense exceeding $500, the individual requesting the expenditure must submit a formal request with supporting documentation to the designated financial authority (C.F.O).

The designated financial authority will review the request and documentation to ensure compliance with budget allocations and organizational policies.

If approved, the financial authority will forward the request to a second designated individual for secondary authorization. Both authorized individuals must sign off on the expenditure before any funds are disbursed or transactions are completed.

Record-Keeping and Documentation
All financial transactions requiring two-person authorization must be adequately documented, including the original request, supporting invoices or receipts, and both authorized signatures. These records should be maintained securely and made available for audit purposes.

Expense requests will be kept on file for a period of 7 years.

Roles and Responsibilities
The Chief Financial Officer (CFO) or designated Finance Manager will serve as the primary financial authority responsible for reviewing and approving financial transactions.

The Chief Executive Officer or designated Support Manager will serve as the secondary financial authority responsible for providing secondary approval for all transactions over $500.

Budget Management
The Foundation and Out Of School Clubs shall maintain and adhere to a detailed annual budget, which includes projected income and expenses. The budget will be periodically reviewed and approved by the Board of Directors or the relevant governing body.

Expense Documentation and Receipts
All financial transactions must be supported by valid and original documentation, such as receipts, invoices, or purchase orders. These documents should be retained and organized systematically for easy access and audit purposes.

Reimbursement Policy
The Foundation and Out Of School Clubs will have a clear reimbursement policy outlining the process for submitting and approving expense reimbursements. Reimbursements should be based on actual and reasonable expenses, adequately documented, and approved by the appropriate authority.

Vendor Management
An approved vendor list should be maintained, and only reputable vendors should be engaged for goods and services. A competitive bidding process may be followed for significant purchases to ensure cost-effectiveness.

Bank Account Oversight
Bank accounts should be reconciled regularly, preferably on a monthly basis, by a designated staff member who is not responsible for handling cash or financial transactions.

Audits and Reviews:
Regular internal and external audits will be conducted to assess the effectiveness of the financial controls, identify potential weaknesses, and ensure compliance with policies and regulations.

Exceptional Circumstances
In rare cases where both designated financial authorities are unavailable to provide authorization due to unforeseen circumstances, the Operations Manager may appoint temporary backup authorizers to ensure essential operations continue. Temporary backup authorizers should be chosen from senior staff members who have a clear understanding of the financial controls and responsibilities.

Confidentiality and Data Security
Financial information, including staff, family, and donor data, will be treated with strict confidentiality. Access to sensitive financial systems and data will be restricted to authorized personnel only.

Communication and Training
All staff members involved in financial transactions should be educated about this policy during onboarding and receive periodic training updates to ensure a clear understanding of their responsibilities. The policy should be made accessible to all relevant personnel.

Adherence to this Financial Controls Policy is vital to maintain the integrity of the TOPP KIDS Foundation and TOPP KIDS Out Of School Clubs, ensuring that all financial activities are conducted with transparency, accountability, and in accordance with established guidelines.

Whistleblower Policy
An anonymous whistleblower policy will be established to allow employees and stakeholders to report any suspected financial misconduct or irregularities without fear of reprisals.

Board Oversight
The Board of Directors or the relevant governing body will actively review and assess the financial controls to ensure they remain effective and in line with the organization's objectives.

By adhering to this comprehensive set of financial controls, the TOPP KIDS Foundation and TOPP KIDS Out Of School Clubs aim to maintain financial integrity, protect donor trust, and ensure that resources are utilized efficiently to fulfill their mission of providing quality programs and services to the community.

PROGRAM BUDGET USE POLICY

Our Reason for Providing Monthly Budgets
At TOPP KIDS, we believe in maintaining transparency and accountability in our financial practices. Providing monthly budgets allows us to effectively manage our expenses and ensure that funds are allocated appropriately to meet the needs of our programs and services. It also enables us to make informed decisions and prioritize resources for the best interest of the children under our care.

We strongly believe that funds need to be available to enhance quality programming and ensure programs have the resources they need for day-to-day expenses.

How Budgets are Determined
Budgets at TOPP KIDS are determined based on a comprehensive assessment of our operational requirements, program needs, and anticipated expenses. We take into consideration factors such as the number of children and staff at each program, supplies, events, and other costs. Additionally, we regularly review our financial performance to ensure that budgets are realistic, achievable, and in alignment with our organization's objectives.

Our focus is not to spoil participants, but to utilize the funds to enhance their experience while participating our programs and to promote quality.

Credit Card Spending Period
All credit card spending at TOPP KIDS is limited to essential purchases for the organization's operations. Credit cards are used responsibly and only by authorized personnel. The billing cycle for credit card usage will be monthly, and detailed expense reports will be submitted in Month End Packages that go to the Finance Department for review and record- keeping.

The typical spending period is between the 1st and 25th of each month. Any purchasing made following the 25th of each month will be spent from the next months allocated float.

Acceptable Expenses and Vendors
Acceptable expenses at TOPP KIDS include but are not limited to:

• Educational materials and resources
• Facility maintenance and improvements
• Supplies for daily operations
• Supplies for restocking core materials
• Groceries for emergency snacks and cooking clubs
• Field Trip Expenses
• Staff Promotional Spending & Team Building (upon approval) (see below)

We will prioritize working with reputable and source cost-effective vendors to ensure the best value for our budget.

Unacceptable Expenses & Vendors
TOPP KIDS will not approve expenses related to:

• Personal purchases or non-essential items
• Fuel
• Gifts for staff or families, unless for approved events
• Gift Cards
• Alcohol
• Any expenditure that violates local laws and regulations
• Vendors with questionable reputations or unethical practices
• Any single item over $100.00 (must have approval)

Staff Promotional Spending
Staff members are not permitted to use TOPP KIDS funds for personal promotional materials or services unless explicitly approved by the management for the benefit of the organization.

As per our Celebrations Policy, $4.00 per employee per month may be spent out of the monthly budget for Staff Promotional Spending or Team Building

Event Budgets
For events organized by TOPP KIDS, specific budgets will be allocated based on the number of children attending the program, the event's scale, and purpose. Event organizers must adhere to the approved budget and submit event expense requests for approval and report through the Month End Form after the event concludes complete with all receipts.

Money From Families
TOPP KIDS may collect funds from families for specific events, field trips, Kids Choice Fund, or other extra-curricular activities to subsidize the cost of an event. These funds will be managed transparently and used solely for the intended purpose. A detailed Petty Cash record of what is received must be maintained, and any unused funds will be returned to the respective families. Petty Cash records will be submitted with the cash in the Month End document.

All cash will be delivered to the Accounts Manager with the Month End Package for deposit and the equal amount will be added to the programs credit card or to the donation of their choice.

Programs will not use cash to purchase tickets, materials, or services.

Donations
TOPP KIDS welcomes and appreciates donations from individuals, businesses, or organizations. All donated funds and items will be used responsibly and directed towards enhancing the quality of our programs and services. Donors will be acknowledged and provided with the necessary documentation for tax purposes.

If a program collects funds for donations, all funds will be processed and paid through the CFO and Accounts department.

By adhering to this budget use policy, TOPP KIDS aims to maintain financial integrity and ensure that resources are utilized efficiently to support the growth and well-being of the children in our care.

FUNDRAISING POLICY

1. PURPOSE 

The purpose of this policy is to establish guidelines and procedures for fundraising activities at  TOPP KIDS, including in-program events and collaborations with fundraising vendors. This policy  also outlines the proper tracking procedures for monetary funds received and non-monetary  donations. 

2. FUNDRAISING ACTIVITIES 

2.1 In-Program Events 

TOPP KIDS may conduct in-program fundraising events to support its programs and initiatives. These events may include, but are not limited to, bake sales, car washes, silent auctions, and  themed activities. 

2.2 Fundraising Vendors 

TOPP KIDS may collaborate with approved fundraising vendors to raise funds for the organization.  All vendor partnerships must be approved by the Operations Manager and C.E.O.or Chair or  designated authority before initiation. 

3. FUNDRAISING GUIDELINES 

3.1 Fundraising Approval 

All fundraising activities, whether in-program events or vendor collaborations, must receive prior  approval from the Operations Manager and C.E.O. or Chair or designated authority. The proposal  for fundraising activities should include details such as the purpose, expected funds to be raised,  expenses, and any applicable timelines. 

3.2 Ethical Conduct

TOPP KIDS is committed to conducting fundraising activities with the highest ethical standards.All  fundraising activities must be legal, honest, transparent, and align with TOPP KIDS' mission and  values. 

3.3 Use of Funds 

Funds raised through fundraising activities must be used exclusively for the benefit of TOPP KIDS  programs, initiatives, and the welfare of the children under our care. 

3.4 Transparency 

TOPP KIDS will maintain transparency in its fundraising activities by providing donors with clear  information about how their contributions will be used and by providing periodic updates on  fundraising progress and outcomes. 

4. MONETARY FUNDS TRACKING PROCEDURES 

4.1 Donation Recording 

All monetary donations received, whether through in-program events or vendor  collaborations,must be promptly recorded in TOPP KIDS' financial records using the Donation  Tracking Sheet.This includes the date of donation, the donor's name (if applicable), the amount  donated, and the purpose of the donation. Donations from individuals less than $24.00 can be  lumped together as “Bulk Donation Income" on the tracking sheet following the fundraiser these  donors will not receive a receipt. Donations $25.00 or more from a single donor must be recorded  on a separate line so that a receipt can be issued. 

4.2 Banking and Deposit 

All monetary donations must be deposited into TOPP KIDS' designated bank account in a timely  manner. Deposits should be made as soon as possible after the funds are received, no later than  a 30 day period.

4.3 Use of Funds 

All monetary donations deposited will be made accessible to their respective depositing program  at the date requested, or will be transferred to the charity of choice from the TOPP KIDS Account.  Should a program need their donations in cash form to pay a vendor, they must first request it  from the Account Manager and have the vendor approved. 

4.4 Receipts and Acknowledgments 

Donors will receive acknowledgment receipts for their monetary donations of $25.00 or  more,detailing the amount, date, and purpose of the donation by the C.F.O. These receipts will  be sent promptly, typically within 7-10 business days after receivig the donation. 

4.5 Financial Reporting 

TOPP KIDS will maintain accurate financial records and regularly report on the status of  fundraising efforts to the Board of Directors and stakeholders. 

5. NON-MONETARY DONATIONS TRACKING PROCEDURES 

5.1 Non-Monetary Donations Recording 

Non-monetary donations, such as goods, services, or volunteer hours, will be recorded in TOPP  KIDS' non-monetary donation log. This log will include details of the donation, its estimated value,  and the donor's information (if applicable). 

5.2 Acknowledgment of Non-Monetary Donations 

Donors of non-monetary contributions will receive acknowledgment letters or certificates  expressing TOPP KIDS' gratitude for their support. 

5.3 Utilization of Non-Monetary Donations 

Non-monetary donations will be used to support TOPP KIDS programs and operations as deemed  appropriate by the Operations Manager and C.E.O. or Chair or designated authority.

6. COMPLIANCE AND REVIEW 

This fundraising policy will be reviewed annually to ensure it remains current and effective. Any  updates or changes will be communicated to staff, volunteers, donors, and stakeholders as  necessary. Compliance with this policy is mandatory for all TOPP KIDS employees, volunteers, and  individuals involved in fundraising activities. 

Adherence to this fundraising policy is essential in maintaining the integrity and success of TOPP  KIDS’ fundraising efforts to children and families.

FIELD TRIP FUNDING POLICY

Purpose: The purpose of this policy is to outline the guidelines and procedures for funding field trips organized by TOPP KIDS Out of School Clubs / TOPP KIDS Foundation. This policy ensures clarity on how field trip costs are covered, the involvement of families, and the management of funds.

Funding Sources:

1. Admissions and Transportation Fees: TOPP KIDS will cover the cost of field trip admissions and transportation fees for all participants. These funds will be drawn from the monthly floats provided to each program.
2. Additional Funds for Snacks, Gifts, and Personal Purchases: Families may be requested to provide their child with additional money, not exceeding $20, to cover expenses such as snacks, gifts, or personal purchases during field trips. This money will be managed by the child, under the supervision of TOPP KIDS educators.

Payment Process:

1. Admissions and Transportation Fees: The costs associated with field trip admissions and transportation will be directly covered by TOPP KIDS through the monthly floats allocated to each program.
2. Additional Funds for Snacks, Gifts, and Personal Purchases: Families will be informed in advance about the suggested amount (not exceeding $20) to be packed with their child for discretionary spending during the field trip. This amount will be collected by families and managed by TOPP KIDS educators during the trip.

Fundraising Initiatives:

1. Purpose: Additional funds for field trips and other activities may be raised through fundraising initiatives conducted throughout the year.
2. Approval: All fundraising initiatives must adhere to TOPP KIDS Fundraising Policies. Program Coordinators or designated individuals responsible for fundraising activities must seek approval from TOPP KIDS management before initiating any fundraising efforts.
3. Tracking and Allocation: Funds raised through fundraising initiatives will be tracked based on TOPP KIDS Fundraising Policies. These funds will be allocated to specific programs or activities, including field trips, as determined by the management.

Responsibilities:

1. Educators: Educators are responsible for supervising children during field trips, managing the additional funds provided by families, and ensuring a safe and enjoyable experience for all participants.
2. Program Coordinators: Program Coordinators are responsible for communicating with families about additional child discretionary funds requested, coordinating fundraising initiatives, and ensuring compliance with this policy.
3. Management: TOPP KIDS management is responsible for approving fundraising initiatives, overseeing the allocation of funds, and ensuring that the overall field trip funding process aligns with organizational policies.

Review and Amendments: This policy will be subject to periodic review, and amendments may be made as needed to align with changes in organizational procedures or external regulations. Any proposed changes will be communicated to all relevant stakeholders in advance.

We pride ourselves in having a committed team of educators who create a stable, nurturing environment for the children in our care. Our employees are long term team members and college/university students completing practicums in education or early childhood development degrees. We consider our team to be our “Family Members”

Our “Family Members” are highly trained with most employees having post-secondary training in Early Childhood Education.

All employees are active in professional development and in pursuing personal growth through continued workshops, courses and pilot project initiatives throughout the year. You will have an opportunity to meet our staff on your tour.

Our Program Coordinators are specifically chosen for their experience, expertise and passion for providing the highest quality childcare available. They are always happy to help parents and staff with any questions, concerns, and to provide a smooth transition for children entering our program along with ongoing individual updates for parents.

TOPP KIDS Out of School Clubs was founded as a before and after school program in
2010 as a project of passion for its founder Leslie Topp.

Having worked in Early Learning & Childcare for over 25 years, Leslie experienced firsthand
the incredible effect of early academic exposure and the power of play, imagination and
natural exploration in young children.

In the years that followed, she worked to modify her own child developmental approach,
one that would not impose on the child’s natural desire to explore, play, and learn by
experimenting with the environment. She then came up with her Play, Grow, Laugh &
Learn model.

Our unique approach to care focuses on providing safe, engaging, fun programs for children
that are convenient and accessible for all families while building connections within
communities.

In 2012, Leslie had unfortunately been diagnosed with Lupus and her son Cody stepped in to continue building her dream.

Cody’s focus has always been the growth and development of the brand and his teams, innovating new ideas and has been the driving force behind the group. He started by developing our systems and high standards ensuring our Accredited status was obtained and quality goals were exceeded. Soon after, he moved to expand the number of locations and types of programs provided as well as building our “Family” run feel.

His involvement within the community and the global Early Learning Care landscape has escalated TOPP KIDS into becoming a leading care provider and is now nationally recognized. Cody currently sits as the Chair of the School Age Care Directors Association of Alberta, Chair and host of the annual Alberta School Age Care Conference, and Founder and Chair of the Lights on Afterschool Alberta movement. He also now sits on a number of additional child care advocacy groups across Alberta and Nationwide.

Cody’s passion for growth and development has now led him to create a way to better share resources across the Early Learning Care industry - opening the ELCC & CommunityDevelopment Education Centre and creating ourfirstNon-Profit arm -The TOPP KIDS Foundation.

TOPP KIDS has had great success in serving hundreds of families, surpassing our founder’s goals and continuing tomake an impact in Alberta’s communities.

CORE VALUES

FAMILY
The core value of family at TOPP KIDS entails treating all individuals involved, including staff, parents,
stakeholders, and children, as part of their family, showing kindness, respect, inclusiveness, and
understanding towards everyone. We prioritize creating a familial environment where everyone is treated
with care and consideration.

LEADERSHIP
The core value of leadership at TOPP KIDS focuses on empowering others and creating an environment that fosters growth and lasting impact. We believe in nurturing and growing leadership in staff, empowering every individual be successful and in children, helping them build self-respect and self-worth while teaching them
to lead their peers.

GROWTH
The core value of growth at TOPP KIDS emphasizes the continuous development for our staff, children, and services within our communities. We believe that positive growth is achieved through teamwork and personal dedication, and we strive to inspire quality in our sector, personal and professional growth for our staff, and positive Social Emotional habits in children. We view mentoring as a constant journey of learning and improvement.

COMMUNITY
The core value of community at TOPP KIDS involves fulfilling our social responsibility by offering families accessible and affordable high-quality child care. We aim to empower children to become community-
conscious leaders and we actively participate in local events, fundraisers, and advocacy projects as well as partner with local businesses to improve the experiences we provide and help strengthen the communities we serve.

EXCELLENCE & QUALITY
The core value of excellence and quality at TOPP KIDS is centered around providing the highest quality Out of School programs in Canada. We prioritize excellence in program execution, being an employer of choice, and always aiming to be leaders and innovators in their sector while consistently exceeding expectations.

In 2010, our first school program at PRINCE OF WALES SCHOOL opened to address a need for care in the community. TOPP KIDS’ first program saw incremental growth before opening a second program in a neighboring school, ST. PHILIP FINE ARTS SCHOOL in 2012.

In 2013, TOPP KIDS launched our first SUMMER CAMP and extended our reach across the city to open our fourth program in September in the community of COVENTRY HILLS.

In 2014 we opened yet another program at MAPLE RIDGE SCHOOL and then EVERGREEN SCHOOL in 2015, COPPERFIELD SCHOOL in 2016, HOLY CHILD SCHOOL in Silverado in 2017 and MCKENZIE LAKE SCHOOL in 2019. BAYSIDE SCHOOL in

Auburn Bay and ST. MARY’S in 2022, branching out to Okotoks. In 2023 we opened another program at AUBURN BAY SCHOOL.

Over a few short years we have grown to 11 Before and After School Clubs and 6 Kindergarten programs, reaching over 1100 families across Alberta annually.

We are proud to be recognized as an industry leader in Alberta as we continue to work on “Phase Three” of our expansion plans.

Our latest project is our ELCC and COMMUNITY DEVELOPMENT EDUCATION CENTRE. This program strives to create a system of Early Learning Care professional development and workshops for our own teams and other Early Learning Care professionals across Alberta. Our drive is stronger than ever as we work on our most important goal of creating a new standard for care of children ages 5 – 12 in Alberta.

Furthermore, we have now created a Non-Profit arm and have named it TOPP KIDS Foundation and all future programs will be created under this banner, spreading our reach to countless communities.. We are working in partnership with the Government of Alberta, Mount Royal University, Bow Valley College and other community partners to raise the quality and accessibility of childcare in Alberta, as well as raising awareness for the importance of Out of School Care for children in our communities.

Over the next few years, our vision is to open more programs throughout Calgary and continue to extend our reach province-wide. Read our State Report: https://www.toppkids.com/events/tk-state-report-2020/

In 2010, our first school program at PRINCE OF WALES SCHOOL opened to address a need for care in the community. TOPP KIDS’ first program saw incremental growth before opening a second program in a neighboring school, ST. PHILIP FINE ARTS SCHOOL in 2012.

In 2013, TOPP KIDS launched our first SUMMER CAMP and extended our reach across the city to open our fourth program in September in the community of COVENTRY HILLS.

In 2014 we opened yet another program at MAPLE RIDGE SCHOOL and then EVERGREEN SCHOOL in 2015, COPPERFIELD SCHOOL in 2016, HOLY CHILD SCHOOL in Silverado in 2017 and MCKENZIE LAKE SCHOOL in 2019. BAYSIDE SCHOOL in

Auburn Bay and ST. MARY’S in 2022, branching out to Okotoks. In 2023 we opened another program at AUBURN BAY SCHOOL.

Over a few short years we have grown to 11 Before and After School Clubs and 6 Kindergarten programs, reaching over 1100 families across Alberta annually.

We are proud to be recognized as an industry leader in Alberta as we continue to work on “Phase Three” of our expansion plans.

Our latest project is our ELCC and COMMUNITY DEVELOPMENT EDUCATION CENTRE. This program strives to create a system of Early Learning Care professional development and workshops for our own teams and other Early Learning Care professionals across Alberta. Our drive is stronger than ever as we work on our most important goal of creating a new standard for care of children ages 5 – 12 in Alberta.

Furthermore, we have now created a Non-Profit arm and have named it TOPP KIDS Foundation and all future programs will be created under this banner, spreading our reach to countless communities.. We are working in partnership with the Government of Alberta, Mount Royal University, Bow Valley College and other community partners to raise the quality and accessibility of childcare in Alberta, as well as raising awareness for the importance of Out of School Care for children in our communities.

Over the next few years, our vision is to open more programs throughout Calgary and continue to extend our reach province-wide.Read our State Report: https://www.toppkids.com/events/tk-state-report-2020/

OUT OF SCHOOL CARE: PHILOSOPHY AND MISSION STATEMENT 

At TOPP KIDS Out of School Clubs/Foundation we know each child is unique. There are 4 fundamentals that  we both believe in and practice everyday in everything we do:

We provide programs that are safe, nurturing and stimulating, where children learn LIFE SKILLS* and develop through play and exploration. Our environments as well as our developmentally appropriate curriculums are designed to meet the needs of children in all areas of their development (social, physical,  intellectual, cognitive, and emotional), introduce them to new concepts, teach leadership skills, and get them involved in the communities around them. Child-led planning and supportive interactions between our educators and children help us to create an atmosphere that focus on individual growth and encourages the development of self- worth, healthy lifestyles, innovation, and expression. We aim to develop true TOPP  KIDS! 

It is our mission to provide accessible, affordable & high-quality childcare programs and training to Albertan families and Early Childhood Educators while making a positive impact in our communities.

OUR CREDO: OUR GUIDING PHILOSOPHY

The overarching philosophy that guides our business is Our Credo, a deeply held set of values that
have served as the strategic and moral compass for TOPP KIDS leaders and employees. Above all,
Our Credo challenges us to put the needs and well-being of the families we serve first. It also
speaks to the responsibilities we have to our employees, to the communities in which we live and
work and the world community, and to our shareholders and stakeholders. We believe Our Credo
is a blueprint for long-term growth and sustainability that's as relevant today as when it was
written.

TOPP KIDS Credo

Our primary responsibility is to the children, families, and communities we serve, ensuring high-quality
services that meet their needs. We are committed to reducing costs to offer reasonable prices and we strive
to care for our participants and stakeholders as if they were part of our own family.

We must take responsibility for our employees, valuing them as individuals and respecting their dignity and
merit. We prioritize providing job security, fair compensation, and safe working conditions, supporting
employees in fulfilling their family responsibilities. Equal opportunities for employment, development, and
advancement are ensured, with a commitment to competent and ethical management.

We acknowledge our responsibility to the communities we serve and aim to improve our communities by
supporting local businesses, charities, and community initiatives. We are committed to promoting provincial
improvements, higher standards, education, and growth within their sector, and to contribute positively to
the communities we operate in.

We must maintain in good order the property and equipment we are privileged to use, protecting the environment and resources provided.

Our final responsibility lies with our financial positioning, aiming to generate a sound profits and reserves.
We prioritize experimentation withnewideas, research, and growth, while beingwilling to investin innovative
programs and learn from mistakes. We commit to acquiring new equipment, facilities, and launching new
services, maintaining reserves to navigate challenging times, with the goal of ensuring a high-quality
services for our communities.

HEDGEHOG CONCEPT

“Foxes know many things; the hedgehog knows one thing very well”.

The Fox and the Hedgehog In his famous essay “The Hedgehog and the Fox,” Isaiah Berlin divided the world into hedgehogs and foxes, based upon an ancient Greek parable: “The fox knows many things, but the hedgehog knows one big thing.” The fox is a cunning creature, able to devise a myriad of complex strategies for sneak attacks upon the hedgehog. Day in and day out, the fox circles around the hedgehog’s den, waiting for the perfect moment to pounce. Fast, sleek, beautiful, fleet of foot, and crafty—the fox looks
like the sure winner. The hedgehog, on the other hand, is a dowdier creature, looking like a genetic mix-up between a porcupine and a small armadillo. He waddles along, going about his simple day, searching for lunch, and taking care of his home. The fox waits in cunning silence at the juncture in the trail. The hedgehog, minding his own business, wanders right into the path of the fox. “Aha, I’ve got you now!” thinks the fox. He leaps out, bounding across the ground, lightning fast. The little hedgehog, sensing danger, looks up and thinks, “Here we go again. Will he ever learn?” Rolling up into a perfect little ball, the hedgehog
becomes a sphere of sharp spikes, pointing outward in all directions. The fox, bounding toward
his prey, sees the hedgehog defense and calls off the attack. Retreating to the forest, the fox begins
to calculate a new line of attack. Each day, some version of this battle between the hedgehog and
the fox takes place, and despite the greater cunning of the fox, the hedgehog always wins. Berlin
extrapolated from this little parable to divide people into two basic groups: foxes and hedgehogs.
Foxes pursue many ends at the same time and see the world in all its complexity. They are
“scattered or diffused, moving on many levels,” says Berlin, never integrating their thinking into
one overall concept or unifying vision. Hedgehogs, on the other hand, simplify a complex world
into a single organizing idea, a basic principle or concept that unifies and guides everything. It
doesn’t matter how complex the world; a hedgehog reduces all challenges and dilemmas to
simple—indeed almost simplistic— hedgehog ideas. For a hedgehog, anything that does not
somehow relate to the hedgehog idea holds no relevance. Princeton professor Marvin Bressler
pointed out the power of the hedgehog during one of our long conversations: “You want to know
what separates those who make the biggest impact t from all the others who are just as smart?
They’re hedgehogs.” From the book Good to Great

The Hedgehog Concept is developed in the book Good to Great. A simple, crystalline concept that
flows from deep understanding
about the intersection of three circles: what you are deeply passionate about?

Our Hedgehog Concept is developed is our simple, crystalline concepts understood by all members of our team. Our three circles are:

1. What you are deeply passionate about – Growing People – We focus on how we can help individuals GROW- not just participants, but educators as well. We do this through teaching LIFE SKILLS*, focusing on mentorship, and through constant professional development.
2. What you can be the best in the world at- Building A Community Of Growth – It is our goal for TOPP KIDS to become connected to each community we serve and become a hub for the youth in that community. We encourage children, families and community stakeholders to participate, learn, mentor, and support the children’s development as much as possible and create positive impact wherever we can.
3. What best drives your economic or resource engine- Dollars per program/ enrollments
   (bums in seats). We focus on maximizing the amount of participants in our program so
   that the program and community can benefit and grow from the financial gain of those
   participants attending. This does not ever mean sacrificing quality. With the growth of the
   number of participants, so too should the support for those participants and must be
   budgeted for accordingly, maintaining and exceeding TOPP KIDS Quality Standards.

It is important for every employee at TOPP KIDS to understand these fundamental concepts.
They will help guide our decisions and our direction forward. Every idea and initiative
undertaken at TOPP KIDS must align with these concepts.

TOPP KIDS GUIDING PRINCIPLES 

1. We thrive on creating fun learning experiences for our children and staff using our  model 

2. We share ideas and communicate openly (share fearlessly) 

3. We are genuine, considerate, and respectful – we are a family! 

4. We are problem solvers and have a “can‐do” attitude 

5. We believe every child can be coached to develop leadership skills 6. We support creativity and personal growth 

7. We support a safe and respectful environment for our children and staff 8. We are inclusive and embrace diversity through mutual respect 

9. We continue to grow and evolve our program and skills as educators 10. We develop TOPP KIDS!

LICENSING

A license is required under the Child Care Licensing Act to operate a childcare program such as TOPP KIDS.

The Child Care Licensing Regulation sets out the minimum standards that must be met in a licensed facility based childcare program to ensure that the health, safety and developmental needs of children are met. A good way to get an overview of licensing requirements is by reviewing the Facility Based licensing regulations and a past licensing report from your program.

Alberta Education & Child Care Ministry license, monitor and issue enforcement actions. It is the responsibility of the Program Coordinator to ensure proper training is provided to educators to ensure a safe and healthy environment for all program participants.

Program renewals will be the responsibility of the Operations Manager and CEO.

HOW TO PREPARE FOR AN INSPECTION

You may be more comfortable with a licensing inspection if you have some understanding of what to expect. The purpose of an inspection is to determine whether your program is complying with the legislation. TOPP KIDS standards are built to meet and exceed licensing regulations. To make sure you are always ready for an inspection, ask your educators daily, “If an inspection were to take place today would we be ready?”

REVIEW THE INSPECTION CHECKLIST FORM

You may wish to review the appropriate “Inspection Checklist” form used by licensing officers during inspection visits. This will allow you to be familiar with what licensing officers will focus on during an inspection. A copy of the checklist is available online and in training materials. The licensing officer will also leave a copy of the checklist at the end of the inspection, or forward one to you, when completed. You may wish to speak to your educators about the licensing inspection in order to ease their minds about the process. It is important for educators to be familiar with the regulations and understand what the licensing officer may be looking for. They should feel free to speak with the licensing officer and to ask questions. Speaking openly with staff about licensing may help them feel more comfortable with their licensing officer and the inspection process.

REVIEW PREVIOUS INSPECTION VISITS

Review the previous Inspection Checklist or Inspection Visit Summary that is provided by the licensing office, if there has been a previous visit. Review your programs most current licensing inspection and address opportunities to improve best practices or rectify non-compliances if needed.

HAVE CHILDREN’S AND ADMINISTRATIVE RECORDS READY

Your licensing officer will request a list of all children enrolled in the program and primary staff employed with the program. License holders must make their records available to the licensing officer. They will select a random sample of records to inspect from this list. Typically, a licensing officer will review 10% of your available files (i.e.: 60 children =6 child files) and all staff files.

CHILD REGISTRATIONS CAN BE FOUND IN THE FILING CABINET

Staff Records can be found in the filing cabinet and on Google Drive Attendance Records can be found on TIMESAVR (Staff and Child)

WHAT TO EXPECT DURING AN INSPECTION

During an inspection, licensing officers will record notes, complete observations, ask questions, review records and postings and speak with the Program Coordinator or designated supervisor in charge. Once the licensing officer has completed the inspection, he or she will determine whether the program meets the requirements and will explain his or her findings. These findings will be noted on a report that will be provided to the license holder. If your program and premises meet all the requirements, the licensing officer will review the results with you at the conclusion of the inspection. The licensing officer will either leave a copy of the report or forward one to you at a later date. Display your copy in a clearly visible and prominent place on your program premises, designated on the Parent Board. If your program does not meet all the requirements, the licensing officer may take enforcement action. The licensing officer will determine the appropriate enforcement action and notify you in writing.

SUPPORTING A LICENSING INSPECTION

As a licensed program, we are subject to licensing inspections by Child Care Licensing staff. Inspection visits are intended to ensure all licensed childcare programs adhere to the Child Care Licensing Act and Regulations. Generally, we will receive 1-2 visits in a year. Half of the visits will be scheduled in advance and half will be unannounced inspections.

BE PREPARED - COMMON LICENSING VISIT TOPICS

Often, when a licensing officer visits, they look for common mistakes that can easily be avoided. Some of which include the following:

• Educators or children not signed in correctly
• Number of children is wrong / Educators not counting correctly / Educators have different numbers
• Ratio of children to leaders is not correct
• Behaviour guidance does not match brand standards
• Educators not knowing the emergency procedures
• Medications expired or forms not filled in properly
• Field Trip Forms not filled in properly
• Educators or child files not up to date or information missing
• The current collaterals not posted (fire, health, insurance, previous licensing report, any licensing exemptions, license certificate, emergency contact numbers, and after hours phone number (at the door))

The first thing a licensing officer will ask every staff member is: “what is your number (of children in care) and what are the emergency procedures?”

LICENSING HANDBOOK
Check out the licensing handbook for more information.
https://open.alberta.ca/publications/child-care-licensing-handbook-facility- based-programs

ALBERTA CHILD CARE REGULATIONS
Check out the current Regulations for more
information.
https://www.qp.alberta.ca/documents/Regs/2008_143.pdf

NON-COMPLIANCES

A Non-Compliance is a failure or refusal to comply with the requirements outlined in the Child Care Licensing Act or Regulation. TOPP KIDS was designed to exceed licensing standards. A licensing visit that results in a Non-Compliance must be remedied immediately and re-training will result for the entire team or individual based on the incident. Non-Compliances are avoidable and not acceptable. Further disciplinary action may occur based on the severity of the incident.

ACCIDENT & INCIDENTS

ACCIDENTS
Accidents and young children seem to go hand in hand. Children often fall and always seem to have bumps and scrapes. If a child gets hurt at the program a written F.I.T report needs to be completed and signed by both the Program Coordinator (or person reporting) and the parent and will then be placed in the child’s file.

If there is a serious accident that results in the need for medical attention, the supervisor will contact the parent and arrangements will be made for pick up of the child or meet the educator at the emergency facility. If a parent cannot be reached, educators must then contact the emergency contact listed on Child Profile. At this time, the situation now becomes an incident and proper documentation is required.

INCIDENT

All TOPP KIDS programs are required to report serious illness of or injury to a child that occurs while attending a TOPP KIDS program and any other incident that occurs while a child is attending a program that may seriously affect the health or safety of the child.

The 12 Incidents that require immediate reporting include, but are not limited to:

• Death of a child,
• Allegation of abuse (Physical, sexual, emotional and/or neglect of a child by a program staff member) or volunteer),
• Missing or lost child, a
• Young person involved in crime,
• Child removed from a program by a non custodial parent or guardian,
• Emergency evacuation or unexpected program closure,
• Intruder on premises,
• Illness or injury requiring the program to conduct first aid, request emergency healthcare and or requires the child to stay in a hospital over night,
• Error in the administration of medication,
• Child left on premises after hours.

As a license holder, we are responsible to report incidents immediately to licensing staff by calling the intake line. An Incident Form must be completed with the support of the Program Support Manager and submitted (with as much detail as possible from all staff members present) to your local Child and Family Services Authority's licensing office within 48 hours of the incident or notification that a medical visit was required.

After the incident form, communication book and any further needed documentation is completed (FIT Report, photo of where the indecent happed labeled with where the child was and where staff were located at the time of the indecent), TOPP KIDS requires a “Post Shift” discussion between all educators before they leave, regarding the incident that occurred. The purpose of the discussion is to find out if there was anything more TOPP KIDS staff could have or should have done to prevent the incident from happening. This meeting then needs to be documented.

The Program Coordinator or designated supervisor present during the incident is responsible for keeping up with the progression of the Incident Report and making sure that the families involved are being taken care of. This includes calling the families periodically to see how they are doing and if we can do anything to help them. Being sincere, helpful and transparent throughout any incident and possible investigation is key.

If an incident leads to an inspection, the reports must be posted in Licensing Binder and on Parent Board.

INCIDENT REPORTING

In this section, “incident” means a any of the listed 12 reportable incidents outlined on the previous page. An Educator must report each incident forthwith to their Program Coordinator who will work with the Program Support Manager who (acting on behalf of the license holder) must report each incident to the Intake Line forthwith in the manner required by the province.

Incidents must be:

• Reported immediately to the Program Coordinator and Program Support Manager
• Reported immediately to parents
• Reported immediately to Licensing
  Child Care Connect:
  • Intake Line: 403 297-7378 Monday-Friday 8:15am - 4:30pm
  • After Hours: 403 297-2995 (after 4:30 pm Monday - Friday, weekends,
    statutory holidays)
• Complete F.I.T. report
• Complete Incident Reporting Form
  • Add pictures that clearly show where the incident happened and where educators were supervising in the room
• Send Incident Reporting Form, F.I.T. report and detailed photos to Program Support Manager for review.
• Once reviewed by the PSM, they will send documentation and report to the email given during the intake call and will CC the email to the Quality Assurance Manager and Operations Manager.

Incidents must be reported immediately to the intake line by the PSM by telephone. The Indecent Reporting Form must be completed and submitted within 48 hours of the incident or notification that a medical visit was required.

INCREASED ILLNESS PROCEDURE

For Programs Experiencing Elevated Illness or AHS-Declared Outbreak Status

Applies to:
All TOPP KIDS programs experiencing a rise in illness OR those in active outbreak status as confirmed by AHS (Alberta Health Services).

Purpose:
To minimize the spread of illness, protect the health and safety of children and staff, and comply with Alberta Health Services (AHS) guidance.

Activation of Protocol

Triggered by:

• A noticeable increase in child or staff illness (as assessed by the Program Support or
• Operations Manager)
• Confirmation of an outbreak by AHS

If an Outbreak is Declared:

Programs MUST follow the directions and reporting procedures as instructed by AHS. This includes documentation, exclusion practices, cleaning protocols, and all other steps as advised.

Environmental Adjustments – Soft Goods & Sensory Use

Remove or restrict the following items:

• Drama Centre: Dress-up clothing, hats, and props (unless fully wipeable)
• Reading Buddies: All plush or stuffed toys
• Pillows & Cushions: Including soft seating, circle dots, and couches
• Teepees & Tents: Fold and store away
• Sensory Tables: Remove communal sand/water or shared sensory stations

Modify Use:

• Books & Board Games: Can still be used, but must be isolated for 72 hours post-use. Best practice includes:
  • "Closing" the centre with signage
  • Verbal direction to children
  • A rotation system led by educators
• Carpets: May remain, provided regular vacuuming/cleaning is maintained
• School-Shared Equipment: Must be washed before and after use or removed entirely. Contact Facilities for replacement items if needed.

Programming Adjustments

• Prioritize individual or parallel play to reduce shared contact.
• Avoid group materials or shared supplies where possible.
• Draw from available TK programming resources that support parallel play and creativity while reducing transmission risk.

Cleaning & Personal Hygiene

Hand Hygiene

• Increase frequency of handwashing:
  • Upon arrival
  • Before/after eating
  • Before/after shared activity
  • After touching face, nose, or mouth
• Handwashing with soap and water is preferred; sanitizer is not a substitute.
• Ensure all staff model and guide proper handwashing technique.

Cleaning

• Move to a “used once, cleaned once” approach for shared materials.
• Establish a used items bin for post-play cleaning.
• Monitor and restrict access to high-touch items as needed while still supporting TK’s standard for play diversity.

Supply Requests (Facilities)

• Identify any needed PPE, cleaning products, or sanitization equipment.
• Contact the Facilities Team to arrange delivery of supplies.
• Do not use any unapproved chemicals or cleaners without authorization from Head Office.

Communication with Families

Parent Notification Email

• Contact your Program Support Manager for direction and wording.
• An email must be approved before sending via Mailchimp.
• Include:
  • Common symptoms present
  • Number of recorded cases (if permitted)
  • Preventative steps being taken
  • Health check reminders

Communication Schedule:

Reporting to AHS

If symptoms escalate or multiple similar cases are confirmed, immediately contact your Program Support Manager or the CEO to begin AHS contact procedures.

AHS Thresholds for Reporting:
Symptom Type Report If
Respiratory: 2 or more similar cases
Gastrointestinal: 2 or more similar cases
Rash: 3 or more similar cases

Once an outbreak is suspected or confirmed:

• AHS will direct the program on specific reporting procedures.
• This may include:
  • Enhanced health screening
  • Temporary exclusions
  • Isolation protocols
  • Further communication to families
  • Outbreak signage and logs

Programs are required to follow all AHS directives and maintain open communication with both AHS and TOPP KIDS leadership throughout the outbreak period.

Daily Health Checks

• Conduct arrival screenings for all children and staff:
  • Verbal check: “How are you feeling today?”
  • Visual symptom screening (runny nose, cough, flushed skin, etc.)
  • Temperature checks if directed by the Program Support Manager or AHS
• Standardize entry procedure across all staff to ensure consistent screening
• Refer to child files for pre-existing conditions that may present as similar symptoms

Reference – AHS Guidance

For full AHS protocol on illness management and outbreaks in child care, refer to:
AHS Child Care Facility Illness Control Guidelines (PDF)

THANK YOU
Your proactive leadership and diligence ensure that our children, families, and staff stay safe, healthy, and supported during heightened illness or outbreak seasons.
Together, we continue to help children
PLAY, GROW, LAUGH & LEARN — safely.
For support or clarification, contact your Program Support Manager or Operations Manager directly.

ILLNESS POLICY

Criteria for Keeping Children or Team Members at Home Due to Illness

To protect the health and safety of all children, families, and staff, these rules apply to both
children and team members. Anyone showing signs of illness that may be contagious or may
significantly impact participation in program activities must remain at home.

Individuals should stay home if they have:

1. A fever greater than 100.4°F / 38°C.
2. A severe or persistent cough.
3. A loss of taste or smell.
4. A continuous runny nose not related
   to allergies.
5. Diarrhea.
6. Vomited more than once during the
   previous night.
7. Any of the following illnesses or
   communicable conditions:
   • Diphtheria
   • Haemophilus Influenza Type B
   • Head lice (live)
   • Hepatitis A
   • Measles
   • Mumps
   • Pink eye (conjunctivitis)
   • Ringworm
   • COVID-19
   • Rubella
   • Scabies
   • Scarlet fever
   • Rash of unknown origin
   • Strep throat
   • Tuberculosis
   • Whooping cough (pertussis)
   • Any other infectious disease or illness as directed by Alberta Health Services (AHS).

Exclusion Period:

• Children or team members sent home or kept home due to illness must remain away for a minimum of 24 hours (as per AHS policy) or until 24 hours symptom-free (whichever is longer).
• The Program Coordinator or designated supervisor may require a doctor’s note before returning (see following Doctors Note Requirements).
• If the program is in AHS-declared outbreak status, the exclusion period for listed symptoms increases to 48 hours.
• Team members are encouraged to use their Wellness Days when ill to help keep programs as healthy as possible.

When Children or Team Members May Be Sent Home for Health Reasons

Individuals may be sent home during program hours if they develop:

An outbreak must be reported immediately to Alberta Health Services (AHS) when:

1. Vomiting.
2. Diarrhea.
3. A fever greater than 100°F / 37.5°C.
4. Severe or persistent coughing.
5. Migraine headaches impacting participation.
6. Difficulty breathing.
7. Any other signs or symptoms of a communicable disease or illness (see previous list).

When Children or Team Members Can Return

• Must remain away from the program for a minimum of 24 hours or until symptom-free for 24 hours (whichever is longer).
• The Program Coordinator or designated supervisor may request a doctor’s note before returning.
• In the case of AHS-declared outbreak status, individuals with symptoms listed by AHS as part of the outbreak must remain home for a minimum of 48 hours.

Illness Outbreak

An outbreak must be reported immediately to Alberta Health Services (AHS) when:

1. Vomiting.
2. Diarrhea.
3. A fever greater than 100°F / 37.5°C.
4. Severe or persistent coughing.
5. Migraine headaches impacting participation.
6. Difficulty breathing.
7. Any other signs or symptoms of a communicable disease or illness (see previous list).

When Children or Team Members Can Return

• Must remain away from the program for a minimum of 24 hours or until symptom-free
  for 24 hours (whichever is longer).
• The Program Coordinator or designated supervisor may request a doctor’s note
  before returning.
• In the case of AHS-declared outbreak status, individuals with symptoms listed by AHS as
  part of the outbreak must remain home for a minimum of 48 hours.

AHS Contact for Reporting

An outbreak must be reported immediately to Alberta Health Services (AHS) when:

• Respiratory Illness: Two or more cases with new onset of 2 or more symptoms symptoms within a seven day period from different households.
• Gastrointestinal Illness:
  • Two or more cases of similar gastrointestinal symptoms within a 48 hour period with children.
  • Report if there is an unusual increase of GI illness (above the baseline) even if staff were not present at work with symptoms.
• Rash Illness: Three or more cases of similar rash illness within a 10-day period.

Note: These thresholds include both children and team members.

AHS Contact for Reporting

Report Illness to the AHS Provincial Public Health Support team (PPHST):
Call 1-844-343-0971

AHS Role:

• Confirm whether an outbreak is officially declared.
• Provide reporting requirements, cleaning protocols, and outbreak timelines.
• Guide communication to families and staff.

TOPP KIDS Response During Outbreak:

• Activate the Increased Illness Protocol.
• Follow all AHS cleaning, sanitization, and reporting directions. informed as per AHS guidance
• Keep families and team members informed.

Doctor's Note Requirements

For Children
A doctor's note is required for a child to return to the program in the following cases:

• The child has been diagnosed with a communicable disease (e.g., tuberculosis, measles, or whooping cough) and must provide medical clearance confirming they are non-infectious.
• The child exhibits symptoms such as diarrhea, mouth sores with drooling, or a rash with fever or behavioral changes, and a physician’s assessment is needed to confirm no health risk to others.

A doctor's note is not required for a child to return if:

• The child has been symptom-free for at least 24 hours (e.g., no fever above 38.0°C without medication, no vomiting, or no diarrhea) and is well enough to participate in program activities.
• The illness is mild (e.g., common cold) and the parent confirms the child poses no health risk to others.

For Team Members
A doctor's note is required for a team member to return to work in the following cases:

• The team member has been absent due to a communicable disease that could pose a health risk to children or staff, and medical clearance is needed to confirm they are non-infectious.
• The absence exceeds 5 consecutive working days, and a medical certificate is needed to verify fitness to resume duties.

A doctor's note is not required for a team member to return if:

• The absence was due to a minor illness (e.g., common cold or flu) lasting fewer than 5 consecutive working days, and the team member confirms they are fit to work without posing a health risk.

All requirements align with Alberta’s Early Learning and Child Care Regulation and Public Health Act. The program reserves the right to request a doctor’s note in exceptional circumstances
to ensure the safety of children and staff.

Illness Log

• An Illness Log will be maintained for all cases
  where a child or team member is sent home sick
  from program.
• The log will record:
  ◦ Name.
  ◦ Date of illness.
  ◦ Reported symptoms.
  ◦ Date/time parents/guardian was
  contacted.
  ◦ Date/time child/staff was removed from
  program.
  ◦ Date/time of return to care or work.
• The log helps identify illness patterns and ensures
  accurate reporting to AHS when required.

WHEN CHILDREN MAY BE SENT HOME FOR HEALTH REASON

Parents may be called to pick up their children if they have any of the following symptoms:

1. Vomiting
2. Diarrhea
3. A fever greater than 100.4°f/38°c
4. Continuous coughing
5. Migraine headaches
6. Difficulty breathing
7. Any of the signs and symptoms of a communicable disease or illness (see list above

HEAD LICE

Children displaying signs or symptoms of head lice are to be removed from the program immediately. If a parent fails to arrange for immediate removal of a child displaying symptoms, the alternate contacts (emergency contact) will be called. The child will be kept as far away as is practical from the other children. Each program has a designated area where the child can rest and be regularly monitored by Educators. The school should be informed that the program has encountered head lice after two cases.

Signs or symptoms of illness exhibited by a child can include but are not limited to:

• Lots of itching of the head
• Eggs or lice on the scalp, hair or neck
• Red or inflamed skin near the ears or the back of the neck

A child may return to a program if the Program Coordinator is satisfied that the child does not pose a health risk to other children or caregivers. A child must be treated, all nits removed and been symptom free for a period of not less than 24 hours before they may return. A second case in the same child will require a written doctor's note stating treatment has been completed, all nits removed and been symptom free for 48 hours. Parents will be informed to seek alternate childcare or to keep their child at home if the child does not meet these requirements. TOPP KIDS will not be liable for refunds of childcare fees for time missed.

The goal of this policy is to stop or limit the spread of head lice in our programs. If you have any questions or concerns, we would like to hear them! Please speak to your Program Coordinator.

Parents will be informed of TOPP KIDS practices regarding ill children through the Parent Handbook.

EDUCATORS WILL:

• Educators will assess if a child is ill by doing a visual assessment of the child, take child’s temperature, and watch for changes in child’s behaviour.
• Practice general hygiene and will encourage children in hygiene practices.
• Use proper hand washing throughout the day.
• Regularly sanitize all toys and equipment.
• Maintain a record of children who are sent home due to illness. This record (TOPP KIDS Illness Log) shall include:
  • Child’s name
  • Date child was observed ill
  • Name of Educator who identified the child was ill
  • Time parent was notified
  • Educator who contacted parent
  • Time child was removed from the program
  • Date child returned to the program

Risk Assessment Sheet

TOPP KIDS CLEANING & SANITIZATION POLICY

Purpose

To maintain a clean, safe, and healthy environment for children and staff by ensuring toys, equipment, and program spaces are regularly cleaned, sanitized, and disinfected. This policy supports illness prevention, promotes hygiene, and ensures our programs meet TOPP KIDS’ high standards of care.

Cleaning

• Minimum Requirement: All toys must be cleaned at least once a week.
• Immediate Cleaning: Toys that are visibly dirty, have been in a child’s mouth, or used by a sick child must be removed immediately and cleaned before being used again.

• Cleaning Method:
  • Wash toys in soapy water using a rag or scrub brush
    to remove dirt.
  • Rinse and place in a sanitizing solution, or run through a
    sanitation dishwasher.
  • Air dry before returning to use.

• Dress-Up & Soft Goods: All dress-up clothes, fabric items, and other soft goods must be cleaned monthly through our designated dry cleaners. Items should be rotated weekly to ensure no item remains in use for more than one week at a time.
• Vacuuming: Carpets must be vacuumed daily.

Sanitization

• Minimum Requirement: All toys must be sanitized weekly following cleaning schedules.
• Sanitization Methods:
  • Wipe toys with disinfectant solution (EP66, ES64*, or diluted bleach/water mix).
  • Spray disinfectant on toys and allow to air dry.
• Required Supplies (on hand at all times):
  • Diluted Disinfectant
  • Diluted Sanitizer
  • Undiluted Sanitizer or Bleach (for 2-sink cleaning method)
• During Flu/Illness Season: Disinfect toys daily.
• Follow Label Instructions: Always follow manufacturer directions for safe use, including whether residue needs to be wiped off.
• Follow Posted Procedure: All sanitization must follow the 3-Step Sanitization Sheet posted above cleaning areas at every program location.

Innovative Cleaning Equipment

During times of increased illness, TOPP KIDS uses Victory Electrostatic Sprayers with Efascide Thymol-based disinfectant:

• Food safe, natural, biodegradable.
• Kills human coronavirus (including COVID-19) in 55 seconds.
• Kills 99.9% of bacteria, fungi, and mould in under 3 minutes.
• Provides fast, effective coverage on all surfaces.

Weekly Cleaning Checklist

• Assigned by the Program Coordinator.
• Divides all program areas and materials among staff for equal responsibility.
• Covers all surfaces, play areas, materials, and storage spaces to ensure nothing is missed.
• Must be completed in full each week and signed off by the Program Coordinator.

Responsibilities

• Everyone’s Responsibility: All staff are responsible for maintaining cleanliness and following this policy.
• Room Lead: Supervises daily cleaning and ensures the Cleaning Schedule and Section Audits in the Active Play Coordinator’s portfolio are followed.
• Program Coordinator: Assigns and monitors completion of the weekly Cleaning Checklist.
• Facilities Manager: Completes a quarterly deep carpet cleaning at each program location.

INTRUDER

In the event of an intruder on the premises, or a child being removed from the program without parent consent, the police will be contacted immediately as well as parents.

* Remind all parents that children sent home with a contagious illness must have a minimum 24hr period before a they can return to TOPP KIDS.*
See Illness policy for exact return date periods.

TOY CLEANING & SANITATION PROCEDURE

Guidelines
Cleaning agents (soap, detergent) are not disinfectants, and disinfectants
are not cleaning agents. Disinfectants will not work effectively if the surface
has not been cleaned. Disinfectants are meant to sanitize toys and kill
germs that spread illness and disease.
Toys need to be cleaned and sanitized using the following procedures:
Cleaning
At the least, all toys will be cleaned Weekly. Toys that appear or are known
to be dirty will be cleaned or made not accessible to children until they can
be cleaned and sanitized. Toys that have been observed in a child’s mouth
or used by a child who is ill, needs to be removed until they can be cleaned
and sanitized.
Cleaning is defined as putting the toys in soapy water and wiping with a rag
or scrubbed to remove dirt. Clean toys can then be rinsed, then put in a
sanitizing solution and allowed to air dry or they can be run through a
sanitation dish washer and allowed to air dry.

Sanitation
At the least, toys will be sanitized every week following the portfolio cleaning schedule. This can be done by wiping a cloth of disinfectant solution (EP 66 or ES64* or 1000 PPM solution of bleach/water) over the toys, or by spraying a disinfectant solution on the toys and allowing them to air dry.

When there are known illnesses in the centre, during a pandemic or during flu season, it is appropriate to spray disinfectant on the toys and equipment after every use. *If a professional brand solution is used, the label directions must be followed (such as whether wiping off residue is necessary). MSDS Sheets are posted on the staff board in every program.

Additional Information:

• Sanitizing toys is not to be done while the children are present.
• It is appropriate to use parent or community volunteers to help follow the cleaning/sanitizing schedule.
• Other staff can be used to assist with the cleaning schedule when approved by your supervisor.

Fabric Material Cleaning & Schedule

At minimum, all items made of fabric (carpets, teepees, pillows and dress up clothes) will be deep cleaned the following months: August, October, December, February, and April. Materials that appear or are known to be dirty will be cleaned or made not accessible to children until they can be cleaned and sanitized. Materials that have been observed in a child’s mouth or used by a child who is ill, needs to be removed until they can be cleaned and sanitized. Carpet cleaners, washing machines and a combination of dry shampoo and freezers will be used to clean said materials.

ADDITIONAL INFORMATION

• Sanitizing toys or fogging is not to be done while the children are present.
• It is appropriate to use parent or community volunteers to help follow the cleaning/sanitizing schedule.
• Use of foggers must be signed off on and safety video watched.
• TOPP KIDS has established a dry-cleaning account for cleaning of fabric items. (MUST be completed at minimum monthly)

CLEANING WITH THE HELP OF CHILDREN POLICY

Our programs are dedicated to fostering safe, clean, and hygienic environments for all participants and staff members. This policy delineates guidelines for cleaning procedures, highlighting children's involvement and developmentally appropriate tasks while strictly prohibiting their engagement in cleaning bodily fluids or bathroom spaces.

Cleaning Procedures

1. Developmentally Appropriate Tasks
   • Children will be encouraged to engage in age-appropriate cleaning tasks that contribute to the maintenance of a clean environment and that build Life Skills.
   • Tasks may include tidying up play areas, organizing toys, placing items in garbage receptacle, sweeping, and similar activities suitable for their age and abilities.
2. Supervision and Guidance

• Trained staff members will provide supervision and guidance to ensure children's safety and
  the effective completion of cleaning tasks.
• Staff will offer clear instructions and demonstrate proper cleaning techniques to children.

Prohibited Activities

1. Cleaning Bodily Fluids
   • Under no circumstances are children allowed to clean up bodily fluids, including vomit, blood, urine, or feces.
   • Trained staff members will handle any incidents involving bodily fluids promptly and according to established sanitation protocols.
2. Bathroom Cleaning
   • Children will not be permitted to engage in cleaning activities related to bathrooms, such as toilets, sinks, or floors.
   • Bathroom cleaning tasks will be carried out exclusively by trained staff members or professional cleaning services.
3. Use of Chemicals
   • Under no circumstances should children use chemicals during cleaning or any other activity. These chemicals are to be stored in a safe place, and at no times accessible to children.

Staff Responsibilities

1. Supervision and Support
   • Staff members will oversee children's participation in cleaning tasks, providing support and encouragement as needed.
   • Staff will monitor children's progress and intervene if necessary to ensure tasks are completed safely and effectively.
   • If a child at anytime states that they are uncomfortable with the task, they will not be made
     to continue.
2. Training and Education
   • Staff members will receive training on age-appropriate cleaning tasks and strategies for engaging children in cleaning activities.
   • Training will emphasize the importance of maintaining cleanliness and hygiene standards while prioritizing children's safety.
   • By adhering to this cleaning policy, our out-of-school care program aims to instill a sense of responsibility and contribute to children's development while maintaining a clean and safe environment. Prohibiting children from cleaning bodily fluids or bathrooms prioritizes their
     well-being and safety, while encouraging their participation in developmentally appropriate
     cleaning tasks promotes a sense of ownership and community responsibility.

DAILY & ROUTINE CLEANING CHECKLIST

1. Tables used for eating and food preparation will be cleaned with soap and water, rinsed, and then sanitized with solution provided by school before and after each meal or snack.
2. Chairs will be cleaned with soap and water, rinsed and then sanitized the solution provided by the school.
3. Kitchens will be cleaned daily and more often if necessary. Sinks, counters, and floors will be cleaned and sanitized at least daily. Refrigerator will be cleaned and sanitized monthly or more often as needed.
4. Toys will be washed, rinsed, sanitized and air-dried at least weekly or toys that are dishwasher safe can be run through a full wash and dry cycle.
5. Cloth toys and dress up toys will be laundered monthly or more often, as needed, for young children.
6. Furniture, rugs, and carpeting in all areas will be vacuumed daily. This includes carpeting that may be on walls or other surfaces than the floor. Carpets will be shampooed every two months in other areas, or more frequently as needed.
7. Hard floors will be swept daily and spills mopped up.
8. Utility mops will be washed, rinsed and sanitized then air dried in an area with ventilation to the outside and inaccessible to children.
9. Bathroom(s) located in assigned TOPP KIDS spaces will be cleaned daily or more often if necessary. Sinks, counters, toilets, and floors will be cleaned and disinfected using solution provided by school at least daily.
10. Toilet seats will be cleaned and sanitized as needed and at least daily.
11. Cubbies: will be washed, rinsed, and sanitized weekly.
12. Water tables will be emptied and sanitized after each use or more often as needed. Children will wash hands before and after play and be closely supervised.
13. General Cleaning of the entire program will be done as needed. Wastebaskets (with disposable liners) will be available to children and educators and will be emptied when full. There should be no strong odors of cleaning products. Room deodorizers are not used due to the risk of allergic reaction. Door handles and faucets are cleaned at least daily and more often when children/educators are ill. Food waste containers will have a tight-fitting lid.
14. Vacuuming, mopping and professionally carpet shampooing in the program will not occur while children are present (carpet sweepers and brooms are ok to use). This is to reduce the exposure of chemicals and dust to children and educators. Every effort is made to only use items that can be cleaned and sanitized in the setting. Cracked or broken items are not able to be cleaned or sanitized properly. These items shall be removed until they are repaired, cleaned, and sanitized. Vacuuming must be done DAILY.
15. Regular cleaning and sanitation will increase if there is an outbreak of a contagious infection or disease in setting.
16. During an outbreak all programs will follow the AHS outbreak cleaning guidelines. All soft materials, book, games and sensory will be put away for the duration of the outbreak.

SECTION AUDIT SHEETS

Every Active Play Coordinators portfolio has a Section Audit. Section Audits split the cleaning responsibilities between the team. Essentially everyone is in charge of different sections throughout the program. These audits are done on the portfolios scheduled audit day and are monitored by the Room Lead through an all-encompassing Section Audit for the entire program. Educators are responsible and accountable for their sections.

EMERGENCY PROCEDURES

An Emergency Response Plan detailing Emergency Procedures and maps is
available in your Emergency Backpacks and on your program Parent Board.
Note: PLEASE ADD your program’s address to the top of this page at your
program. It is difficult to remember in an emergency and educators covering at
your program may not be aware.

The following telephone numbers must be posted on the program premises and be readily
accessible.

F.I.T. REPORT

Programs are required to report minor injuries to a child
that occurs while the child is attending a program and
any other minor incident that occurs while a child is
attending a program to the parents of the child as well
as any other parties involved. This can consist of a fight
between children, extreme behaviours, scraped knees,
bumps on the head, etc. Just about anything that is not
considered one of the 12 reportable incidents.

Best practice for TOPP KIDS staff is to inform parent/guardians at time of injury when deemed necessary
(i.e: head, swelling etc). Staff will advise parent that they will communicate information with the
school when deemed necessary.

What information is required in a F.I.T. Report:

• Circle whether it is a first aid, incident, or theft
• Location where it occurred. Example: Holy Child School playground, gym, etc.
• Complete the appropriate section (either first aid, incident, or theft)
• Circle yes or no for media question
• Complete witness section: please print
• Complete name of parent informed: please print
• Time the parent was informed. Example: 5:15 pm at pick up, informed initially by phone/text at 3:30 pm
• Complete summary section providing factual, necessary information
  • Describe what happened
  • Where on the body the injury is located. Be specific. Example: Approximately 3 inches above right knee. Left cheek just below the eye. Etc.
  • What symptoms the child displayed or complained of at the time of injury. Example: crying, vomiting, headache, nausea, etc.
  • What first aid was administered. Example: Anti-Septic wipe, ice pack, compression, etc.
  • Do not list other children’s names in the report.
  • Bring the report to the Program Coordinator or designated supervisor for their signature
  • Remember to check on the child periodically for any changes
• Ensure parent has thoroughly read the report, then have them sign and date

INCIDENT REPORTING

In this section, “incident” means a serious illness
of or injury to a child that occurs while the child
is attending a program, and any other incident
that occurs while a child is attending a program
that may seriously affect the health or safety of the
child. An educator must report each incident to the
Program Coordinator immediately.

Incidents must be:

• Reported immediately to the Program Coordinator, Program Support Manager, Operations Manager/CEO
• Reported immediately to parents
• Reported immediately to Licensing (403) 297-6100
• Complete F.I.T. report
• Complete Incident Reporting Form
  • Ensure DETAILED F.I.T Report is also included with parent & Program Coordinator signatures
  • Photos of location where incident happened (indicate where educators were places supervising at the time of incident and where child was)
  • Child Profile Report (PDF or Cam Scan to PDF) – They need this for child specific information and parent phone numbers for follow up
  • Child Attendance PDF (highlight all children in ratio at time of incident)
  • Educators Attendance PDF (highlight educators in ratio)
  • Copy of educators first aid certificate (educators who performed first aid)
  • Ensure the educators level(s) are recorded on page 3 when indicating positions of employees
• Send Incident Reporting Form, F.I.T. report and detailed photos to Licensing
  • CC Program Support Manager, Operations Manager, & CEO in ALL communications with licensing & parent regarding incident
• Analyzed annually using a report form prescribed from Licensing and submitted

A report must be made to Licensing anytime there is:

• An emergency evacuation.
• Program closure due to an emergency.
• Intruder on the program premises.
• Illness or injury to a child that requires the program to request EMS and/or overnight hospitalization.
• An error in the administration of medication by program educators resulting in child becoming seriously injured or ill and requiring first aid, or the program requesting emergency health care and/or requires child to remain in hospital overnight.
• The death of a child.
• Unexpected absence of a child from the program (Lost child).
• Child removed from the program by non – custodial parent or guardian.
• An allegation of physical, sexual, emotional abuse and/or neglect of a child by a program Educators or volunteer.
• The commission by a child of an offence under an Act of Canada or Alberta.
• A child left on the premises outside of the program’s operating hours.

Incidents must be reported immediately to licensing staff by telephone, fax or email. This form must be completed and submitted to your local Child and Family Services Authority's licensing office within 2 days of the incident.

C.B.E. ACCIDENT REPORTING (only public schools)

In this section, “accident” means a serious illness of or injury to a child that occurs while the child is attending a program, and any other accident that occurs while using CBE property.

Incidents must be:

• Reported immediately to the Program Coordinator, Program Support Manager, Operations Manager and CEO.
• Reported within 24 hrs to CBE Leasing office via email.
• Complete F.I.T. report
  • Add pictures that clearly show where the incident happened and where educators were supervising in the room
• Send CBE Accident Reporting Form, F.I.T. report and detailed photos to CBE A report must be made to CBE anytime there is:
• Illness or injury to a child that requires the program to request EMS and/or hospitalization due to the use of faulty CBE equipment.

EMERGENCY EVACUATION

Emergency evacuation procedures will be communicated to educators upon their orientation to TOPP KIDS and will be posted in each room. Children will be made aware of the emergency evacuation procedures through regular evacuation drills (5.3).

TOPP KIDS educators will take the Emergency Backpack, first aid kit, phone and attendance during emergency evacuations. Educators must immediately contact the CEO if evacuation of the building is required for any reason.

FIRE ALARM

• Children quietly line up at the door
• Educators will collect all pertinent information such as portable emergency records and attendance sheets.
• Educators will ensure that all windows and doors are closed upon exit from the building.
• Educators and children then proceed in an orderly manner to the nearest exit door.
• All people move well away from the building, to a pre-determined meeting place.
• Educators take attendance to ensure that all children attending the program are outside.
• Educators and children do not re-enter the building until it is safe to do so. The Fire department will give the all clear.

In the event that educators and children have to evacuate the building and relocate, they will move to an alternate location. Parents will be contacted from the relocation site to pick up their children.

NOTE: Fire Drills need to be completed monthly in program for Educators and children to prepare
for possible real fire alarm.

LOCKDOWN

• Close and lock all building doors
• Move children to the designated lock down area
• Get as low to the ground as possible
• Sit with head down and arms covering
• Remain in lockdown until further instruction is received from authorities

NOTE: Lockdown Drills must be completed in program with educators and children at minimum twice in a school year.

CHILD OUTSIDE OF PROGRAM/OFF-SITE PROCEDURE

• When a child is lost outside of the facility, a Leader will call 911 using assigned cell phone for all off-site trips and follow any directions provided by City of Calgary Police.
• If the child is lost at a destination, the educator responsible for the child must notify the authorities at the destination and involve them in the search for the child.
• Educators will continue to provide care to other children in the group.
• Call the Program Coordinator and the CEO; give your name and where/when the child was lost.
• Report to licensing

NOTE: Educators will take a photo of each child prior to embarking on any off–site excursion.

POWER FAILURE PROCEDURE

• In the event that there is enough natural light, regular activities will continue.
• If in darkness, the program will be evacuated to a predetermined meeting spot.
• Weather permitting, children will play outside until power is restored.
• In the event that weather necessitates going inside, relocate the group to the emergency evacuation location.
• Program Coordinator or designated supervisor will bring the phone, emergency portable files, emergency backpack, medications and attendance records.
• A sign will be placed on the door telling parents where their children are located.
• If the power remains out for an extended period of time, especially in cold weather, parents will be contacted to pick up their children.

CUSTODY CONFLICTS

If ever the non-custodial parent is in breach of the legal custody agreement; we do not release the child unless the primary parent gives us written permission (if there is a primary parent). If there is no written permission the primary parent will be notified immediately.

If a situation should arise in which TOPP KIDS feels that the safety of any educators or program participants is compromised, the authorities and the CEO will be notified.

TOPP KIDS educators will not refuse access of a child to a parent without a court ordered custody agreement in place.

If a non-custodial parent removes their child from the program illegally, or is anyway in conflict with the existing custody agreement, educators will:

• Call 9-1-1.
• Notify the custodial parent.
• If custodial parent is unreachable, call emergency contacts.
• Report to Program Coordinator and Program Support Manager.
• Report to licensing immediately, follow their direction in regard to incident reporting.
• An Incident Report (Licensing) is to be completed by educators.

SEPARATION AND CUSTODY

TOPP KIDS understands the diverse needs of families and strives to ensure that the needs of the children come first. Their safety, well- being, and mental health are key to building strong childhood and family foundations. We try to work closely with all family members to ensure that shared parenting is equal by communicating issues or concerns with all parents. We recognize the important roles that both parents/guardians play in the development of their children.

TOPP KIDS Educators are not to engage in or placed in a situation where they are seen to be “taking sides” in disputes amongst parents/guardians. Instances where Educators are asked to supply documentation or there are communication issues between parents/guardians, Educators are to refer the matter to the Program Coordinator. This is considered confidential information between TOPP KIDS and adults.

For the safety of TOPP KIDS children, we have the following policies in place:

• Separation, divorce, step parenting is respected.
• In the case of separation when one parent wants the program to withhold their child from the other natural parent, the parent should seek legal counsel as TOPP KIDS will not withhold a child from a natural parent without a court custody agreement on file.
• Information obtained from one household will not be shared with the other household without consent unless it directly impacts the safety or well-being of your child. All personal information is protected under our Confidentiality Policy.
• In the case where one parent has legal custody, the educators will release the child only to the people authorized by the parent. A copy of the custody agreement must be provided to the Registrations and Accounts Manager (registrations@toppkids.com) at time of registration and whenever a court agreement is updated.
• In the case of a court order shared access agreement, TOPP KIDS requires a copy of that court document. TOPP KIDS recommends a monthly schedule of who is picking up the child on what days. We would suggest both parents sign it. TOPP KIDS will provide that opportunity to help minimize conflict.
• If a parent shows up to pick up the child and it is not their scheduled time the appropriate parent will be contacted. TOPP KIDS will abide by the terms within a legal court document.
• Educators are to call 911 if a parent becomes hostile/aggressive.

Because our programs take child safety very seriously, your child will only be released to the person/s listed on the registration form unless otherwise advised in writing.

It is policy for TOPP KIDS’ educators to ask for photo identification of all adults on site that the Educators do not know.

Upon receipt of a Court custody agreement, the Program Coordinator will ensure that all Educators are aware of the document which will be kept in the child/ren’s file.

TOPP KIDS will not:

• Supply documentation relating to a child for the purpose of influencing courts to consider one parent/guardian over the other as the custodial parent/guardian.
• Engage in communication, written or verbal, about one parent/guardian to the other
• Communicate information to one parent/guardian on behalf of the other. It is the responsibility of the parents/guardians to ensure that an adequate communication flow exists amongst them.

TOPP KIDS will:

• Keep a copy of all custody/access documentation at the program site in Childs file.
• Supply each custodial parent/guardian with information about the program and their child’s involvement. The signature of either parent/guardian for the purposes of registration, outings and field trips, attendance records, and behaviour/incident documentation will be considered acceptable.

EMERGENCY MEDICAL RESPONSE HOSPITAL/ DENTIST

In an event where a child requires sutures or minor medical attention, we will contact parents or emergency contact immediately. In a more serious event, Emergency Medical Services will be contacted to transport the child to hospital. Any costs incurred by this will be the responsibility of the parents. Parents will be notified immediately along with licensing and required documentation will be completed.

FIRE & LOCKDOWN DRILL RECORD SHEET

This sheet is located on the clipboard with the Emergency Plan and Safety Checklists is used to record every fire drill (monthly), lockdown drill (x2/year) and other emergency practice run (ex. Evacuation to
second location). This is also a licensing requirement.

FIRE DRILL RECORD SHEET

MINIMUM 1 FIRE DRILL COMPLETED PER MONTH.

When timing a fire drill, you will stop the time once the last person has left the building. This time will be recorded under response time. Proceed to muster point and complete roll call.

The fire drill in September MUST be completed within the first two weeks of school. However, explaining the procedures during community unity must happen during the first week of school and reviewed throughout the year.

Ensure some Fire Drills are completed from secondary spaces throughout the year.

Kindi: alternate between am and pm class throughout the year (if applicable). In September practice with each class within the first two weeks. You may use and record school fire drills.

LOCKDOWN DRILL RECORD SHEET

MINIMUM 1 LOCKDOWN DRILL COMPLETED PER MONTH.

When timing a lockdown drill, you will stop the time once everyone is seated in lockdown area with door locked and lights off. This time will be recorded under response time. Silence phones and walkies and no roll call completed.

The lockdown in September MUST be completed within the first two weeks of school. However, explaining the procedures during community unity must happen during the first week of school and reviewed throughout the year.

Ensure some Lockdown Drills are completed from secondary spaces throughout the year.

Kindi: alternate between am and pm class throughout the year (if applicable). In September practice with each class within the first two weeks. You may use and record school lockdown drills.

CRISIS COMMUNICATION

Any emergency that falls under the following categories is considered crisis communication:

1. A medical emergency or lost child
2. Any time the police, fire department or an ambulance arrives at the facility
3. Any time an incident requires reporting to licensing
   

The following individuals must be informed of the emergency immediately:

• Program Coordinator
• Program Support Manager
• Operations Manager
• CEO

NOTE: If these individuals are not in the building, please call them on their cell phone or at home. Leave a message if you cannot reach them. If no contact has been made, call them as soon as the situation has been resolved.

TRAINING & WORKSHOP FUNDING ELIGIBILITY POLICY

TOPP KIDS provides a range of mandatory, role-specific, and voluntary professional development opportunities.

Each opportunity is funded differently depending on its purpose, alignment with an employee’s role, and eligibility for government funding streams.

This policy explains how training time is paid, how workshop costs are covered, and the expectations for scheduling and accountability.

Mandatory Trainings (Paid & Scheduled Within Contract Hours)

All full-time employees have role-specific mandatory trainings outlined in their contracts. These trainings are essential to job performance and must be completed throughout the year.

• Mandatory trainings are paid by TOPP KIDS.
• They are scheduled during regular work hours and must be arranged to maintain the employee’s maximum weekly contracted hours.
• If a mandatory training occurs during a shift (e.g., a 2-hour mid-day session), the employee’s schedule will be adjusted—such as reducing Planning/Admin time or leaving early—to ensure hours do not exceed the weekly maximum.
• All time adjustments must be reviewed and approved by a Program Support Manager before changes are made to an employee’s schedule.

Mandatory trainings may replace Planning/Admin time, ratio time, or scheduled shifts as indicated in the Funding Eligibility Chart.

Extra Workshops & External Professional Development (Unpaid Time, Costs Covered)

TOPP KIDS encourages full-time employees to pursue additional professional development beyond their
mandatory training.

• Optional workshops and external PD events are unpaid, but TOPP KIDS will cover the registration cost for any workshop or PD event approved by the Professional Development Coordinator.
• Staff must first apply for available government or agency funding.
• All educators must submit the appropriate funding form with assistance from the Professional
  Development Coordinator.
• If funding does not cover the full cost, TOPP KIDS covers the remaining balance.
• After every 10 approved PD opportunities attended in a school year, employees receive a $50 Visa Gift Card as recognition of their commitment to growth.

These opportunities are tracked in each employee’s personnel file, signed off by the Program Coordinator, and reset annually with a new PD tracker provided during the employee’s performance evaluation.

Alignment With Funding Eligibility Chart

The Funding Eligibility Chart outlines the payment structure for each type of training:

• Mandatory and job-required training (Onboarding, TK Mandatory Workshops, Summits, PD Days, First Aid, WHMIS) is paid by TOPP KIDS and may replace regular scheduled hours as noted.
• Voluntary workshops are unpaid, but TOPP KIDS covers the registration cost, and most are eligible for Time Release Grant funding, which is paid out once released by the government.
• Some sessions may also qualify for wage top-up programs through government initiatives.
• Employees must sign in using the method listed in the chart and keep total hours within their weekly
  contract limits.

Missed Workshops & Cost Recovery

As per the Workshop Cancellation & Accountability Policy:

• Missed professional development workshops or PD opportunities costing more than $50 will result in full cost recovery charged to the employee.
• This applies when an employee fails to attend or cancels without the required notice.

Purpose of This Policy

This policy, used together with the Funding Eligibility Chart, ensures team members clearly understand:

• Which training is paid
• Which training costs are covered
• How scheduling adjustments work
• When grant funding applies
• What to expect for voluntary PD opportunities
• How accountability is managed

It also supports transparent, fair, and consistent professional development practices across all TOPP KIDS teams.

PROFESSIONAL DEVELOPMENT GROWTH PLAN

At minimum, full time (30+ hours/month) employees will complete the mandatory professional development requirements stated in their annual employee contracts.

Employees must first apply for professional development funding through the government to cover the cost of any workshop. Once that funding limit is reached, the full-time employee can apply to TOPP KIDS for an additional $250 per full time employee that is within good standing. Applications can be requested from the ctopp@toppkids.com.

Good standing refers to individuals who were successful in the following areas:

• Submits the requested PD reflections to the PD Coordinator and demonstrates continued learning benefiting TOPP KIDS children
• Initiative to register for events specific to their contract, interest, portfolio
• Initiative to ensure current information is being delivered in the program and visible in the portfolio
• Abides by the cancellation/accountability policy
• Displays professional etiquette (refer to etiquette policy)
• Completed mandated workshops
• Actively engages in workshop discussions and activities for the sole purpose of learning and implementing changes into practice
• Demonstrates Pedagogical Leadership- Early Childhood program leaders influence what happens in the program by fostering an organizational climate where educators optimize learning opportunities for children and strive to improve their own practice Abel, Michael B. (2016). McComick Center for Early Childhood Leadership and Pedagogical Leadership? Retrieved from http://mccormickcenter.nl.edu/library/why-pedagogical-leadership/

*Applications will be considered at the discretion of the supervisor.

Exceptions to the application are considered at the discretion of the supervisor in collaboration with the Program Coordinator (i.e. performance mandated).

Part time employees will complete the mandatory professional development requirements stated in their annual employee contracts. Employees must first apply for professional development funding, which will be prorated, through the government to cover the cost of any workshop. Once that funding limit is reached, the part time employee can apply to TOPP KIDS for additional funding based on their hours and a prorated amount of $250, as long as the part time employee is within good standing. Applications can be requested from the Professional Development Coordinator (professional_development@toppkids.com)

NOTE: TOPP KIDS requires all staff to have First Aid certification. Any new hires or employees requiring re-certification can participate in the next available First Aid Certification group training course arranged by the TOPP KIDS Professional Development Coordinator. The cost of group training courses are paid for by the company, after 1 year of service (not including hours). Should an employee register for First Aid Certification course outside the company group training it will be at their own cost.

PROFESSIONAL DEVELOPMENT ETIQUETTE

Professional Development etiquette is a behavioural code of conduct expected at TOPP KIDS / ELCC & Community Development employees during professional opportunities.

Outstanding etiquette is achieved when an employee:

• Makes a good first impression- every time
• Applies Foundation knowledge
• Assessment, evaluation, reflection, repeat
• Respects confidentiality – before, during and after PD event
• Actively engages & participates in workshop discussions & activities for the sole purpose of learning & implementing changes into practice
• Punctual to PD opportunities.
• Demonstrates inclusive practices during PD opportunities
• Respect the facilitator and other participants. Consideration of the different learning
  styles and learning environments of others.

TOPP KIDS WORKSHOP CANCELLATION, COST RECOVERY & ACCOUNTABILITY POLICY

TOPP KIDS Out of School Clubs and the TOPP KIDS Foundation are committed to investing in the ongoing learning, professionalism, and growth of all employees. Professional development opportunities—whether workshops, conferences, or ELCC & Community Development–provided training—represent significant financial and operational investment from the organization.

Attendance at mandatory training is a contractual requirement. Additionally, once an employee registers for any workshop or professional development session, TOPP KIDS incurs a cost and/or occupies a seat that cannot be reassigned without proper notice. Employees are therefore expected to honour all training commitments responsibly and professionally.

Cancellation Requirements

If an employee registers for a workshop but can no longer attend, they must cancel their registration in writing at least two (2) days prior to the scheduled workshop start time.
All cancellations must be emailed to:
professional_development@toppkids.com

• Verbal, text message, or informal notifications are not valid.
• Failure to provide written notice within the cancellation window is considered a late cancellation.

Cost Recovery for Missed Workshops

(Workshops Over $50)**
Workshops, conferences, or professional development sessions that cost more than $75 will be subject to full cost recovery if an employee:

• Fails to attend (“no-show”), or
• Cancels with less than two (2) days’ notice.

This cost recovery supersedes the 3-step accountability process outlined below.
Employees will be invoiced for the full workshop fee, and payment must be made within 60 days. If unpaid, the amount may be recovered through wage deductions, as permitted by employment standards and the employee’s signed contract.
Mandatory training is not subject to cost recovery; however, failure to attend may result in discipline as per policy.

Accountability Structure for No-Shows or Late Cancellations

(For workshops costing $50 or less)**
For sessions costing $50 or less, the progressive accountability model applies:

Mandatory Training Requirements

Even if access to TK workshops is suspended or removed, employees remain fully responsible for completing all mandatory training by required deadlines.
Employees must:

• Secure required training independently
• Complete it on their own time
• Submit valid proof of completion

Extenuating Circumstances

Employees may request an exception to any consequence only under documented extenuating circumstances.
Requests must:

• Be submitted in writing
• Be sent to the Professional Development Manager
• Include relevant supporting documentation
  The Executive Board will review and determine whether modifications to consequences are appropriate. Approval
  is not guaranteed.

Habitual Cancellations

Employees who cancel more than two (2) workshops per contract year—no matter the cost or timing—may be required to meet with their Program Support Manager or Operations Manager to discuss:

• Expectations
• Barriers
• Accountability

Retraining Requirements

When an employee is suspended from workshop access, retraining must be completed before privileges are restored. Retraining includes:

• Workshop registration & cancellation procedures
• Professional conduct and accountability
• Mandatory training obligations
• TOPP KIDS PD expectations and responsibilities
  Completion is confirmed by the Professional Development Manager.
  Acknowledgment

Acknowledgment

By registering for any TOPP KIDS workshop or professional development offering, employees acknowledge and agree that:

• Attendance is a professional responsibility
• TOPP KIDS incurs costs for every registration
• Missed sessions may result in cost recovery or disciplinary action
• Wage deductions may occur as permitted by Employment Standards and the employee’s contract

Wage Deduction Agreement for Missed Workshops
(included in all new and renewed employment contracts)
By signing this employment contract, I acknowledge and agree to the TOPP KIDS Workshop Cancellation, Cost Recovery & Accountability Policy. I understand that if I miss a registered workshop, conference, or professional development session costing more than $50 without providing a minimum of two (2) days’ written notice, I will be responsible for the full workshop fee. If the fee is not paid within 60 days, I authorize TOPP KIDS to deduct the outstanding amount from my wages, in accordance with Alberta Employment Standards and organizational policy.

CAREER CONSULTATIONS

Wondering how to grow within the company or even make ELCC into a career? Ask yourself: are you continually developing and learning within your job?

No matter what your job is, constant progression during your career is essential. Without it, your role will seem repetitive, and your skills will become outdated. TOPP KIDS wants to help you with your development and support your professional and personal growth!

We strongly encourage you to schedule a meeting with our C.E.O and discover areas you want to improve in and what your long- term career goals are. We are always growing in all ways, your skills could help lead the next generation of the company. For more information, email ctopp@toppkids.com

PROGRAM VALUE

The value of our program to families is gaged on 5 main indicators:

• Experience of the child (impact on their lives)
• Professionalism, knowledge and ability of the educators and team
• Quality of the programming
• Condition and appearance of the equipment and toys
• The image of the program (parent snapshot)

When all of these indicators are met, the value of the program far outweighs the cost of care.

PROGRAM HIGHLIGHTS

FAMILY INTERACTION

Families are an integral part of our program and are welcome to come in at any time and feel comfortable discussing issues regarding their children's progress or any aspect of our policies and program delivery. We also provide opportunities for employees, parents and children to get together and interact (example: TOPP KIDS holiday parties, open houses, council nights, etc.). Ours is an inclusive program that caters to the needs of families from diverse backgrounds and cultures. We acknowledge and respect the values, beliefs and the multicultural heritage of our society and strive to enrich our program by including diversity.

CONVENIENCE

With today’s average working family, the need for convenient childcare is growing. Having our programs based out of the same school that the children attend was a key consideration for us in creating our business plan. The ease and convenience of eliminating outside travel time and having a location close to home were the main advantages to having our programs based out of local schools.

LEADERSHIP PROGRAM

Our Leadership Program helps teach children to feel comfortable in developing LIFE SKILLS*, self worth, and leading those around them. To have others respond well to their suggestions and build interest in setting the direction or style of play for their peers is beneficial as they mature as leaders. We believe leadership in children can be nurtured and grown and in turn, build great amounts of self-respect and self-worth. We let every child have a chance to lead for a day (with the help of our team) and focus on further Leadership opportunities for older children (Div.2). They help plan activities, are involved in their communities and lead by example. See our full leadership program guidelines later in this handbook.

PROGRAM FEATURES

Each of our programs are organized into specific play centres. Example: dramatic play, structures and engineering, homework & reading area, library and literacy, art an expression, music, technology, STREAM LAB, puzzles and manipulative toys, board games, and physical literacy. Large outdoor play areas with parks are also attached to every program. Each program also boosts a maximum of 1:15 Educator/child ratio.

Arts and expression, literacy, STREAM, multi culturalism, physical literacy, kids’ clubs, group games and outdoor play are all integral components of our daily programming.

BUILDING A BETTER COMMUNITY

We feel that it is our social responsibility and mission to provide accessible, quality childcare to the community at an affordable price. We focus on providing children with the necessary tools to become leaders in their communities, along with abolishing bullying in their environments. Being an integral part of the community is important to us as well, so TOPP KIDS Out of School Clubs/Foundation try to participate in local events and fundraisers whenever we can.

WE’RE FOCUSED ON QUALITY AND EXCELLENCE!

We are proud that our programs are always developing and using BEST PRACTICES. We lead in the development and are the example of HIGH QUALITY in our sector and around the world. Until its recent discontinuation, all of our TOPP KIDS Out of School Clubs/Foundation were fully accredited programs. TOPP KIDS STANDARDS OF QUALITY uphold the original accreditation standards and have built on top of those, continuously evaluating our programs and delivery through evaluative processes. This shows that we are committed to providing the highest standards of Early Childhood Education. We continue to grow and better our practices, going far above Alberta licensing standards. As we always say: We are here to provide the BEST quality care possible.

WE’RE AN EMPLOYER OF CHOICE!

For us, being an employer of choice means that applicants are eager to work for us, that people envy our employees, employees enjoy their work and their many benefits and that our most talented educators stay with the company throughout their careers.

TIME CLOCK

Parents and teams must note that signing their child in and out of the program every day is a requirement of Childcare Licensing. Using the time clock enables us to ensure that we meet staff/child ratios and that we have an accurate count of every child in the program should an emergency arise.

ATMOSPHERE

Fun! At all times the atmosphere should feel fun! The following elements are key to creating an
enriching atmosphere:

MUSIC
At all times (other than when an educator is speaking) there should be music playing! This will help set the tone of free play in the room as music directly contributes to the overall atmosphere of the space.

The music playing should match the activity. If an activity requires a fast pace and a lot of energy, that should be reflected in the music. If you need to calm the kids down, calming music should be used.

EDUCATORS MORALE
Another HUGE contributing factor to atmosphere is an educator morale! If you are not on top of your game, you’re frustrated, or just not in it…. the kids can read it! They can smell it! Even worse, the parents can read it just as easily and tend to lose confidence in our abilities. Your body language and the body language of the entire team directs how the children will behave. Attitude is contagious. If you have to… fake it till you make it!

INCLUSIVE CARE PROGRAM

TOPP KIDS is an Inclusive Care program that prides itself on Acceptance, Tolerance, and Empathy with all attendees including those with diverse needs. Many of the schools we service have specialized programs like the BRIDGES program that cater specifically to families with diverse needs. TOPP KIDS prides itself on the education and professionalism of our teams, but we do also have the ability to help families contract additional Supportive Aides to work with program and children through an assessment process. Funding must be approved first by FSCD (Family Support for Children with Disabilities) and Support Aides would then be contracted by the DDRC (Developmental Disabilities Resource Center of Calgary). All Support Aides would be additionally trained by TOPP KIDS so that our standards would be consistent throughout the program.

RATIOS & GROUP SIZE

TOPP KIDS staff must ensure that, at all times, the following requirements are met with respect to:

• The minimum primary staff member to children ratio, and
• The maximum number of children who may be included in a group:

• Where 7 or more children are present at a program, whether on or off the program premises, a minimum of 2 adults, one of whom is a primary staff member, are on duty.
• 1 in 4 staff must be a level 2 (CDW) or higher.
• Parent volunteers may be considered as staff members but are still not allowed to be unsupervised and do not count toward ratio.
• Adult volunteers may be considered as staff members and are still not allowed to be unsupervised and do not count toward ratio.

SUPPORTING INDIVIDUAL WITH HIGH OR EXCEPTIONAL NEEDS

High or exceptional needs program participants are, indeed, more at risk than others and need to be more closely supervised to prevent peer-to-peer abuse or medical emergencies and need to be more closely supervised to prevent others from taking advantage of their impairment. This is one of the reasons TOPP KIDS tries to have at least one extra staff above ratio in each of its programs as often as possible or a dedicated Aide.

When TOPP KIDS accepts a child or team member who has high or exceptional needs it is the Program Coordinator’s duty to ensure that the needs of that child / educator are met by receiving additional education that focuses on the individual’s needs until the team feels comfortable. As a TOPP KIDS Educator it is your job to grow, learn and adapt to the needs within your program.

High needs volunteers or educators also need advanced supervision. While the educator or volunteer may well appear to be an adult, their psychological state may have been arrested at a certain stage. It is important to know and work with any limitations they may have. If a Program Coordinator is unsure about the safety of a child or educator while at TOPP KIDS, the program reserves the right to refuse service without discrimination (this must be done with caution in order to avoid any kind of discrimination allegations). All final decisions must be made with a TOPP KIDS CEO.

CAUTIONARY PROCEDURES AND FAMILY MEETINGS

Addressing Concerns

When concerns regarding a child's or guardian's behavior, safety, or the suitability of the program arise, the following procedures shall be followed to ensure an open dialogue with the family and to establish an appropriate course of action:

Initial Meeting with Parents/Guardians

If a child’s or guardian’s behavior contravenes program policies, procedures, or standards, or raises safety concerns, the Program Coordinator, Regional Manager, and/or Operations Manager will request a meeting with the parents/guardians. The purpose of the meeting will be to:

• Discuss the specific concerns.
• Review the impact of the behavior (child’s or guardian’s) on the program environment.
• Explore possible contributing factors, both in the program and at home.
• Collaborate to create a joint action plan that outlines strategies for both the program staff and parents to address the concerns.

This action plan will set clear expectations, support resources, and goals for improving the behavior moving forward, with a specific timeline established to ensure timely progress and accountability.

Written Warning

If the concerns persist after the initial meeting, the Program Coordinator may issue a written warning. The written warning will outline:

• The specific issues discussed.
• Any previously agreed-upon action plans and their status.
• Reassess collective strategies and collaborate on changes to strategies moving forward.

Final Warning

If the behavior continues after the written warning or if the action plan is not followed, the Program Coordinator, Regional Manager, and/or Operations Manager may issue a final warning. This warning will:

• Reiterate the issues and prior discussions.
• Highlight the urgency of resolving the concerns.
• Clarify that failure to meet expectations or improve behavior will result in termination of care.
• Set a strict timeline for improvement, during which the child's or guardian's participation in the program will be under close review.

Termination of Care

If the behavior (child’s or guardian’s) persists or escalates following the final warning, or if the child or guardian continues to violate program policies and safety standards, termination of care may occur. This will involve:

• A formal written notification provided to the family.
• Immediate withdrawal of the child from the program.
• Prorated fees based on the withdrawal date.
• Support for the family in transitioning to other services, where possible.

Temporary Suspension

At any point during the process, following the initial meeting, if the behavior (child’s or guardian’s) poses an immediate safety risk or continues despite interventions, the Program Coordinator may impose a temporary suspension. The conditions of the suspension are as follows:

• A maximum 2-day suspension (not including weekends) may be applied to give time for the child, family, and program to implement strategies.
• Parents/guardians may be asked to complete specific actions, such as securing additional resources or evaluations for the child or addressing guardian conduct.
• Parents/guardians must submit documentation supporting the child’s or guardian’s readiness to return to the program, such as proof of counseling or other interventions, if applicable.

1. Fee Policy During Suspension:
   • All fee schedules remain in effect during the suspension period, and full payment is required.
   • If TOPP KIDS cancels the care and withdraws the child from the program, the fee will be prorated, and any overpayment will be returned to the family at the end of the month if already deposited.
   • If the family withdraws the child from care during this process, all fees will be subject to review. Typically, the standard withdrawal policy applies, and any applicable fees or refunds will be reviewed in line with that policy. The child may return to the program only after the outlined conditions have been met.
2. Follow-Up Meeting:
   Upon the child’s return to the program, a follow-up meeting with the Program
   Coordinator, Regional Manager, and/or Operations Manager will be scheduled with the
   parents/guardians within the first week. This meeting will:
   • Review the progress made regarding the child’s or guardian’s behavior.
   • Evaluate the effectiveness of the action plan.
   • Determine whether additional adjustments or resources are needed.
   • Assess whether TOPP KIDS remains the right fit for the child and family, based on their ability to thrive within the program’s environment and follow its policies.

If the concerns remain unresolved, the Program Coordinator may recommend further action,
which could include additional resources or a potential withdrawal from the program.

Serious Extenuating Circumstances
In cases of serious extenuating circumstances, an immediate review by the Operations Team will be initiated, and a meeting with the family/guardian will be expedited to address the concern swiftly. The following situations are considered serious extenuating circumstances:

• Immediate safety concerns that pose a risk to other children or staff members.
• Severe behavioral issues that require immediate intervention, such as physical violence or threats.
• Repeated violations of program policies that impact the safety or well-being of others.
• Guardian behavior that disrupts the program environment or violates the program’s standards of conduct.
• Legal or custody issues that directly affect the child’s participation or the program’s responsibility for care.

The Operations Team will take the lead in addressing these cases, with the goal of protecting the safety and well-being of all children and staff.

ACTIVE & EFFECTIVE SUPERVISION

Creating Safe, Engaged, and Responsive Environments at TOPP KIDS

At TOPP KIDS, providing a safe, engaging, and responsive environment is our highest priority. Active and Effective Supervision are foundational practices that ensure children can safely explore, learn, and grow through play. These strategies minimize risks, prevent injuries, and promote positive, meaningful engagement between educators and children.
Together, Active Supervision and Effective Supervision form a balanced approach—where educators remain present, alert, and intentional in their practice while maintaining a strong understanding of program-wide safety, compliance, and quality.

WHAT IS ACTIVE SUPERVISION?

Taking Action — Like a Coach

Active Supervision is about intentional engagement—being physically present, mentally alert, and emotionally available to the children in your care.
It means joining children in their play, guiding them through discovery, and maintaining awareness of every child and every area of your environment. It is an Active Play Coordinators primary role.

Think of yourself as a coach:
Coaches guide, teach, mentor, and empower. They play alongside their team,
observing, responding, and helping build new skills.
In the same way, educators practicing Active Supervision use scanning, listening, and
engagement to prevent harm while fostering curiosity and connection.

KEY STRATEGIES FOR ACTIVE SUPERVISION

 1. Child Engagement 

Engagement is the heart of Active Supervision. 
Educators participate as co-learners, co-researchers, and co-imaginers, joining children’s play while maintaining awareness of the whole space. 

Strategies include: 

• Following children’s interests and letting them lead activities. 
• Setting up provocations and open-ended materials. 
• Asking thoughtful, open-ended questions. 
• Modeling curiosity and enthusiasm. 
• Being flexible—if engagement drops, adapt the activity. 

When children are genuinely engaged, challenging behaviors decrease naturally, and relationships  deepen. 

2. Positioning 

Intentional positioning is essential for visibility and awareness. 
Educators move throughout the space naturally as activities and interactions ebb 
and flow, ensuring supervision of high-risk or busy areas and avoiding blind spots.   
Expectations: 

• Maintain visual awareness of at least 80% of children at all times. 
• Avoid clustering with other educators. 
• Reposition as activities shift throughout the day. 
• If leaving a high risk or busy area, clearly communicate with a colleague to assume coverage.

Strategic movement ensures that every child is seen, supported, and safe. 

3. Redirection & Support 
Active Supervision is not passive observation—it’s about knowing when to step in. Educators scaffold problem-solving, model social skills, and provide varying levels of support  depending on each child’s individual needs. 
Redirection should be respectful, timely, and supportive—always guiding children toward success rather  than control. 

4. Listening 
Active listening means tuning in not just to what children say, but to the overall tone and rhythm of the  environment. 

Listen for: 

• Laughter, excitement, or frustration. 
• Commotion or silence—both can signal a shift in activity or safety. 

Educators should adjust their position when sounds indicate a potential concern

5. Anticipation 
Anticipation comes from knowing your children well. 
By understanding each child’s temperament, interests, and developmental stage, educators can  predict when they might need additional support or supervision. 
Anticipation allows educators to: 

• Recognize when children may wander, become upset, or take a risky action. 
• Detect early signs of illness or distress. 
• Stay close to higher-risk areas before issues arise. 

6. Scan & Count 
Intermittent scanning and counting confirm that all children are accounted for. 
Educators should: 

• Observe all areas of the environment (indoors and outdoors). 
• Count children intermittently—especially during transitions. 
• Know exactly how many children are signed in.

7. Every face, every section, every time you walk the floor.  
Use this as a quick tool to remember what to look for when you’re on the floor. 

8. Team Communication 
Clear, consistent communication keeps everyone aligned. 

Educators must communicate: 

• Child numbers and call-back numbers. 
• When children leave for the washroom or another space. 
• When an educator steps out of the room. 

Communication supports teamwork, consistency, and ultimately, child safety.

WHAT IS EFFECTIVE SUPERVISION?

Seeing the Whole Picture — Like a Referee

Effective Supervision focuses on the big picture: ensuring policy adherence, regulatory compliance, and
environmental safety across the program and is the Room Lead and Program Coordinators primary
focus.

Think of yourself as a referee:
A referee watches the entire game, enforcing safety and fairness while ensuring
everyone remains actively involved.

For Program Coordinators and Room Leads, Effective Supervision means
balancing oversight, guidance, and mentorship—ensuring consistency and quality across all areas.

KEY STRATEGIES FOR EFFECTIVE SUPERVISION 

1. Policy & Procedure Knowledge 
Understanding TOPP KIDS policies, Licensing standards, and AHS regulations is essential. Effective Supervisors monitor for compliance and ensure that the team understands and upholds  expectations.

Areas to Monitor: 

• Authorized and minor pickups. 
• Ratio and group size requirements. 
• Offsite trip and outdoor safety procedures. 
• Accurate sign-in and sign-out documentation. 
• Child files: medical needs, medication, custody details. 
• Distal supervision and bathroom policies (“Rule of 3”). 
• All relevant Licensing and AHS health/safety requirements.

2. Attendance Tracking & Roll Call 
Accurate attendance is fundamental to child safety. 
Program Coordinators or designated supervisors must ensure attendance is taken within 15 minutes of the school bell and verified throughout the day. 

Expectations: 

• Communicate attendance numbers to the team and confirm via call-backs (verbally or on Walkie Talkie). • Complete roll call before every transition (inside/outside, between rooms, offsite, etc.).
• Match headcounts with attendance sheets at all times. 
• Assign one educator to follow up immediately on any missing children. 

3. Environment & Layout 
An effective environment supports both safety and engagement. 
Educators should intentionally design learning spaces to: 

• Eliminate blind spots. 
• Support supervision in all areas. 
• Provide organized, accessible, and engaging materials. • Promote autonomy and exploration within safe boundaries.

4. Communication Tools 
Communication is the backbone of safety. 
All educators must carry Walkie Talkies and use them for: 

• Call-backs and check-ins. 
• Emergency communication. 
• Coordination between rooms and outdoor spaces. 

All programs must have a Ratio Board and use it for: 

• Total number of children. 
• Names of children / staff in the bathroom. 
• Coordination of numbers between rooms and or outdoor spaces. 
• Names of children on Distal Supervision 

Teams also maintain a Staff Communication Book to record: 

• Absences and alternate pickups. 
• Illnesses and behavior notes. 
• Shift updates and important follow-up items. 

Program Coordinators review this book in pre-shifts and post-shifts to ensure the team is prepared and  informed.

5. Daily Safety & Duty Checklists
Daily Safety Checklists ensure hazards are addressed proactively. 
Educators inspect indoor/outdoor areas, remove unsafe materials, and document findings on the  checklists found in the Daily Binder before programming begins

WHY ACTIVE & EFFECTIVE SUPERVISION MATTER

Active Supervision: 

• Keeps children engaged and safe. 
• Builds strong educator-child relationships. 
• Meets children’s social, emotional, and developmental needs. 
• Encourages educators to act as co-learners and play partners. 

Effective Supervision: 

• Promotes program-wide safety and compliance. 
• Strengthens communication and teamwork. 
• Ensures licensing and policy standards are upheld. 
• Reduces risk and supports quality assurance. • Encourages reflection and continuous improvement.

In Practice at TOPP KIDS

“Every child seen. Every child heard. Every child known.” 

Active and Effective Supervision are not just checkboxes—they are daily commitments that reflect our responsibility as educators and leaders. 

When we supervise with intention, we create environments where children can truly Play, Grow, Laugh, and Learn.

STAFFING REQUIREMENTS

CORE REQUIREMENTS

All TOPP KIDS programs must ensure that:

1. Each staff member and each volunteer who has access to children
   • Is an adult, and
   • Provides to the license holder a criminal record check, including vulnerable sector search, dated not earlier than 6 months prior to the date of commencement with the program and every 3 years after that date, and
2. Child Care Licensing requires a minimum of one in every 2 of the primary staff member has first aid certification acceptable to the Program Coordinator. TOPP KIDS requires all staff to have First Aid Certification.

A NEW STAFF MEMBER

1. Must provide the criminal record check within 8 weeks of commencement with the program, and
2. Must not have unsupervised access to children until the criminal record check has been provided.

ADEQUATE FIRST AID

All TOPP KIDS programs must ensure that at least one staff member with first aid certification is
on duty at all times. However, TOPP KIDS hosts free First Aid courses throughout the year, so it is
encouraged that all employees hold valid certification.

PROGRAM COORDINATOR

All TOPP KIDS programs must ensure that a program supervisor is on site at all times.

When the Program Coordinator is not on the program premises, the Program Coordinator must designate an educator to assume the responsibilities of the Program Coordinator during their absence. All educators will be cross-trained to supervise when necessary, during their initial and ongoing training.

MINIMUM STAFFING & GENERAL SUPERVISION

All TOPP KIDS programs must ensure that:

1. Where 7 or more children are present at a program, whether on or off the program premises, a minimum of 2 adults, one of whom is a primary staff member, are on duty, and
2. Children are, at all times, under supervision that is adequate to ensure their safety, well-being, and development.

PRIMARY STAFF MEMBERS

All TOPP KIDS programs must ensure that all primary staff members hold a childcare certification.
In the case of a primary staff member who is hired as a Child Development Assistant, the primary
staff member:

1. Must obtain a childcare certification as a Child Development Assistant within 6 months of commencement with the program, and
2. Must not have unsupervised access to children until the primary staff member has obtained a childcare certification as a Child Development Assistant.

STAFF QUALIFICATIONS

All TOPP KIDS programs must ensure that, with respect to the primary staff member to children ratios, each primary staff member is certified at minimum as a Level 1, Child Development Assistant.

All TOPP KIDS programs must ensure that, with respect to the primary staff member to children ratios, one in every 4 of the primary staff members is certified at a minimum as a Level 2, Child Development Worker.

EXEMPTIONS

The Operations Manager may exempt a TOPP KIDS program from a qualification requirement in section 27 of this Schedule if the Operations Manager is satisfied that an exemption is appropriate in the circumstances. An exemption issued must:

1. Be in writing
2. Be for a specified period of time, and
3. Be accompanied with a plan, provided by the licence holder and approved by the Regional Manager, addressing how the license holder will meet the qualification requirement in respect of which the exemption is granted

A licence holder must ensure that an exemption issued, and the plan are posted in the LicensingBinder.

BATHROOM SUPERVISION & RULE OF THREE POLICY

PURPOSE

The purpose of this policy is to ensure the safety, security, and well-being of all children participating in TOPP KIDS programs during on-site and off-site restroom or locker room usage. By adhering to appropriate supervision guidelines—including the “Rule of Three” where required—TOPP KIDS maintains a safe environment that protects both children and educators from potential harm or unwarranted allegations. This revision aims to offer kindergarten children the highest level of protection, while also allowing children in Grades 1–6 opportunities for independence when appropriate and clarifies procedures for children under distal supervision.

SCOPE

This policy applies to all TOPP KIDS programs, activities, staff members (“educators”), volunteers, and participating children during on-site and off-site activities. It remains in effect for any indoor or outdoor activities, on-site or off-site field trips, and in any situation where children need to use restroom facilities.

POLICY SUMMARY

• Kindergarten: Children in Kindergarten must adhere to the Rule of Three at all times.
• Grades 1–6 (Inside the Primary Facility)
  • Individual Bathroom Trips (when not under distal supervision):
    • Educator Approval & Recording: Child must ask permission, and the educator must record their name/time out on the ratio board and inform the team.
    • 5-Minute Timer: The educator sets a 5-minute timer; if the child fails to return in time, the educator checks in.
    • One Child at a Time: Only one child may leave under these independent guidelines at any time.
  • When More Than One Child Needs the Washroom: The Rule of Three applies (one educator plus at least two children).
• Children Under Distal Supervision
  • Bathroom Trips While on Distal Supervision:
    • Permission via Walkie-Talkie: Child must contact their supervising educator via walkie-talkie to request permission.
    • Timer & Communication: Upon approval, the educator sets a 5-minute timer and updates the ratio board and the team as needed.
    • Check-In Procedure: If the child has not returned by the 5-minute mark, the educator must check on them—initially via walkie-talkie, then physically (accompanied by another person) if necessary.
    • Outside & Distal: If the child is on distal supervision outside and needs to enter the building away from the primary group, the Rule of Three applies (an educator must accompany them, ensuring three total people).
• Outside Activities or Field Trips
  • Children, regardless of age, cannot be sent to the bathroom alone when the program is outside the primary facility or on a field trip.
  • The Rule of Three remains in full effect in these scenarios.
• Conflicting School Policies
  • If a school’s policy differs from this procedure, the school policy supersedes TOPP KIDS’ policy.

PROCEDURES

• Kindergarten
  • Mandatory Rule of Three
    • At all times, a Kindergarten child must be accompanied by one educator and at least two children (or one educator, one volunteer, and one child).
    • Under no circumstances may a Kindergarten child go to the washroom independently or solely with peers.
• Off-Site or Outdoor Activities
  • For Kindergarten children, if a restroom is needed outside the primary facility, the educator must follow the Rule of Three, maintain continuous supervision, and—if needed—perform a safety check of the restroom before allowing usage.
• Grades 1–6 (Indoors at the Primary Facility)
  • Individual Restroom Trips (Non-Distal Supervision)
    • Permission & Recording: A child must ask an educator for permission; the educator documents the child’s name/time on the ratio board and notifies the team.
    • Time Limit: The educator sets a 5-minute timer as soon as the child leaves. If the child does not return by the timer’s end, the educator must check on them immediately.
• One Child at a Time: Only one child may be out of the room independently
  under this guideline.
• Multiple Children Simultaneously
  • If two or more children need to leave at once, the Rule of Three applies: at least one educator must accompany them.
  • The educator maintains responsibility for the overall group’s supervision and coordinates coverage as needed.
• Children Under Distal Supervision
  • Permission via Walkie-Talkie
    • The child must contact their assigned distal supervision educator before leaving the group.
    • The educator confirms permission and records the child’s departure on the ratio board.
  • 5-Minute Timer & Communication
    • Once permission is granted, the educator sets a 5-minute timer.
    • If the child does not return by the 5-minute mark, the educator initiates a check-in via walkie-talkie to the distal group.
    • If the child does not respond or still does not return promptly, the educator goes to check on them with another individual (educator or volunteer).
  • Distal Supervision Outside
    • If the child is outside on distal supervision and needs to enter the building away from the primary group, the Rule of Three applies.
    • This ensures the child is never alone in transitioning from outside to inside restrooms.
• Outside or Field Trips
  • No Unsupervised Restroom Trips
    • Children cannot be sent to the bathroom or locker room alone when off-site.
    • The Rule of Three is always required in these scenarios.
  • Pre-Check of Facilities
    • An educator must inspect restrooms/locker rooms for safety before children enter and maintain at least auditory supervision.
• Additional Guidelines
  • Privacy & Protection
    • When assisting younger children in a stall, keep the door slightly open to maintain visibility and mitigate the risk of unwarranted allegations
    • Educators should position themselves to ensure they can see or hear any activity in restrooms when multiple children are inside.
  • Safety Sweeps & Monitoring
    • Educators perform frequent and irregular sweeps of restrooms, locker rooms, and adjacent areas.
    • Any unused or off-limits areas (closets, storage rooms, etc.) should be locked.
  • Emergencies
    • In urgent situations (e.g., injury, illness), an educator may deviate from standard procedures only to address immediate needs. Another educator should be informed as soon as possible, and the incident must be documented.
  • Conflict with School Policies
    • If a school’s policy contradicts any portion of this document, the school’s policy will override this policy to ensure alignment with the governing facility rules.
• Roles & Responsibilities
  • Educators
    • Adhere to and enforce this policy, including the Rule of Three where required.
    • Maintain accurate ratio boards, communicate departures/returns, and manage the 5-minute timer/check-in process.
    • Use walkie-talkies to stay in contact with children and with each other.
  • Site Coordinators / Program Directors
    • Provide training on the policy and ensure all educators/volunteers understand and comply.
    • Oversee policy compliance, address concerns or violations, and review off-site protocols.
  • Update the policy and related procedures as needed.
  • Volunteers
    • Follow educator instructions, assist with the Rule of Three, and report any concerns or policy violations immediately.
• Compliance and Enforcement
  Non-compliance may result in disciplinary action, up to and including removal from the program or termination of employment/volunteer status. Regular training and monitoring will ensure everyone understands and follows the policy.
• Review and Revision
  This policy shall be reviewed annually (or more frequently, if necessary) by the TOPP KIDS leadership team to maintain alignment with best practices and regulatory requirements. Any updates will be communicated to all stakeholders, including educators, volunteers, parents/guardians, and children, as appropriate.

PRIVATE ACTIVITIES

Putting on bathing suits, taking showers & toileting are all examples of private activities that must be supervised using the “Rule of Three.” When this is not feasible, educators /volunteers should be positioned so that they are visible to others.

TOPP KIDS DISTAL SUPERVISION POLICY (DIVISION 2) (HIGH RISK)

PURPOSE
Distal Supervision is designed to provide Division 2 children (Grades 4–6) with a safe environment to develop independence, responsibility, confidence, courage, integrity, and selfbelief. It is a privilege that encourages leadership skills while ensuring children’s safety and wellbeing through careful, intermittent oversight by a TOPP KIDS Primary Staff Member.

Note: Any program wishing to include Distal Supervision must ensure their team has attended a Distal Supervision Training hosted by TOPP KIDS.

1. Definition of Distal Supervision
   • Distal Supervision means children are supervised indirectly and intermittently
     by a Primary Staff Member.
   • All distal programs or locations must be approved by the Regional Manager and
     must be within a licensed/approved space.
   • Primary Staff must be aware of children’s locations at all times.
   • Children must remain in the same supervised area as the main program (e.g., if the main program is indoors, children on Distal Supervision must also stay indoors).

2. Eligibility & Privilege
   • Division 2 (Grades 4–6) only: Children must
     demonstrate responsibility and consistent
     rule-following to qualify.
   • A Distal Supervision: Child Acceptance Form must be signed by both the parent/guardian and a Primary Staff Member.
   • Distal Supervision can be revoked or reinstated at any time by a TOPP KIDS educator if rules are not followed.

3. The Rule of Three
   • Children must always remain in a group of minimum three people while on Distal Supervision.
   • They must continue to follow typical bathroom policies, notifying the educator who is supervising them when a single child needs to go to the bathroom.
   • If more than one child needs to use the bathroom at the same time, an educator must accompany them, ensuring the Rule of Three is upheld.

4. Communication & Check-Ins
   • Point Person: One educator must be designated as the “point person” for the distally supervised children. This educator:
     • Maintains constant communication with the children via walkie-talkie.
     • Periodically checks on them at unscheduled times.
     • Tracks and manages the 15-minute check-in schedule.
     • Ensures all emergency procedures are understood and can be enacted quickly.
   • Check-Ins: Children must also report back every 15 minutes to this point person or another assigned Primary Staff Member.
   • Distal Supervision is limited to a maximum of one hour per day.

5. Sign-In/Sign-Out Procedure
   • Sign-In
     • A child must sign in before starting their Distal Supervision.
     • A Program Coordinator or Primary Staff Member must grant permission to avoid confusion about who is out.
   • Out of Room Board/For
     • The “Point Person” must indicate the number of children on distal supervision on the “Numbers” board or before they leave the main area and communicate this change to all educators loudly or vial walkie-talkie.
   • Checking Back
     • Children must report to the Primary Staff Member or point person every 15 minutes for a check-in.
     • Completion
       • Once they finish, children remove their names or sign out, confirming they have returned to the main supervised area.

6. Accountability & Consequences
   • Responsibility: Distal Supervision is a privilege earned by demonstrating responsible behavior and adherence to TOPP KIDS rules.
   • Immediate Revocation: If any child fails to meet these guidelines—such as missing check-ins, separating from the group without permission, or misusing the walkie-talkies, materials, space, or technology—their Distal Supervision privileges will be immediately revoked.
     
7. Emergency Procedures
   • Separate Drills: Emergency procedures must be practiced separately with children on Distal Supervision and in the designated distal spaces throughout the year.
   • Children should be prepared to quickly regroup with the Primary Staff Member (or point person) during any emergency.

REMEMBER:
Distal Supervision fosters leadership and independence within structured safety measures. Always emphasize consistent communication, regular check-ins, the Rule of Three, and appropriate staff checks. If you have questions, please speak with the Program Coordinator or a Primary Staff Member.

PHYSICAL CONTACT & RESTRAINT

POLICY:
Appropriate physical contact is important in the emotional development of all children, and children at different developmental levels will need different degrees of physical contact. Educators will respect children's rights to not be touched in ways that make them feel uncomfortable and will respect their right to say no. Educators should not place themselves in a situation where someone may misjudge their actions. However, we are very aware of the need for clear boundaries for physical contact in order to protect everyone involved.

EXAMPLES OF ACCEPTABLE AND UNACCEPTABLE PHYSICAL CONTACT 

Use of Physical Restraint in Licensed Child Care Settings (Alberta)

Staff must always prioritize proactive strategies and emotional regulation tools over physical restraint. Physical restraint is to be used only as a last resort in emergency situations where a child’s behavior poses an imminent and serious risk of harm to themselves or others. It is never to be used as punishment, discipline, or to manage non-dangerous behavior. All use must follow Alberta Education standards and licensing requirements.

Guidance & Coaching Steps:

• Connect before you correct: Build strong relationships that reduce escalation.
• Offer clear choices and expectations: Support children in feeling empowered and safe.
• Use visual tools and regulation areas: Help children recognize and manage their feelings.
• Provide redirection and coaching: Help children learn through calm problem-solving.
• Call for help before it escalates: A second staff can de-escalate without restraint.

Alberta Requirements for Restraint

• Last Resort Only: Restraint is only used when a child’s behavior is immediately
  dangerous.
• Staff Must Be Trained: Physical restraint must only be carried out by staff with formal
  training.
• Parental Consent Required: Must be included in the child’s PBSP and discussed with
  families in advance.
• Documentation Required: All incidents must be documented in detail.
• Parental Notification: Parents must be notified as soon as reasonably possible after an
  incident.
• Debriefing Must Occur: A debrief with both staff and the child is essential to reflect
  and plan.
• Ongoing Review: Review PBSPs regularly to adapt supports and avoid repeated use.

ADDITIONAL PHYSICAL CONTACT RULES INCLUDE THE FOLLOWING:

• Always keep your hands visible as much as possible
• Always practice appropriate displays of affection i.e., High Fives are Great!
• Educators/staff should get down to the child’s eye level when comforting or playing
• TOPP KIDS educators must not touch children on any location of child’s body that would be covered by a bathing suit
• Educators should not lift-up school aged children (to reduce potential for abuse allegations and physical injury)
• No spanking, slapping, whipping, hitting, pushing, grabbing, kicking, poking punching, or use of other physical force for any reason. Reasonable restraint may be used temporarily to prevent injury (e.g., it is okay to grab a child to prevent them from getting run over by a car)
• Employees/educators should not place themselves in a situation where someone may misjudge their actions
• Use other strategies such as verbal instructions, or get support from other staff instead of physical intervention
• Disperse other children away from a situation in the program space if you are dealing with physical intervention of a child
• Staffs level of physical intervention needs to be appropriate and proportionate to the circumstances of the situation
• Any physical intervention must be the minimum needed to achieve the desired result and must not be continued beyond a point where it is needed
• Physical contact or restraint must not be used to provoke, punish or humiliate a student or inflict pain

TOPP KIDS FIELD TRIP POLICY & PROCEDURE

PURPOSE

To ensure all TOPP KIDS field trips are safe, well-organized, and enjoyable by clearly defining preparation, supervision, and communication responsibilities for all staff and volunteers.

ROLES & RESPONSIBILITIES

Program Coordinator (Shift Lead)

• Trip Viability & Oversight
  • Assess if the field trip is still viable 24 hours before departure (considering weather, safety, and other factors).
  • Make the final decision to cancel if required no later than 4 hours before departure time, informing all staff and families promptly.
  • Confirm trip details (location, schedule, transportation, costs, emergency meeting points).
  • Ensure all required forms, attendance sheets, medical info, and contact lists are complete.
  • Assign groups and leaders, ensuring minimum two adults per group (in line with licensing minimum staffing standards).
  • Prepare and distribute Group Emergency Backpacks with:
    • Emergency binder & attendance
    • First aid kit & PPE
    • Emergency medications
    • Sunscreen/bug spray
    • Group phone (fully charged)
    • Spending money bag (if applicable)
  • Post the filed Trip Supervision plan on the front door.
  • Complete final room sweep before departure.
• Communication & Safety
  • Announce trip start (“HEY TOPP KIDS!”) and review bus rules, field trip rules, and safety reminders.
    o Count children and complete roll calls:
    • Before leaving the program
    • Before boarding bus (both directions)
    • At each major transition on trip
• Use walkie talkies/phones to check in with all groups every 30 minutes and during
  all transitions.
• Maintain no group of their own to monitor safety and assist as needed.

ROOM LEAD

• Child Preparation
  • Ensure all children:
    • Are signed in for the trip.
    • Wear TOPP KIDS T-shirt if summer camp (optional during school year). Loaner shirts recorded if used.
    • Have sunscreen and bug spray applied.
    • Have required items (hat, lunch/snacks, water bottle, walking shoes,
      weather-appropriate clothing/swim gear).
  • Summer Camps Only – update Group Posters with group lists before departure.
  • Organize children and Active Play Coordinators into pre-assigned groups under Group Posters.
  • Highlight attendance sheets as children arrive and/or group list.
  • Collect and label spending money in individual bags, then group bags (if applicable – Max $20/Child from Home).
  • Take a photo of each group before leaving on the trip.
• Supervision
  • Assist in organizing children into groups with their group leaders and partners.
  • Support group leaders with Active & Effective Supervision and transition management.

ACTIVE PLAY COORDINATORS (APCS)

• Group Leadership & Supervision
  • Lead an assigned group of children alongside at least one other adult, keeping in line with licensing minimum staffing standards.
  • Ensure children are with their partners and seated at tables with their group before departure.
  • Perform frequent head counts (minimum every 15 minutes and at all transitions).
  • Engage in activities with the group, ensuring safety, inclusion, and active participation using Active & Effective Supervision.
  • Follow the Rule of 3 for all bathroom visits during trips.
  • Inform Program Coordinator of all location changes and updated counts.

VOLUNTEERS

• Support Role
  • Assigned to assist a specific group leader (never solely responsible for a group).
  • Help manage behavior, transitions, and safety checks.
  • Support children during activities and meals.
  • May assist with head counts under direct staff supervision.
  • If applicable, volunteers may manage a small set of spending money with staff oversight.

FIELD TRIP PROCESS

Before Departure

1. One Hour Before Bus Arrival
   o Clean up program areas.
   o Children pick a partner and join their group at a table with their group leader.
   o Program Coordinator reviews trip details & rules.
   o Groups confirmed; leaders given lists, backpacks, walkies, and emergency binders.
   o Bathroom break, backpack checks, and application of sunscreen/bug spray.
   o Group photos taken and texted to the designated trip phone.
2. Boarding the Bus
   o Groups line up with partners.
   o Final roll call by Program Coordinator.
   o Leaders board after children, counting as they enter.

During the Trip

• Maintain active supervision at all times.
• Perform frequent counts (minimum every 15 minutes and at transitions).
• Keep groups together; inform Program Coordinator of all location changes.
• Follow the Rule of 3 for all bathroom visits.
• Program Coordinator circulates between groups to support and monitor safety.
  

Caveat: If groups are distanced from each other or not in the same space, the number of groups is limited to the number of available Emergency Backpacks.

Return Process

1. Meeting Point
   o Program Coordinator calls all groups to the designated meeting spot.
   o Walk to bus together; final roll call before boarding.
2. Back at Program
   o Return medications to med box, phones to chargers, and spending money/change to parents.
   o Debrief with staff on trip successes and challenges.

VOLUNTEERS & PRACTICUM STUDENTS

Guidelines

At TOPP KIDS Out of School Clubs, volunteers and practicum students are a valued part of our team. Under the guidance and supervision of our certified educators, they help us create safe, happy, healthy, and stimulating environments where children can play, grow, laugh, and learn.

Volunteer Opportunities

By joining TOPP KIDS, volunteers have the opportunity to:

• Gain hands-on experience in a licensed child care setting.
• Develop creativity and leadership skills.
• Build a strong sense of responsibility.
• Learn to collaborate effectively within a team.
• Experience Canadian culture in a supportive environment.
• Engage in a multicultural community that values inclusion and diversity.

We welcome individuals aged 13 and older, regardless of sex, race, or religion. No prior experience is necessary. Volunteer participation is flexible and based on availability, interests, and skills.

Requirements for Volunteers & Practicum Students

To ensure safety, compliance, and quality of care, all volunteers and practicum students must meet the following requirements before beginning their placement:

Application Process
All applicants (volunteers and practicum students) must complete the online application at www.toppkids.com.

Once accepted, they must:

• Any volunteer or practicum student under 18 years of age must always be supervised by an adult
  primary staff member or program supervisor.
• The supervising staff must hold a minimum Level 2 Early Childhood Educator certification.
• A primary staff member or supervisor may not supervise more than one volunteer or practicum student under 18 years of age at the same time.
• A primary staff member or supervisor may not supervise more than one volunteer or practicum student under 18 years of age at the same time.

Volunteers and practicum students may not “drop in” unannounced; they must follow their assigned schedule and sign-in procedures each day.

Criminal Record Check
Only volunteers and practicum students who are 18 years of age or older are required to provide a valid
Criminal Record Check including a Vulnerable Sector Search, dated within 6 months of the start date.

• This must be renewed every 3 years thereafter.
• Those under 18 are not required to provide a Criminal Record Check but must follow supervision requirements at all times.

Supervision & Age Requirements (per Licensing Regulations)

All volunteers and practicum students (regardless of age) will never have unsupervised access to children

• Any volunteer or practicum student under 18 years of age must always be supervised by an adult
  primary staff member or program supervisor.
• The supervising staff must hold a minimum Level 2 Early Childhood Educator certification.
• A primary staff member or supervisor may not supervise more than one volunteer or practicum student under 18 years of age at the same time.
• A primary staff member or supervisor may not supervise more than one volunteer or practicum student under 18 years of age at the same time.

First Aid

• All primary staff members at TOPP KIDS hold valid First Aid certification.
• Volunteers and practicum students are not permitted to perform First Aid under any circumstances.

Practicum Students

Practicum students play a unique role at TOPP KIDS as they balance learning with hands-on experience in our programs. To support their success, we provide:

• Individual Practicum Portfolio: Each student maintains a portfolio to document their learning, reflections, and completed requirements.
• Ongoing Support: Students receive supervision, mentorship, and feedback from certified educators throughout their placement.
• Practicum Coordinator: A dedicated Practicum Coordinator is available to guide students, support goal-setting, and act as the liaison between their educational institution and TOPP KIDS.

This structure ensures that practicum students are both supported in their professional growth and able to meaningfully contribute to our programs.

Key Notes for Volunteers & Practicum Students

• You are here to support educators and children, not to act as participants in the program.
• Professionalism, reliability, and teamwork are expected at all times.
• Schedules must be followed. Any changes must be arranged with the Program Coordinator.
• Volunteers and practicum students must uphold the values and culture of TOPP KIDS, ensuring a safe and welcoming environment for all children and families.

Summary

At TOPP KIDS, our volunteers and practicum students are an important extension of our team. By following proper procedures, training, and supervision requirements, we ensure that every child in our care is safe, supported, and thriving.

SHARE FEARLESSLY POLICY

HOLIDAYS & PROGRAM CLOSURES

The holiday closures are posted on the TOPP KIDS website and in the monthly newsletters. These include both Winter/Christmas break and Summer break.

The programs will be closed for all statutory holidays. Please note the following:

• Program fees are not affected by holiday closures
• Where holidays fall mid-week, an alternate day may be taken
• Program fees for the Fall and Spring/ Easter break are increased for part-time and drop-in families due to the increase of cost of the program.

HOURS OF OPERATION

TOPP KIDS Out of School Clubs/Foundation operate Before & After School programs starting at 7:00am until the last morning bell rings (times will vary depending on the school) and begins again afterschool (times will vary depending on the school) at the bell until 6:00pm throughout the school year excluding statutory and civic holidays and Winter Break.

• TOPP KIDS operates most PD days and Spring/ Easter break unless otherwise specified and posted.
• TOPP KIDS will not be open for statutory and civic holidays, Winter or Summer Breaks.
• Summer programs are NOT considered a continuation of the Out of School Club Programs.
• Our regular hours may be subjected to change to adhere to the needs of the business.
• All employees are expected to work the requisite number of hours as set out in their respective contracts of employment. Employees may also be expected to work other hours as may be requested or required from time to time in order to meet the needs and objectives of the Business.
• TOPP KIDS reserves the right to alter the regular work week and regular work hours at any time, although we will provide as much advance notice as possible.
• Where applicable under the Alberta Employee Stand Code (ESC), the employee is required to take a 30-minute unpaid rest period after five (5) consecutive hours of work. The precise scheduling of rest periods will be determined by management and are subject to the needs of the Business.

SET-UP / TAKE-DOWN

Every team member has a role during set-up and take-down daily. At the beginning of the day, Active Play Coordinators should help the Program Coordinator set up the furniture and equipment. ALL equipment is required to come out every shift. This is part of the promise we made to both the families and licensing when we opened our program.

It is up to the Program Coordinator or designated supervisor to decide who will remain in ratio and who will help take down during the last hour of each shift. Jr. Leaders may help but are not allowed to move chairs, tables or furniture.

All equipment is to be put away neatly and organized and care for the furniture is expected when storing it away so that damage to the equipment is at a minimum. Everything should have its place.

Be sure to sweep the area and wipe up any spills before leaving so that the school and other tenants can enjoy the space as we have.

ARTWORK DISPLAY

As for program presentation, it is important that parents can see what we are doing on a daily basis! Hanging art (including the process) and lots of pictures on the Kids Board is a great way to showcase this. Parents love to see what their munchkins are up to!

POSTING REQUIREMENTS

WEATHER CLOSURE

In the event of extreme weather TOPP KIDS Out of School Clubs/Foundation may be closed. A telephone & email chain will be utilized to advise as many parents as possible should this occur. If unsure please phone the program, check with the early morning news media or call the Professional Development Manager. Please note that if the temperature (including wind chill) is:

• Below zero degrees - children will not be taken outdoors without appropriate winter clothing
• Below minus 19 degrees (a Blue Day) is called– children will not be taken outdoors for gross motor activities
• If air quality is a level 6 or higher – children will not be taken outdoors for gross motor activities

Each program will also adhere to the schools’ outdoor policies as each school system is slightly different.

ARRIVAL AND PICK UP TIMES

No children will be allowed onto the school premises before 7:00am and all children must leave the program by 6.00pm. If a parent is unavoidably late the program must be contacted and a late pick-up fee will be charged to cover overtime.

Parents by law must come into the program to pick up/ drop off their children.

In the event of a child being left at the program with no contact from the parents or guardians the staff will:

• Contact the Program Support Manager
• Try to reach one of the emergency contacts on the child’s profile, or, failing that
• Contact Child and Family Services and the Calgary Police
  

If a child is not going to be attending or will be arriving later than normal, parents are requested to notify the TOPP KIDS Program Coordinator by phone as early as possible.

AUTHORIZED PICK UPS

Anyone who is authorized to pick a child up from the program must be listed on the registration form at enrollment. Any changes must be given to the staff in writing.

TOPP KIDS Out of School Clubs/Foundation reserves the right to call a secondary or emergency contacts to pick up a child if an authorized pick-up person enters the program intoxicated in any way. We also reserve the right to call the authorities if compliance to leave is refused by said person(s).

TOPP KIDS will ask for identification for anyone arriving to pick up a child for the first time and anytime team members are unsure.

LEAVING THE PROGRAM EARLY/STAYING AFTER SCHOOL

If a child must leave the program early in order to go to intramurals, we need verbal/written permission from a parent, or the child cannot attend.

• If a child must go to or return to school early for any reason, a note from a parent is required- allowing the transfer of care, or they cannot leave.
• If a child must stay after school (extracurricular activities), the child must first go to the designated meeting place to let the educators know. This must first be signed off by a parent and communicated to the program. When the activity is complete, the child must come directly to the program, then will be signed in once arrived.
• All children leaving the TOPP KIDS Out of School Clubs/Foundation program to attend other programs offered at the schools MUST have a walk home alone policy or written consent signed by a parent or guardian.

CHILD DROP-OFF & PICK-UP RESPONSIBILITY POLICY

• If a child is not accompanied by a parent or guardian in the mornings, the program will assume no responsibility for the child as proper transfer of care is not given. The parent should be contacted.
• The program will only assume responsibility for a child without a parent when the child is signed in by an educator after a school day.
• If a parent chooses to drop off the child outside the school and the child does not, for whatever reason, come into the program, TOPP KIDS will not be held liable.
• Similarly, at the end of the school day, if the child does not arrive to the program in a reasonable amount of time (15 minutes), the program staff are not responsible.
  • The parent(s) will be contacted and notified of the child’s absence if the program was not previously informed.
  • If an Educator is unable to contact a parent, then an emergency contact person will be called and notified of the child’s absence from the program.
  • Educators will contact School’s Office and ask for the child’s name to be announced via PA system.
  • Educators will look for the child if ratio allows.
  • At the discretion of the Program Coordinator, given their assessment of the current situation and prior knowledge of the child, the Program Coordinator or designated supervisor will contact the police authorities and notify them of the child’s absences.
• For the safety of our children and respect for the educators, we ask parents to:
  • Talk to their children about taking responsibility and getting to the program on time.
  • Let educators know when they pick up their child(ren) before the after school program begins.
  • Inform the program in writing before pick up if someone else (who will need to show ID) will picking up their child(ren).
• If a parent is not able to pick up the child and would like one of their designated emergency contacts or the person listed as an authorized person to pick them up they STILL need to let the team know either verbally (Educator to leave a note in the communication book) or send an e-mail prior to the pick-up time.
• If the person picking up the child is not listed as an emergency contact or as an authorized person to pick up the child parents need to provide the educators with written and verbal permission to release the child.
• The person picking up the child needs to be minimum 18 years of age except if a parent provides written instructions in advance that identify a specific individual under 18 but not younger than 12 for the purposes of picking up the child. ID is required to verify the person picking up is the right person. ALWAYS ASK FOR ID IF YOU DON’T KNOW THEM.

ATTENDANCE TRACKING & ROLL CALLS

TOPP KIDS Program Coordinators or a designated supervisor is responsible every shift to oversee attendance of the children. This includes:

• Communicating the number of children present to all educators (calling out, communicating with Walkie Talkies and writing on the board)
• Roll call when children are all signed in during snack times and all major transitions
• Assigning an educator to find any missing or slow children
• Communicating with school or parents about absences
• Additional attendance and roll calls during field trip transitions

CHILD NUMBERS COMMUNICATION PROTOCOL

It is everyone’s responsibility to know the number of children in and out of the room. It is the Program Coordinator’s job to communicate it to the team. As soon as the Program Coordinator has the number of children from sign in or the number changes, they are responsible to ensure everyone on the team knows the number.

This is done by:

1. LOUDLY - calling out the number- Audio,(repeat on the Walkie Talkie and ensure responses)
2. SHOWING THE NUMBER - to the staff using their hands or ratio board- Visual
3. EYE CONTACT - with each team member knowing that they understood.
4. RETURN COMMUNICATION - Educators will call the number back to the Program Coordinator confirming they know the number. If an Educator does not call back, that signals that they do not know the number and may need a second call or closer communication.

This should be a FUN call that kids can have fun communicating too: ie: 15 CRAZY PORCUPINES!
Or 43 PHAOROES! Program Coordinators or designated supervisor need to be loud enough to
address the entire room.

THE RATIO BOARD

Every program has a board to keep track of the number of children in
the program at all times. It is super important for everyone to know
how many are in the room for emergencies and for licensing standards.
The Program Coordinator or designated supervisor are in charge of
keeping this number up to date at all times.

All Educators should verify that their count matched the board, if not, notify the Program Coordinator.

TIMSAVR DOWNTIME

TOPP KIDS programs must maintain on the program premises up-to-date administrative records containing particulars of the daily attendance of each child and educator, including arrival and departure times. This is why TOPP KIDS uses an automated program called TIMESAVR. Unfortunately, as all technology does, timesaver may go down and every program needs to be ready for when this happens.

When TIMESAVR goes down, programs need to immediately:

• Switch to paper attendance copies- The IN time for every child and educator will be the time that TIMESAVR went down. Blank attendance sheets should be found in the HANGING FILES.
• Immediate roll call and headcount must take place.

All information added to the paper attendance sheets needs to be updated on the TIMESAVR program when it is back up and running.

Using a consistent system during headcounts or roll call (counts should be done periodically throughout the day, during all transitions, including when children leave or return to the program, or enter or leave a bus).

Counts need to be communicated to the entire team. Every educator is responsible for knowing the number of children on site at all times. Programs should also have a communication board and one person designated to the attendance to communicate with educators every shift.

RETURN HOME ALONE POLICY

Purpose

This policy supports families by allowing flexibility in after-school arrangements while promoting independence, responsibility, and safety for children.

Eligibility and Permission Requirements

• The granting of “Return Home Alone” privileges is only available to a child in the program who is 10 years of age or older, who has been accepted by TOPP KIDS, subject to any exception approved by the CEO of TOPP KIDS.
• Compliance by the parent/guardian with all requirements of this policy, including the provision by the parents/guardians of the child of a signed copy of the Child Return Home Alone Permission, Waiver and Release Form and
• An Return Home Alone Route Map is obtained before a child can leave the program on their own.
• An individual aged 13 or older must be at home to receive the child.

Procedure

1. The parents/guardians must provide a signed copy of the Child Walking Home Alone Permission, Waiver and Release Form on an annual basis which has been approved and accepted by TOPP KIDS.
2. A parent/guardian must provide a dated, written permission (note, email or text) each day stating that the child can leave the program on their own and at what time they can be released.
3. TOPP KIDS staff will record the receipt of the written permission in the Return Home Alone Tracking Sheet. A copy of the note, email or text will be retained in the records of TOPP KIDS.
4. Before the child is released from the program on their own, TOPP KIDS staff will call or text the designated parent/guardian for verbal or written confirmation that they are being signed out and going home. Once the parent/guardian has approved the transfer of care, the child will be signed out of the program and the care of TOPP KIDS. The phone call and departure time will be recorded by TOPP KIDS staff in the Return Home Alone Tracking Sheet.
5. The staff member signing out the child from the program will be responsible to communicate to all other members of the staff at that program site the fact the child has the required permission and has been signed out.

Safety Guidelines

The granting of “Return Home Alone” privileges is subject to the acceptance of child in the sole discretion of TOPP KIDS, which discretion shall be exercised by TOPP KIDS on a case by case basis taking into account such factors as TOPP KIDS deem relevant, including without limiting the generality of the foregoing, the distance to be travelled by child and the child’s developmental readiness.

Notwithstanding anything contained elsewhere in this Policy, TOPP KIDS reserves the absolute right in its sole discretion to cancel the child’s “Return Home Alone” privileges or refuse to sign out a child from the Program on any given day if TOPP KIDS staff believe it is in the best interests of child to do so, including situations of inclement weather, the child expressing concern over traveling alone or if the child appears to be ill. In the event of such a decision being made by TOPP KIDS, staff will contact the designated parent/guardian to make alternate arrangements.

Documentation Required

• Signed copy of the Child Return Home Alone Permission, Waiver and Release Form and
• Signed copy Return Home Alone Route Map

Documents shall be emailed to registrations@toppkids.com and a copy is to be stored in the child’s file and shall be effective only for the Program year for which it was given and shall expire at the end of such Program year.

Program Documentation

The Child Return Home Alone Tracking Sheet and all written communications with parents/guardians, including daily written permissions, and staff notes related to the Return Home Alone Policy shall be stored in the Program site and forms stored in the child's file.

All documents listed within this policy shall be retained for a minimum of three years following the expiry of the year to which they apply.

ENROLLMENT EVALUATION PERIOD

The first month of enrollment in a TOPP KIDS program is an evaluation period. During this time program staff observe how a child is integrating into the program. They monitor the child’s behaviour, compare observations, and communicate any concerns or difficulties observed with parents / guardians. Program Coordinators will make a recommendation to parents / guardians at the end of the evaluation period as to whether the program is suitable. Program Coordinators will recommend that the child continue with TOPP KIDS, if a Support Aide is needed (mandatory if requested by the Program Coordinator) or terminate care and suggest alternative / supportive program options within the community.

WITHDRAWING CHILD OR TERMINATION OF CARE

WITHDRAWAL INITIATED BY A PARENT
If a family chooses to withdraw from care at TOPP KIDS, a Childcare Withdrawal Notice Form must be submitted to the Registrations Manager at registrations@toppkids.com within the first 5 (five) calendar days of the month in order to have care terminated by the last calendar day of that month. Any Childcare Withdrawal Notice Form submitted later than the 5 (five) day period will not be able to terminate care for that month. Any form submitted after the 5th will be considered notice for the end of the following month. No refunds of the initial deposit will be given and No refund or prorating of fees will be given.

In the case of emergency or special circumstances, exceptions may be made through a decision process between the Registrations Manager and CEO. No refunds of the initial deposit will be given.

Childcare Withdrawal Notice Forms can be found online at https://www.toppkids.com/wp-content/uploads/2022/09/Withdrawal-Notice-Form-1.pdf

WITHDRAWAL INITIATED BY TOPP KIDS OUT OF SCHOOL CLUBS/FOUNDATION
TOPP KIDS Out of School Clubs/Foundation may require a child’s withdrawal from the program under the following circumstances:

• Non-payment of fees / fees later than a 5-day grace period
• Aggressive behaviour on the part of the parent
• Extreme and continuous aggressive behaviour on the part of the child despite efforts by staff and parents to address the problem
• Continuous late pick-ups
• Philosophical differences between the program and the family
• Defamation of the program, its participants or its staff

Should TOPP KIDS Out of School Clubs/Foundation find it necessary to terminate service, a letter to the family will be issued and parents will be responsible for fees up to and including the termination date. All withdrawals must be approved by the Operations Manager.

HOMEWORK TIME

Students have homework from time to time and usually like to do it in a quiet area or might even want some help. Feel free to set up a table in the storage room or library for them or if that’s not available to use the headphones to cancel out any noise. As long as we can see them they are good to go. Kids do not have to participate in scheduled activities (excluding entire group activities like going outside) if they are doing homework.

ADDITIONAL EXPECTATIONS WITH CHILDREN:

• Licensing and TOPP KIDS supervision guidelines will be followed.
• Educators must be at least age 18 to supervise a group of children.
• Profanity, inappropriate jokes, sarcasm, gossiping or sharing intimate details of one’s personal life, any type of harassment in the presence of children/staff/volunteers is strictly prohibited.
• Tickling, horseplay or roughhousing are not allowed.

BUILDING RELATIONSHIPS & GUIDING POSITIVE BEHAVIOR

We strive to prevent difficult discipline situations from arising by providing an environment that is comfortable for children in a group and provide engaging activities that allow for freedom of choice. We believe it is essential for children to behave with respect for themselves, other children, educators and the equipment at TOPP KIDS. We emphasize positive role modeling through our educators, with redirection and reinforcement through praise and encouragement. When a child’s behaviour becomes unacceptable and or unsafe for themselves or others, discipline is a necessary part of guidance. We strive to provide an environment that minimizes conflicts between children by providing many different play centers and activities that keep the children busy and happy and allows them to interact in constructive and stress-free manner. By providing age-appropriate equipment and engaging activities, we hope to minimize the need for discipline.

REMEMBER: Throughout a child’s healthy development, the school age years are a time of social development for children. Often times they know the right behaviour but may need reminders on how to identify and successfully navigate their emotions. On occasion, children may become frustrated and act in an unacceptable manner towards other children or educators. In these situations, we apply the following procedures to assist the child in regaining their self – control.

DEVELOPING TRUST & RELATIONSHIP BUILDING

NO MEANINGFUL LEARNING EVER OCCURS WITHOUT A POSITIVE RELATIONSHIP ATTACHED! -
Dr. Gale Gorke

Good luck enforcing behaviour guidance to a child that does not trust and respect you as an Educator. As we learn more about children and how they develop, we understand more clearly the role of positive meaningful relationships. Warm, nurturing relationships based on respect, understanding and acceptance are essential for children’s optimal social and emotional development and also influence other areas of their development. Do what you can to build trust and meaningful relationships with every child in the program. Once this is achieved, behaviour guidance goes from hesitation to meaningful interaction.

EMOTIONAL DEVELOPMENT AND CHILD BEHAVIOUR GUIDANCE

Child guidance is maintained through active supervision, setting clear limits and giving age-appropriate explanations. Educators should approach discipline in a positive manner, using praise and attention to encourage desirable behaviours. Educators must treat each child as a unique individual and are fair, firm and consistent. We encourage children to accept the consequences of their behaviour and we engage in problem-solving alternatives where age appropriate. TOPP KIDS methods deemed appropriate include:

1. REDIRECTION: Guiding a child into acceptable options
2. LOGICAL AND NATURAL CONSEQUENCES: Make the child aware of the results of
   their actions
3. LIMIT SETTING: Staff develop boundaries for the children, either as a group or
   individually according to the situation
4. MODELING: Demonstrating appropriate ways to the children
5. PROVIDING CHOICES: Staff outline appropriate choices and children are encouraged
   to make decisions for themselves
6. ANTICIPATING: Staff plan and prepare the environment in such a manner to avoid
   conflict
7. IGNORING: Some inappropriate behaviour can be ignored and more attention paid
   to the appropriate behaviour
8. REFLECTION TIME: A child may be removed from a situation that is distressing them
   for a short period of time

6 STEPS TO CONFLICT RESOLUTION

1. APPROACH calmly, stopping all hurtful actions. Place yourself between the children
   on their level. Develop a connection.
2. ACKNOWLEDGE children’s feelings…ask the child if they are aware of the results of
   their actions.
3. GATHER INFORMATION, taking turns, letting each child finish without cutting them
   off.
4. RESTATE THE PROBLEM demonstrating appropriate ways to the children.
5. ASK for ideas and solutions and choose one together….
6. Be prepared for FOLLOW UP SUPPORT.

EMPLOYEE EXPECTATIONS FOR POSITIVE CHILD GUIDANCE

• Employees will model appropriate behaviour and problem-solving techniques.
• Employees will model respectful interactions with adults and children.
• Employees will guide children in a positive and constructive way.
• Employees will give children the encouragement they need to develop self-control.
• Employees will approach children at eye level when speaking to them.
• Employees will acknowledge children, respond attentively, and show interest when children communicate with them.
• Employees will facilitate a safe environment for children to express their feelings.
• Employees will seek out meaningful interactions with each child and will encourage children to express their needs and desires (1.1a2)
• Employees will encourage children to interact positively and respectfully with each other.
• Employees will guide children to respect the rights of others. (1.2a2)
• Employees will try to encourage children to work out problems with peers verbally before intervening.
• Employees will set rules and expectations that are age and ability appropriate.
• Employees will be consistent in their guidance techniques.
• Employees will keep parents up-to-date on the child's behaviour.
• Parents are encouraged to give feedback regarding guidance techniques to maintain consistency between the program and the home environment.
• Employees will try to calm and redirect a child who is having trouble maintaining control. The child will be redirected to “time away” with an educator to choose another center that no other children are playing at. Once a child is calm, they may re-join their playmates.
• Employees will engage in active conversations with children and will allow children to finish speaking without interrupting.
• Employees will not inflict or cause to be inflicted any form of physical punishment, verbal or physical degradation or emotional deprivation (3.2a).
• Employees will not deny or threaten to deny any basic necessity (3.2b).
• Employees will not use or permit the use of any form of physical restraint, confinement, or isolation. (3.2c)
• Employees will not withhold ANY food or food products as a form of guidance.
• All disciplinary action taken by employees shall be reasonable in the circumstances (3.1b).

YOU ARE A MENTOR

Most of us have had a teacher, supervisor or coach who has been a mentor to us and made a positive difference in our lives. Those people wore many hats, acting as delegators, role models, cheerleaders, policy enforcers, advocates, and friends. Mentors assume these different roles during the course of a relationship, and share some basic qualities:

• A sincere desire to be involved with a young person
• Respect for young people
• Active listening skills
• Empathy
• Ability to see solutions and opportunities
• Flexibility
• They keep their word
• Provide fair rules and consequences

We are here to be mentors to the children in TOPP KIDS, not their friends.
Go out of your way every day to make a difference in at least one child’s day

S.E.L. AT TOPP KIDS

WHAT IS S.E.L.?

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. We use S.E.L. at TOPP KIDS to help with behaviour management and teach it as a LIFE SKILL.*

EMOTIONAL INTELLIGENCE

Emotional Intelligence (EI) refers to the ability to perceive, control and evaluate emotions. Emotional Quotient (EQ) is a measure of a person's adequacy in such areas as self-awareness, empathy, and dealing sensitively with other people and their emotions. Old beliefs only emphasized one kind of smart: book smarts. Now, after years of research, brain science has shed light on a new perspective: paired together, emotions and intellect are the new smart. EQ is just as important as IQ, if not more so.

SOCIALLY & EMOTIONALLY SMART CHILDREN

• Demonstrate a sense of belonging
• Feel a strong attachment to school
• Perceive teachers as supportive and caring
• Forge healthy friendships
• Feel engaged in their academic progress

5 CORE COMPETENCIES

Everything we teach at TOPP KIDS revolves around 5 competencies of Emotional Intelligence (as defined by the Collaborative for Academic, Social, and Emotional Learning known as CASEL) and is referred to as Social and Emotional Learning (SEL):

SELF-AWARENESS- Children are able to recognize their emotions and how they affect their behaviours. They can describe their interests, values, and accurately assess their strengths.
SELF-MANAGEMENT- Children are able to regulate their emotions and behaviours by managing stress, controlling impulses, and persevering to overcome obstacles.

SOCIAL AWARENESS- Children are able to take the
perspective of and empathize with others and recognize and
appreciate individual and group similarities and differences.
RELATIONSHIP SKILLS- Children can establish and maintain
healthy and rewarding relationships based on cooperation.
RESPONSIBLE DECISION MAKING- Children are able to
demonstrate responsible decision making and make good
choices at school, at home, and in the community. Children
are able to relate to others, use active listening,
cooperation, resolve conflicts and resist negative pressures.

Build S.E.L. moments into everyday programming. This way redevelop important LIFE SKILLS* and
help develop true TOPP KIDS!

ZONES OF REGULATION

To help children and educators start to identify emotions and begin their
journey on developing a S.E.L. focused guidance, every TOPP KIDS
program has a white board erasable Zones of Regulation board. This tool
can be used with individuals who need to both identify how they feel
and determine the best way to move from a “Red Zone” back to a “Green
Zone”.

FORT BUILDING OR ENCLOSED SPACES SUPERVISION

TOPP KIDS always tries to foster creativity through imagination, and what’s more fun (for children and educators) than building forts!? Obviously supervision during fort building and play needs to be at an even higher level than activities such as Lego building, for example, because of the opportunity for misconduct. At all times staff must be able to see everyone clearly inside of their fort. Usually this means at least one or more sides needs to be open towards the middle of the room. Best practice would be to have one or more staff member (always visible by the other staff) building with the children and checking every fort often and irregularly in order to execute effective supervision.

8 REASONS WHY OUR KIDS NEED TO BUILD FORTS

1. BUILDING FORTS ENCOURAGES CREATIVITY. Kids imagine what they want to create and then work to make that happen – it’s a beautiful thing. And often, very often, their idea of a “plan” might look nothing like a fort; it might be a “table” or a garden of sheets. Whatever it is, they are using their imaginations to build and create!
2. IT DEVELOPS SPATIAL REASONING AND PROBLEM-SOLVING SKILLS. It takes some skill to be able to visualize something and work putting pieces together to make it happen. Your kids are learning to be little engineers and strengthening their logic skills. If this was too tall, or too heavy, what can I do to fix that?? Or how can I adapt my plans to still make what I had in mind?
3. BUILDING A FORT FOSTERS TEAMWORK! Often the best forts need more than one person in order to create them. Navigating the creation of a structure with others is a great way to practice compromising and giving/taking instructions.
4. THIS ACTIVITY MAKES YOU THINK “OUTSIDE THE BOX”. While your kids are building, their brains are planning and scheming. Let them use a range of materials to build what they want!
5. KIDS GET BETTER AT UNDERSTAND SEQUENCING AND PATTERNS. As kids are building the walls, they will learn what works and what doesn’t, and they will learn to do what works again, and again in order to create an even bigger structure.
6. BUILDING A FORT GIVES A SENSE OF ACCOMPLISHMENT. Oh, the look of pride when the kids look at the forts they create! The stories they tell at home of all the things they are going to do to add to the fort the next day. Kids love seeing something they create come to fruition.
7. IN FORT BUILDING, FAILURE IS OKAY. The forts are going to fall down as they are being built. The walls are going to be crooked; the sheets will be in the “wrong” places – or there won’t be enough of them, and the kids will learn how to build it over again after an accident happens. Life lessons.
8. THEY GROW ON YOU, YOU CAN’T JUST HAVE ONE…- Once kids get bit by the fort building bug, they will be building and tinkering for a while. The forts – and dreams – get bigger and bigger!

SNACK

Children are encouraged to bring their own snack and drink to the program
every day. Snack time is designated after everyone goes to wash their
hands. Please send a sufficient nutritious snack (accordance with the
Canada Food Guide), with a small drink. We ask that it is of a healthy nature
as we do promote a balanced diet in our program.

Keep in mind we do not have a refrigerator, so please do not send food items that may spoil.

NO NUTS PLEASE! TOPP KIDS Out of School Clubs/Foundation strive to be a "Peanut and Nut Aware Zone". All parents must ensure that their child's snack is free of any kind of peanuts or nuts, due to the possibility of one or more children in the program having severe, life-threatening allergies. Please read labels carefully, and send nothing that "may contain" peanut, peanut oils or other nuts. Please note that any family functions are also nut free.

Parents are to inform us of any food sensitivities or allergies, as well as the type and severity of reactions. Although we strive to be a nut free zone, we cannot guarantee this to any parent or child. This means that parent and child must still use reasonable caution regarding snacks, and any child with life threatening allergies MUST have an Epi-Pen, supplied through a prescription from their physician. The Epi-Pen must come with the child and be stored away by the educators during the program time.

In the case of a child not having a snack, TOPP KIDS will provide an apple or other healthy snack. If this is a regular occurrence, parents will be asked to pack more in the child’s lunch.

TRANSPORTATION & VEHICLE PROCEDURES POLICY

POLICY

Employees must not transport children in their own vehicles. Should a child/children need
transportation, the owner’s vehicle is the only TOPP KIDS vehicle authorized to provide the
transportation, and “rule of three” policy must be adhered. Should an emergency occur, and
personal transportation is necessary, a third person is required to ride along in the vehicle. In
addition, other restrictions/procedures may apply, please check with the Operations Manager
and CEO.

PROCEDURES

• Educators/volunteers may not transport TOPP KIDS programs participants in their own
  vehicles. Should an emergency occur, and personal transportation is necessary, a second
  person is required to ride along with the owner in the vehicle.
• All buses/vans must have at least one TOPP KIDS educator with a minimum age of 18.
• There is a minimum requirement of two educators on all buses (excluding driver)

WALKIE TALKIE PROCEDURE

Walkie Talkies will be used as a mode of communication amongst the team at the following times:

• When educators and children are on the outside play space or at the park
• When educators are walking Kindergarten children to and from school
• Radios will be kept on each educator at all times to allow for easy and effective
  communication between team members

Team Procedure

• Educators will place all radios on charge at the end of every night
• Educators will ensure radios are charged at all times
• Educators will only use radios for work-related purposes

NOTE: The Program Coordinator or Room Lead will direct staff to use cell phones when walkie
talkies are not available.

SOCIAL NETWORKING, ELECTRONIC COMMUNICATION & OTHER CONTACT

POLICY

TOPP KIDS educators must NOT contact anyone who is under the age of 18 that they meet through their interactions with TOPP KIDS through social media, text message, email, telephone, written message, blogs, chat rooms, or any other personal manner without parental authorization. Any communication that is required must be made directly through the parent or legal guardian of a child. Under no circumstances should a staff encourage private communication or visitation between the employee and a child.

PROCEDURE

• TOPP KIDS educators must NOT be in communication with TOPP KIDS programs participants through means of electronic or social media without parental authorization.
• TOPP KIDS educators must NOT take, send, or receive photos, videos, audios, text messages, or engage in communication with children via cell phones, handheld devices, computers, etc.
• Educators who are associated with TOPP KIDS’s programs, or who regularly interact with children, with the exception of official TOPP KIDS sites, must not post pictures or content on the internet (through social media or otherwise) that could be visible to a child with whom the employee interacts. Anything that is visible to the public is visible to a child, and anything inappropriate should be removed;
• Supervisors may monitor educator online activities (i.e., perform unscheduled ‘spot checks’ on social networking pages)
• and reinforce this policy with all staff members and volunteers.

EDUCATOR BEST PRACTICES

Plan for positive outcomes, plan for the needs of children and youth
according to their personality and developmental needs and be aware of
the emotional environment and interest level of the children in order to
intervene before play deteriorates.

ALL EYES ON US: Remember that at any moment of the day, there are eyes on us, watching how we operate our programs and interact with the children and each other. Keep in mind the perceptions of your actions from the points of view of parents, children, the school and our communities.

BUILD MEANINGFUL RELATIONSHIPS: Every child needs a champion. Focus on developing a positive relationship with every child. Building a relationship will help with behaviour guidance and promote the “Family Feel” we promote at TOPP KIDS. PROJECT A CHEERFUL ATTITUDE: Be enthusiastic and have a sense of humour. Let everyone appreciate the funny side of things.

COMMUNICATE CLEARLY: Make requests in clear, precise terms, in keeping with the child’s developmental level.

MENTOR FIRST: Our role as mentors and educators is to help GUIDE children to find the right solutions and to understand how to appropriately react to their feelings and each other, NOT to always tell them what to do. Build a relationship, then trust, and your own leadership and guidance skills first. We are here to help them learn, not tell them what to do.

OFFER CHOICES: These choices must be realistic, acceptable to you and clearly understood by the child.

BE FLEXIBLE: It’s acceptable to change your mind. Rules can change if it’s sensible and appropriate and they do not contravene prohibited practices.

POINT OUT NATURAL CONSEQUENCES: Clarifying natural or logical consequences can help children and youth develop understanding and self – discipline. Engage the child in determining the consequences when appropriate.

GIVE PRAISE, COMPLIMENTS AND ENCOURAGEMENT: Praise people for what they accomplish, whether directly or through non- verbal means like a smile, a nod, and a pat on the shoulder. Sincere praise and compliments can reinforce the children and youth’s feelings about themselves.

DO NOT REINFORCE INAPPROPRIATE BEHAVIOUR: This behaviour could include yelling, swearing
or bullying. Ignore this type of behaviour if possible, but when necessary intervene.

PROVIDE TIME FOR REFLECTION: When a child demonstrates the need for personal time, for reflection or to cool off, allow him or her opportunity to do so.

PROMOTE DISCUSSION: Let children and youth “own” their own problems. If they are in a dispute, help them talk and listen to each other. Team Members in dispute are encouraged to use the conflict management guidelines starting with the Share fearlessly policy.

RECOGNIZE YOUR OWN ANGER: Learn to recognize your own anger. Figure out where it’s coming from and express your feelings rationally and appropriately. If you cannot do this, then withdraw from the situation until you are back in control of your feelings.

USE YOUR TOOLS: Throughout your growth as a professional educator, and through this training you will gain what we call “TOOLS for your TOOL KIT”. These are defined ways (or tools) to deal with scenarios like behavior guidance and skill building.

BEST PRACTICES, ALWAYS: As an educator, you should always continue to seek and learn what are the best practices for any scenario. This is how we maintain the best programs-focus on BEST PRACTICES!

OUTSIDE CONTACT

POLICY

TOPP KIDS is not responsible or liable for activities, events or circumstances involving educators, volunteers, parents, or children outside program hours. Educators are encouraged to refrain from interacting with children under 18 years of age that are participants in TOPP KIDS programs outside of the program’s activities. This includes babysitting, sleepovers, inviting children to your home, or visiting children at their home. Under NO circumstances should an employee encourage private communication or visitation between the employee and a child.

Please note that anytime a staff chooses to babysit a child in a TOPP KIDS program, the staff must
ensure it is communicated that they are not representing TOPP KIDS.

GROSS MISCONDUCT

Some offenses are so serious that they can result in termination without previous warnings. The following examples are listed for the guidance of all. This list is not intended to be a comprehensive list of all prohibited activity. The following actions may result in immediate termination:

• Inappropriate behaviour toward parents. (All staff are expected to be professional and courteous at all times. If a parent is rude to you, please allow your Program Coordinator to handle the situation)
• Neglect or physical abuse of a child
• Withholding of food, or other comfort from a child
• Failure to report to work three consecutive workdays without proper notification
• Falsification of program records (i.e. employment application, time clock, and your records)
• Working under the influence of alcohol or illegal drugs or state altering medications
• Smoking or vaping in prohibited areas
• Conviction of a felony for any offense committed while employed by the program
• Fighting, threatening violence or boisterous or disruptive activity in the workplace
• Leaving a child unattended (inside or outside)
• Allowing a child to leave the program with an unauthorized person
• Sleeping while supervising children
• Habitual absenteeism or tardiness without notice or unauthorized absences from workstation during the workday
• Sexual or other unlawful or unwelcome harassment
• Negligence or improper conduct leading to damage of employer-owned, school owned or customer-owned property or reputation
• Insubordination that show gross disrespect such as threatening, profanity, or yelling.
• Unauthorized use of telephones, mail system, or other employer-owned equipment (No cell phone use allowed in the program during work hours without approval of Program Coordinator or Room Lead!)
• Possession, distribution, sale, transfer, or use of alcohol or illegal drugs in the workplace, while on duty, or while operating employer-owned vehicles or equipment
• Unsatisfactory performance or conduct
• Sharing confidential information about the program or any of its employees
• Promoting and sharing rumors or negative information about TOPP KIDS Out of School Clubs/Foundation
• Sharing child, family, staff or company information without written permission

There will be repercussions to any violation of the above rules. Depending on the severity of the offense, the Program Coordinator in consultation with the Regional Managers will access violations, violations may be followed by a warning, a two-day suspension, and/or termination of employment. Program Coordinators will consult the Regional Manager before termination of employment.

Note: Severe offenses may result in immediate termination!