Daily Schedule

Butterfly, Sunbeam and Starlight

Rainbow room (Infant room) generally follows the same schedule but the infants have a more individualized program.

6:30 am – 8:15 am

  • Free play
  • All staff and children are in Butterfly or Sunbeam

8:15 am – 9:00 am

  • Staff and children separate into appropriate rooms
  • Staff take the children to school
  • Free play

9:00 am – 9:30 am

  • Toileting routine
  • Snack

9:30 am – 10:30 am

Staff directed activity (art, science, fine motor, etc.)

10:30 am – 11:30 am

Outdoor play or gym

11:30 am – 11:45 am

Staff directed circle time

11:45 am – 12:30 pm

  • Lunch
  • Toileting routine

12:30 pm – 2:30 pm

  • Rest / Naptime
  • Wake up room available

2:30 pm – 3:45 pm

  • Wake up
  • Toileting routine
  • Free play
  • Circle
  • Snack

3:45 pm – 5:30 pm

Various activities based on children's interests

Outdoor play occurs daily, weather permitting.

Winter Months

The children will not go outside if the temperatures are lower than minus 25 degrees Celcius and/or the windchill is above minus 25 degrees.

Summer Months

If the UV Index is high (+7), children will go outside but efforts will be made for protection such as applying sun screen, going outside when the UV Index is lower, going outside for shorter amounts of time, and playing in shaded areas.

Infant Curriculum Statement

Our infant curriculum is based on all the enriching elements that comprise a day at Knox.

At Knox Day Nursery we believe that every moment of the day can be made into a teachable learning experience. We believe all children bring gifts of individualism and have the right to be treated with respect, value, accepted and included in all aspects of optimal development. We value all children their parents/guardians and their extended families. We embrace inclusion and celebrate diversity to foster the well-being of every individual child including those with additional supports. We provide an environment that meets all developmental norms using strength based family centered approach. The majority of an infant’s day is comprised of caregiving routines, exploration and play. Throughout the caregiving routines, exploration and play we provide positive learning opportunities for each child.

An infant’s schedule changes from day to day or even minute by minute at times. A flexible daily schedule takes into account all the changing needs of the children in our care. Each child has a primary caregiver which allows the children to form a trusting relationship with a consistent person in the room. The primary caregiver is involved in diapering, naps, snacks/meals, play and exploration. Throughout the day staff support and facilitate positive interactions between staff-child, child-child and staff- families.

The room arrangement and materials are set up in a manner that respects children’s individual space and needs of the children. Materials are represented in an inviting manner and take into account all developmental domains. You will find photo displays and documentation of play throughout the room, which highlights some of the learning experiences that are occurring.

Children and families are greeted every morning by staff. At this time, exchange of information is often shared between both parties. Communication with parents occurs in various ways; verbal exchange, daily log sheet, parent bulletin boards, electronic photo frame and monthly newsletters. We communicate with parents through; parent bulletin boards, monthly newsletters, and a daily log. The daily log records; diapering, naps, snack/mealtime and describes a highlight of your child’s day. Families are invited to become part of the Knox Community through events such as Family Festive Feast.

Identifying these Interactions within our Program

Children in our care who require two naps a day are accommodated by our built in loft style sleep area within the room.

Staff responding to children’s needs’ such as a child holding up an empty cup, staff acknowledge and ask child if they would like more to drink. Primary caregivers provide children with consistency and an opportunity to bond with one particular individual.

Staff support children playing alongside each other describing their actions. For example, “Timmy is crawling over to see the beautiful picture you made.” “Timmy is pointing and smiling at your toy, maybe you could find another block for Timmy so he can play with you.”

Children and families are greeted every morning by staff. Communication is maintained through daily log sheets, bulletin boards, newsletters and documentation throughout the room. Families are invited to become part of the Knox Community through events such as the Family Festive Feast.

Providing children with their playpen or mat in the same space everyday provides consistency and comfort.

Furniture and materials are placed and positioned at a child accessible level. Materials are varied to meet the developmental needs of all children in the room.

We invite families to bring in pictures, and artifacts from their culture. We play a selection of cultural music. Our diverse staff backgrounds bring additional enhancements and experiences to the children.


  • Three infants and a staff playing and exploring in a water table.

Physical Development:

  • Children are able to stand independently and manipulate their hands and arms. This opportunity allows children to strengthen their large and small muscles.

Cognitive Development:

  • While children are playing in the water staff interact with children by describing their actions. For example, “Suzy is filling up her pail full of water, now she emptying the pail into the big bucket.” The concept of filling and emptying is being exposed to the children.

Social Development:

  • Children are able to play alongside each other and staff can support and encourage interactions between the children. For example, “Do you think we can help our friend Tim fill up his bucket?” Staff support children in interacting with one another.

Emotional Development:

  • When children are interacting and playing alongside each other staff expose children to different concepts regarding social development such as sharing. For example, “Suzy is sharing her shovel with you. That is very kind of Suzy to share with you. Maybe you could share one of your cups with Suzy.”


  • Children are having lunch. Some children are sitting in highchairs and some around the table.

Physical Development:

  • Staff will encourage children to become independent and try to feed themselves. For example, “Tommy can you try to use your spoon.” Staff will use language and actions to show the child. This type of interaction is developing muscle control and coordination.

Cognitive Development:

  • Meal time is a rich learning experience with endless opportunities to communicate and encourage children to develop new concepts. Staff will often label food through language and pictures and then ask children, “Where is your milk? Can you have a bite of your bread?” Children are developing the skills to understand and differentiate between different foods.

Social Development:

  • Staff will position highchairs facing each other so that children have an opportunity to interact and observe each other during meal time. Staff will sit with children and encourage interaction amongst each other.

Emotional Development:

  • Children will be encouraged to express their needs during meal time. For example if a child is holding up their empty milk cup staff will acknowledge their action and ask if they would like more milk. This interaction encourages and fosters a child’s ability to communicate and feel acknowledged and valued as an individual.

Preschool Curriculum Statement

Our curriculum is based on:

Building Positive Interactions and Relationships with the Children and Families

Our relationships with children and families are established through sustained and positive interactions. The building of these relationships is demonstrated with both verbal and physical gestures; smiles, eye contact, warm tone of voice, etc.

All children and families are greeted upon arrival and welcomed into the program on a daily basis. We build trusting and positive relationships with the children by ensuring that the environment is safe, being attentive to the children and acknowledging their interests, guiding their behaviour and providing activities which are inclusive and developmentally appropriate.

We use daily interactions with the children and families as a method to develop/expand communication/ language skills. The interactions occur during planned and unplanned experiences, routines/transitions and free play. The use of song singing, imaginative/dramatic play, puppets, story telling, reading books, show and share and other prosocial activities are incorporated in the program.

We promote positive relationships with the children & their families by role modelling. We encourage the children to be respectful of one another and their ideas and comments. We use opened ended questioning techniques, a positive tone of voice and ensure that our words/body language match when communicating and interacting verbal/ nonverbally.

Diversity, multiculturalism and inclusion are an important aspect of our program. All of our activities are inclusive and based on both individual and developmental norms.

Learning Environment and Play Experiences

Our staff use emergent curriculum as a basis for planning experiences for both indoor/outdoor play that encourages creativity, stimulates curiosity and promotes a sense of wonder. Specific opportunities are available based on knowledge of individual children, child development, family and ethno cultural goals and needs.

The indoor and outdoor learning environment includes age appropriate materials and resources that promote global development and learning.

The indoor environment is reflective of all developmental domains. These include creative arts, sensory experiences, reading, math, computer and science centers. Music is available on a daily basis with a compliment of an organized weekly music program.

The indoor learning environment includes a variety of curriculum areas. These includes fine motor, art, painting, large muscle, blocks, construction materials, science, technology, library, music, daily living, sand and water play. The children freely explore the materials and learn from “hands on experiences”. We extend the children’s learning through child inspired learning experiences, open ended questioning techniques, scaffolding and by adding provocations to their play experiences. The environment promotes language and reading readiness with the exposure of letters, pictures, books and story telling.

The outdoor play emphasizes large muscle development and activities by providing experiences that include running, jumping, cooperative games, bike riding, and play structures. Exposure to nature both outdoors and bringing nature indoors helps them gain respect, curiosity and wonder meant for the beauty of natural play experiences.

All play areas both indoors and outdoors are age appropriate accommodating individual learning styles and reflective of varying cultures and diversity. All play materials are rotated on a regular basis to stimulate and sustain the children’s interests and meet their individual needs. The program follows a daily schedule with regular routines and transitions. It includes a balance of structured and unstructured scheduled blocks of time as well as a balance of both active and quiet play. Flexibility is incorporated within the schedule cognizant of the needs of individual children.

Child inspired or spontaneous learning occurs when children become curious about situations around them. Examples include; when the arborists were cutting down two trees in the park adjacent to the center, or when the children notice the birds eating seeds from the feeders outside the playroom windows and the squirrel came along and also tried to eat from the feeders or the worms on the sidewalk after a rain storm. We use these natural occurrences as an opportunity to encourage curiosity, and extend the children’s learning.

Group times are implemented on a daily basis. The use of smaller group size encourages the children to share their ideas, role play, sing songs, or play games. On a monthly basis the children are involved in Show n Share. Each child is encouraged to bring a special item from home to share with the other children. We use this time to ask the children questions about the item and encourage others in the group to also ask questions.

Food Policy

Knox Day Nursery Inc. provides lunch from September to June of each year. The menu will be posted on the kitchen door. During July and August, each family must provide a lunch for their child.

Morning and afternoon snacks are provided all year (January to December). If you send a snack with your child, it needs to be healthy and of nutritional value. Chocolate bars, chips, candies, donuts and other unhealthy food will not be served to your child at daycare.

The centre does not knowingly serve peanut butter or products containing nuts or traces of nuts. Knox Day Nursery is a nut free facility due to severe allergic reactions in many children. Please read food labels carefully and refrain from sending nuts to the centre.

We will provide 2% milk for all meals. If your child requires other specific dietary products, such as goat milk and soy products, parents/guardians must provide the product.

It is the family’s responsibility to provide food/meals if your child has a special diet or severe food restrictions.

Music Program

Our centre offers a specialized music program known a Musiktanz. This program is partially funded by the Variety Club and is specifically designed for a daycare environment. A trained music teacher comes to the centre and exposes the children to a variety of songs, movement activities and musical instruments that enhance the children's appreciation for music. All age groups participate in the program.