Panda Cub House Land Acknowledgement

We humbly acknowledge that we are settlers here on Treaty 6 territory, a traditional meeting grounds, gathering place, and travelling route to the Cree, Saulteaux, Blackfoot, Métis, Dene and Nakota Sioux. We acknowledge all the many First Nations, Métis, and Inuit, whose footsteps, culture, knowledge and history have marked these lands for centuries. This is the land that we inhabit, we are only here because of Treaty. We are all treaty people.

We are non-Indigenous people who are grateful to live, work, learn and play here in Treaty 6 territory and acknowledge that we are a visitor on this land. In response to the TRC and in the spirit of genuine reconciliation, we are committed to understanding the effects of colonization, our role in it, and how we can be a better ally and apprentice, and to uplift the voices of the Indigenous people.

 

Panda Cub House Commitment to Truth and Reconciliation

Panda Cub House commits to supporting Indigenous children, youth, and families in the communities we serve. We commit to creating equitable spaces for Indigenous staff, partners, and community members. We call for an end to the systemic inequities faced by Indigenous communities. We stand for Truth and Reconciliation.

We acknowledge that Indigenous peoples have suffered under colonial and postcolonial policies. We believe that to work respectfully with Indigenous nations, our staff needs to be aware of the collective impact that intergenerational trauma continues to have on Indigenous children, youth, and families.

We need to learn and understand our shared history in a way that moves us towards a stronger and healthier future, with relationships rooted in mutual understanding and respect. We know that by supporting Indigenous young people, we strengthen society overall. We also know that our ability to provide transformative spaces and meaningful opportunities for Indigenous and non-Indigenous young leaders to forge new pathways together is a crucial contribution to Truth and Reconciliation.

We are guided by the United Nations Declaration on the Rights of Indigenous Peoples, which establishes the individual and collective rights of Indigenous peoples and protects them from discriminatory policies and practices.

We are also guided by the Truth and Reconciliation Commission of Canada’s final report, and in response to their Calls to Action, we will:

Build knowledge and awareness of Truth and Reconciliation at Panda Cub House by offering learning/unlearning and capacity-building opportunities for leadership, staff, volunteers, and members (children, youth, and families) that will increase understanding of Indigenous peoples, cultures, languages, communities, histories, the impact of colonial actions, intergenerational trauma, and the role that we can play in walking the path of Reconciliation (TRC Calls to Action 92iii and 62i).

Seek meaningful and sustained relationships with Indigenous communities and organizations locally, based on equality, good faith, and mutual respect, to work collaboratively towards equitable, accessible, and culturally relevant and responsive services for Indigenous children, youth, and families (TRC Call to Action 66).

 

 

Panda Cub House Mission Statement

At Panda Cub House, our mission is to create a nurturing, inclusive, and accessible environment where children and families feel empowered to thrive. Guided by the principles of the Flight Curriculum Framework, we foster holistic learning and meaningful connections, embracing each child’s unique strengths and potential. In alignment with Alberta Licensing Standards and Health Services guidelines, we ensure a safe, healthy, and high-quality early learning experience.

We are partnered with parents, educators, and the community. We exist to provide a safe, developmentally appropriate environment for preschool and school age children. The basis of our program is creating an educational learning through play environment. Our focus is to provide a stimulating early care and education experience, which promotes each child's social, emotional, physical, and cognitive development. Our goal is to support children's desire to be life-long learners within a multicultural, diverse, and stimulating childcare setting.

We acknowledge that we operate on Treaty 6 Territory, traditional lands of the Cree, Saulteaux, Blackfoot, Métis, and Nakota Sioux Peoples, and commit to honoring Indigenous knowledge, culture, and relationships as we grow together in respect, reconciliation, and shared stewardship of this land.

Panda Cub House Vision Statement

Our vision at Panda Cub House Childcare Centre is to be a leader in early childhood education, fostering a community where children, families, and educators grow together in an environment of respect, diversity, and lifelong learning. We envision a world where every child feels valued, supported, and inspired to explore their potential, and where equity, inclusion, and accessibility are at the heart of every interaction. Rooted in the principles of the Flight Curriculum Framework, we strive to create a legacy of empowered learners who contribute meaningfully to their communities and the world.

Panda Cub House Program Philosophy

At Panda Cub House Childcare Centre we believe in the delivery of a high-quality childcare program in support of families within a multicultural community interested in the well being of children. The program is geared towards providing the maximum opportunity for the child to develop in all areas of growth: physically, socially, emotionally, and intellectually. The center provides a safe nurturing environment for each child and acts as a supplement by providing loving care and protection similar to what their parents provide. All interactions between staff and children and their families are guided by mutual respect for individuals and their special qualities. Our program is intended to give the children awareness of their feelings and a means for expressing those feelings by the use of free choice and educational programming. Thus, providing an environment where the child learns to share and reflect on the needs and concerns of others. The program provides individual attention to each child’s strengths and needs and provides an opportunity to participate in the decision making process: to change the physical environment, decide where to go on fieldtrips, decide how food will be served or to plan his or her own part in the center. Children are also encouraged to have a sense of autonomy and responsibility using a child-centered focus. Furthermore, we also encourage parental participation or involvement in all aspects of the program. The staff set the stage carefully in this program, and then act as a resource to the children rather than initiator of the program. It is our belief that children need love and nurturing, in order for them to grow and become successful individuals in life.

Panda Cub House’s Commitment to Sustainability with our Eco-Friendly Practices

📢 Notice: We Are Going Paperless

Dear Parents and Guardians,

In our commitment to sustainability and efficiency, we are transitioning to a paperless communication system at our centre. All important updates, newsletters, billing statements, forms, and notices will now be shared digitally through email, BrightWheel, or other approved platforms.

By going paperless, we aim to:

• Reduce our environmental footprint 🌱
• Improve communication speed, accessibility, digital paper trail tracking.
• Keep your child’s information more secure and organized.

Please ensure your contact information is up to date. If you require assistance accessing digital communications or need an alternative arrangement, kindly let us know—we’re happy to help.

Thank you for supporting our efforts to create a greener, more efficient Panda Cub House!

 

🌟 Meet the Panda Cub House Team:
A Team of Highly Skilled, Talented, Educated, and Credentialed Early Childhood Educators & Pedagogical Leaders

At Panda Cub House, we take great pride in our dedicated team of educators who bring a wealth of experience, knowledge, and passion to our learning environment. Each member of our team is professionally trained and certified in early childhood education, and committed to providing nurturing, inclusive, and developmentally appropriate care.

With a shared vision of fostering lifelong learners, our educators work collaboratively to create meaningful, play-based experiences that support each child’s unique strengths, interests, and growth. Their warmth, professionalism, and deep understanding of child development are the heart of our centre.

https://www.pandacubhouse.com/team

Hours of Operation

Panda Cub House Childcare Centre is open year-round from 7:00AM to 6:00PM, Monday through Friday. We are closed on statutory holidays.

A posted notice on the BrightWheel, our facebook page, and Instagram page will inform you of specific closure days. Closure Days are also posted on all of our social media platforms. 

 

pandacubhouse.com

facebook.com/PandaCubHouse

instagram.com/pandacubhouse

 

Pick-Up Time Guidelines

We kindly ask parents to pick up their children by 5:30 PM, as our educators begin sanitizing the centre with strong cleaning agents at that time to maintain a safe and hygienic environment.

For families with young infants, we recommend pick-up by 5:00 PM at the latest to ensure your child receives the highest quality of care from their primary classroom educator before end-of-day routines begin.

Tour Availability

Mondays, Tuesdays, Wednesdays, Fridays ONLY.

NO TOURS ON THURSDAYS as Thursdays are field trip days.

• 9:00AM to 11:30AM OR 2:30PM to 5:30PM
• 15 - 30 minute time slots

 

Child Attendance During Tours

To ensure the best possible fit for your family and our learning environment, we kindly request that your child attend the tour with you. This allows our educators to observe interactions, assess developmental readiness, and ensure that our program aligns with your child’s needs and personality.

Your child’s presence also gives them a chance to explore the space, helping to make the transition smoother should you choose to enroll.

Thank you for your understanding and cooperation.

 

Tour Checklist

Choosing a childcare is a very important decision for all families. You want to ensure you find a safe, healthy environment where your child will be free to grow and develop! Here are some things we will cover:

Learning Environment

1. What are the hours of operation?

2. What days each year does PCH close?

3. What is the minimum number of days required for care?

4. Does PCH appear clean and inviting?

5. Does PCH charge late fees?

6. What are PCH's health and safety policies?

7. Are the learning materials kept in good condition?

8. Does PCH have access to an outdoor play area?

9. What is the inclement weather policy?

10. Does PCH have an open door policy for caregivers to visit?

11. Is any food provided? If so, ask for a copy of the menu and how often it changes.

12. How does PCH accomodate for allergies?

​

Curriculum

1. Are transition days provided?

2. Are there age-appropriate toys thast allow for learning and play?

3. What types of specific programs are offered? (such as Literacy, Art, Physical Education, Second Languages, etc.)

4. Does PCH offer a Montessori program?

5. Does PCH offer a Kindergarten program?

6. Ask to see a daily schedule for each age group.

7. Are developmental assessments completed?

8. Does PCH host parent/teacher meetings?

​

Health & Safety

1. Do teachers and children wash their hands before and after changing diapers and going to the bathroom?

2. Are medications stored securely where wchildren cannot access them?

3. Are all learning environmentsd and materials safe and secure?

4. Do teachers have training in First Aid?

5.What is the incident reporting procedure?

6. How will you be advised of any urgent updates in the event of an emergency?

​

Teachers

1. What are the qualifications for the Director, Assistant Director, and Teachers?

2. What are the child-to-teacher rations in each classroom?

3. Observe teachers in the classroom. Do they appear engaged, involved, and sensitive to the needs of the children of different ages?

4. Does PCH have daily reports? How will you be informed on your child's progress each day?

5. Are developmental assessments completed? How often?

 

Fees Policy

Monthly fees are set according to the fee schedule in effect, and the age group being contracted for. 

Please note that tuition fees are charged for your child’s spot in the program, NOT the number of hours or days attended. When you enroll your child at Panda Cub House Childcare Centre, you are reserving a dedicated space in our licensed childcare program, along with access to qualified educators, planned programming, and ongoing operational costs.

Fees remain the same regardless of absences due to illness, vacation, statutory holidays, or other personal reasons, as our costs remain consistent in order to maintain quality care and staffing ratios.

Fees are due on the first (1st) of each month. 

 

Registration Fee

A one-time, non-refundable registration fee of $100 is required to secure your child’s spot in our program. This fee helps cover the administrative costs associated with enrollment, including processing paperwork, setting up your child’s profile, orientation preparation, and reserving space in the centre.

Please note that this fee is separate from monthly tuition and is non-refundable, even if your child does not attend or withdraws before the start date.

• One-time payment, non-refundable $100 registration fee

 

Refundable Deposit

A one-time, refundable deposit of $150 is required upon enrollment to secure your child’s spot in our program. This deposit will be fully refunded only if we receive a minimum of one full month’s written notice prior to your child’s last day of attendance.

 

1-MONTH'S NOTICE OF WITHDRAWAL

The notice must be provided in digital writing via https://form.jotform.com/250912855373057 to allow us adequate time to plan for staffing and potentially fill the vacancy. This will also be available on the Parent Portal on our website for easy access.

Please note: If the required notice is not given, the deposit will be forfeited.

Thank you for your cooperation and understanding.

Panda Cub House Childcare Centre requires parents to provide one month’s digital/electronic written notice of their intention to withdraw their child/ren from the centre. Parents will be responsible for paying the full month’s fee if less than one month’s written notice is not given. In the case of families with grants, parents will be responsible for the FULL monthly parent fee if they choose to leave and the centre does not receive the fee from the grants office.

Please note that notice MUST be completed and signed via the online form. Simply informing a staff member of your intentions to remove your child/ren from care is NOT sufficient and will not be accepted. Panda Cub House Childcare Centre requires an electronic or digital written note via the online form stating your intention to cancel enrollment, the child/ren’s name/s, the date you expect to leave and the notice must be signed and dated. This will provide clear intentions and dates allowing us to move forward and fill the available space/s.

HOW TO PAY

💳 Tuition Payment Policy & BrightWheel Billing
At Panda Cub House, all tuition and fees are processed through BrightWheel Billing, a secure and user-friendly online platform designed to streamline payments and communication between families and the centre.

Why We Use BrightWheel Billing
BrightWheel provides a number of benefits for families:

• Convenient and paperless payments from your phone or computer
• Automatic payment reminders so you never miss a due date
• Secure and transparent transaction history at your fingertips
• Autopay option that automatically processes tuition on the due date
• Reduces errors and administrative delays

📅 Autopay is Required
To ensure smooth, on-time payments and avoid late fees, autopay is mandatory at Panda Cub House. This helps ensure that tuition is collected efficiently, allowing us to continue providing high-quality care without disruption.

💰 Late Payment Fee Policy

1. Payment Due Date

• All fees are due on the first day of each month (or as specified in your parent agreement). It is the responsibility of the family to ensure payment is made on time.

  2. Grace Period
  A 3-business-day grace period is allowed. This provides families with a small buffer without immediate penalties, showing goodwill and flexibility.

  3. Late Fee Charges
  If payment is not received by the end of the grace period:
  • A $25 late fee per day will be applied starting on the 4th day, up to a maximum of $100 per month.

  4. Ongoing Non-Payment
  If fees remain unpaid after 7 calendar days past the due date, the following steps will occur:
  • A formal written notice will be sent.
  • Child care services may be temporarily suspended until the account is brought up to date.
  • After 14 days, Panda Cub House reserves the right to terminate child care services and offer the space to another family on the waitlist.

  5. Returned Payments
  A $35 NSF (non-sufficient funds) fee will be charged for any returned payments (e.g., bounced cheques, failed auto-debits).

  6. Communication is Key
  We understand that financial hardship can happen. If you foresee any difficulties in paying on time, please contact the Director before the due date to discuss payment plan options. We are here to support your family when possible. If you are waiting for the Canada Child Benefit (CCB) every 20th of the month before paying your fees, please let us know - communication is key.

• The late fee becomes due immediately once applied.
• Note: Late payment fees are not automatically assessed in BrightWheel. They are added manually by administration in accordance with this policy.

💵 Processing Fees for Online Transactions
BrightWheel uses third-party processors for payments. The following processing fees will be charged directly to families:

Card Payments: 2.95% of the total transaction
Bank Transfers (AFT/EFT): 0.6%

Minimum: $0.35
Maximum: $2.75

These fees are added to your total at the time of payment and are non-refundable. You may choose between card or bank transfer when setting up your BrightWheel account.

If you have any questions or need help setting up your payment method, please reach out to our administrative team. We’re here to support you every step of the way.

 

Engagement with Collection Agencies:

In instances where fees remain unpaid despite our repeated efforts to secure payment after 1 month, Panda Cub House may engage the services of a licensed collection agency as a last resort. This action will be taken in strict adherence to Alberta's Consumer Protection Act and the Collection and Debt Repayment Practices Regulation. These regulations mandate that collection agencies operating within Alberta must be duly licensed and comply with established practices to ensure fair and lawful debt collection. ​

Important Considerations:

Communication: We encourage open dialogue with our families. If you anticipate difficulties in meeting payment deadlines, please contact our administration promptly to discuss potential arrangements or support.​

Regulatory Compliance: Any collection agency engaged by Panda Cub House will be required to operate in full compliance with Alberta's legal standards, ensuring that all collection activities are conducted ethically and within the bounds of the law. ​Alberta.ca

Confidentiality: All matters related to outstanding payments and any subsequent collection efforts will be handled with the utmost confidentiality and professionalism.​

Our primary objective is to provide a supportive and nurturing environment for your children. We appreciate your cooperation and commitment to fulfilling financial obligations, which enables us to maintain the high standards of care that Panda Cub House Childcare Centre is known for.

 

Disclaimer​

Panda Cub House Childcare Centre Ltd. reserves the right, at our discretion, to modify, amend, add or remove portions of these terms and conditions at any time, without prior notice. In the event that any changes are made, the revised terms and conditions shall be posted on this website immediately. Please check the latest information posted herein to inform yourself of any changes.

PANDA CUB HOUSE – COMMUNICATION POLICY & PROCEDURES
Fostering Trust, Transparency, and Respect through Professional Communication
Updated April 2025

⸻

Policy Statement

At Panda Cub House, we believe that strong, respectful communication between families and educators is essential for building a safe, supportive, and thriving learning environment. We use BrightWheel as our primary platform for daily communication, documentation, attendance, billing, and announcements. This policy is informed by the Alberta FLIGHT Curriculum Framework, Child Care Licensing Standards, Alberta Health Services, and trauma-informed and inclusive practices that reflect children’s rights and developmental needs.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Responsive relationships with families support children’s learning and well-being.
Implementation:
• Educators share documentation through BrightWheel to co-construct meaning with families.
• Family input is welcomed through comments and two-way communication on the app.

⸻

2. Alberta Child Care Licensing Standards & Regulations

Principle: Communication must be accurate, timely, and professional.
Implementation:
• BrightWheel is used to log daily routines, attendance, incident reports, and health alerts.
• Confidentiality is maintained by limiting access to child-specific information.

⸻

3. Alberta Health Services (AHS)

Principle: Health-related communication must be prompt, clear, and documented.
Implementation:
• Parents are notified via BrightWheel of any illness symptoms, injuries, or exposure notices.
• Immunization and health documentation can be uploaded securely.

⸻

4. Alberta Children’s Laws & Child Care Act

Principle: Families have the right to be informed and involved in matters affecting their children.
Implementation:
• Educators and leadership use BrightWheel to share important updates, policy changes, and upcoming events.
• Communication respects privacy laws and supports informed decision-making.

⸻

5. EDIA Principles (Equity, Diversity, Inclusion, Accessibility)

Principle: Communication should be inclusive, culturally responsive, and accessible to all families.
Implementation:
• Visuals, translations, or simplified messages are used to support non-English-speaking families.
• Staff communicate with cultural sensitivity and respect for family values and identities.

⸻

6. ASAP Principles (Access, Support, Participation)

Principle: All families should have fair access to timely communication.
Implementation:
• BrightWheel provides a central, consistent platform for equitable communication.
• Families with limited tech access are offered printed or verbal updates when necessary.

⸻

7. GRIT Program – Social Emotional Well-being

Principle: Responsive communication supports emotional safety for children and families.
Implementation:
• Educators share observations and learning moments that highlight children’s emotional growth.
• Family concerns are received with empathy, curiosity, and professionalism.

⸻

8. Brain Story & Brain Development

Principle: Consistent communication between educators and families supports co-regulation and secure attachment.
Implementation:
• Staff communicate daily routines such as meals, sleep, and play to foster continuity between home and center.
• Notes include positive feedback and affirm the child’s strengths and growing competencies.

⸻

9. Ages and Stages Development

Principle: Communication supports families in understanding developmental milestones and needs.
Implementation:
• Educators use BrightWheel to share photos, updates, and resources tailored to each child’s age and stage.
• Developmental concerns are communicated respectfully, with resource referrals if needed.

⸻

10. Trauma-Informed Care & ACES

Principle: Clear, consistent communication builds safety and predictability for families.
Implementation:
• Staff avoid alarming language and instead focus on supportive, strength-based messages.
• Transitions (e.g., staffing, routine changes) are communicated in advance with reassurance.

⸻

BrightWheel Communication Guidelines

Used For:
• Daily updates (meals, naps, toileting, activities)
• Sharing observations, photos, and learning stories
• Announcements and event reminders
• Reporting minor injuries or health concerns
• Confirming attendance and pick-up times
• Two-way respectful messaging between families and staff

Not Used For:
• Emergency situations (families must call the center directly)
• Urgent medical issues (911 will be called as needed, and families contacted by phone)
• Personal opinions, gossip, or confidential information outside of authorized recipients

⸻

Professional Boundaries and Courtesy

To maintain healthy work-life balance and professionalism, the following boundaries apply:
• Educators and Directors will only respond to BrightWheel messages, texts, or phone calls during the center’s operational hours (e.g., 7:00 AM – 5:30 PM, Monday to Friday).
• Staff do not respond to messages during breaks, sick days, vacation, statutory holidays, or weekends.
• For emergencies outside of operating hours, families must contact emergency services or follow the emergency contact protocols shared in orientation.

⸻

Respectful Communication Expectations

We expect all communication between families and staff to be:
• Respectful and professional in tone and language
• Focused on supporting the child’s well-being and learning
• Free from personal criticism, threats, or confrontational messages
• Aligned with our values of empathy, understanding, and partnership

Family Onboarding Handout – Communication Expectations

WELCOME TO PANDA CUB HOUSE – COMMUNICATION EXPECTATIONS
Here’s how we keep in touch with you!

We Use BrightWheel To:
• Share your child’s daily activities
• Communicate pick-up/drop-off details
• Notify you of illness or incidents
• Send announcements and reminders
• Support a strong home–center connection

How to Reach Us:
• Message us in BrightWheel during business hours (e.g., 7:00 AM – 6:00 PM)
• For urgent matters, please call the center directly
• For emergencies, call 911

Respecting Boundaries:
• Staff will respond during daycare hours only
• We do not respond during breaks, vacations, evenings, or weekends
• Please use kind, respectful language—we are here to support your child’s growth

Working Together:
• We welcome your input and feedback
• Let us know if you need messages translated or simplified
• We are partners in your child’s care, and communication is key!

⸻

BrightWheel Etiquette Guide for Families

PANDA CUB HOUSE – BRIGHTWHEEL FAMILY ETIQUETTE GUIDE
Supporting Positive, Respectful Communication

What BrightWheel is for:
• Daily updates on your child (meals, naps, play, learning)
• Attendance confirmation and schedule changes
• Messages about pick-up/drop-off
• Announcements, event reminders, and important notices
• Sharing your child’s joys, preferences, and needs

What BrightWheel is not for:
• Emergencies (call the center directly)
• Urgent matters outside daycare hours
• Complaints or emotionally charged messages
• Staff personal time, weekends, or holidays

Helpful Tips:
• Use kind, professional language
• Allow 24–48 hours for a non-urgent reply
• Keep messages focused on your child
• Respect staff time—no messages after hours

We value your partnership and are committed to clear, respectful, and supportive communication. Thank you!

⸻

Staff Quick-Reference Poster – Communication Do’s & Don’ts

PANDA CUB HOUSE – COMMUNICATION DO’S & DON’TS
Daily Reference for Educators & Leadership

DO:
• Use BrightWheel to log daily routines and share photos
• Respond kindly and clearly to parent inquiries
• Maintain confidentiality—only share what’s appropriate
• Notify leadership if a message feels inappropriate or concerning
• Reply during business hours only

DON’T:
• Respond on weekends, vacations, or off-duty time
• Use BrightWheel for venting, casual chat, or policy debates
• Share personal contact info unless approved by leadership
• Respond emotionally—pause and use calm, professional language
• Discuss sensitive matters via message (use phone/in-person instead)

Remember:
We model emotional regulation, respect, and healthy boundaries in every interaction.

Policy Review

This policy is reviewed annually or as needed with updates to BrightWheel, licensing requirements, or staff-family communication needs.

WHAT TO BRING FOR THE 1ST DAY

Dear Panda Parents,

To ensure your child has everything they need for a smooth and joyful day at Panda Cub House, please provide the following items based on their age group. Kindly label all personal items clearly with your child’s name.

🐣 Infant Room (Under 19 Months)

1. A family photo (for display in the classroom)
2. 1 portrait photo of your child (for cubby label)
3. Indoor and outdoor shoes (Velcro preferred)
4. 3–4 diapers per day (for a full week supply)
5. Wipes
6. Diaper cream (if used)
7. Extra clothes (at least 2 full sets, in a labeled backpack)
8. Milk or formula (daily, if using something other than 2% or 3.25%)
9. Bottles or sippy cups (as needed)
10. Swimsuit or swim trunks (for water play days)
11. Sunscreen
12. Bug spray

🧸 Toddler Room (19 Months – 3 Years)
1. A family photo
2. 1 portrait photo of your child
3. Indoor and outdoor shoes
4. 1–2 changes of clothes (including socks and underwear)
5. Diapers, wipes, and cream (if not potty-trained)
6. Water bottle or sippy cup
7. Swimsuit or swim trunks
8. Sunscreen
9. Bug spray

🐼 Preschool & Kinder Room (3 – 5 Years)
1. A family photo
2. 1 portrait photo of your child
3. Indoor and outdoor shoes
4. 1 change of clothes (in a labeled backpack)
5. Water bottle
6. Swimsuit or swim trunks
7. Sunscreen
8. Bug spray

🍎 Out-of-School Care (OSC)
1. Indoor and outdoor shoes
2. Water bottle
3. Weather-appropriate clothing for outdoor play
4. Swimsuit or swim trunks (for seasonal water play)
5. Sunscreen
6. Bug spray

We currently do not provide hot lunch. Only morning and afternoon snacks are served. Please ensure your child has a packed lunch each day.

Thank you for your attention to these items and for your continued support. If you have any questions about your child’s specific room needs, feel free to reach out to your classroom educator.

Warmly,
Your Panda Cub House Family

When You Bring Your Child to the Center, Please:

1. Make sure your child is wearing comfortable, washable, play clothes. The children take part in daily activities that may involve paint, dirt, sand, glue, crayons, felts etc. While we use non-toxic, water-based arts and craft supplies, we cannot guarantee that everything that ends up on your child’s clothes will come out in the wash. If you don’t want a certain outfit to get dirty and possibly not come clean, do not send your child to the Center in that outfit.

​

2. Bring a complete change of clothing for your child, as well as outdoor clothing and footwear that are appropriate for the weather because we go out daily weather permitting. As well, messes are a normal part of a child’s development.

​

3. Bring a pair of indoor shoes; in order to keep the children’s play area clean. Outdoor shoes are not permitted in the center.

​

4. Leave all toys and other games at home (except for items we have asked to bring from home for instances such as show and tell which must be labeled clearly with the child’s name), as these often get misplaced by the child and may be difficult to find after the fact. Children can also bring books or other quiet activities from home for use if they do not nap. Panda Cub House Childcare Centre cannot be held responsible for lost or stolen items.

​

5. In the summer, send sunscreen, hat, water bottle, and insect repellent. In the winter, send boots, mittens, a hat, and snow pants.

​

6. Please send a supply of diapers and wipes if your child is still in diapers. Your child’s caregiver will notify you when your supply is almost depleted.

​

7. Send a nutritious packed lunch and snacks (we offer a morning and afternoon snack, but sometimes children prefer to have their own snack from home.)

​

8. Send a sippy cup with your toddler that is clearly labeled with his or her name. All dishes and sippy cups will be returned to your child’s lunch kit or backpack to be taken home and washed by you.

​

9. Please label all clothing and belongings so that we can make sure things get back into the proper backpacks!

We Expect Parents To:

1. Notify a staff member when your child arrives and when your child leaves the center. You must sign your child in and out (round to the nearest 5 minutes) of BrightWheel, and initial at the end of each day. In addition, at the end of each week you must sign your full signature. We use the attendance sheets as a part of our head-count process to ensure we account for all children in each room on a regular basis. Also, Alberta Children’s Services checks the attendance sheets during their monitoring visits, so we appreciate your help with ensuring everything is complete.

​

2. Please drop off/pick up your child during regular operating hours (7:00 a.m. to 6:00 p.m.), call the center if you will be delayed. If your child is not picked up by 6:00 p.m. and we have not heard from you, staff will call the contact/emergency numbers on your child’s registration form. Any late pick-ups will be charged at the rate indicated in the fees section of this handbook.

​

3. Inform the director or your child’s caregiver if another person will be picking up your child. Children are not released to any person other than those indicated on the authorized pick-up list on the registration form. Please inform any new pick- up persons to bring a piece of picture I.D.

​

4. Let your child’s caregivers know of any situations at home that may cause your child to behave differently than usual (lack of sleep, parent out of town, death in the family).

​

5. Please notify the center if your child will be absent or arriving later than usual. It is very important that you drop your child off at the center before 09:00AM to account for lunch and staff ratios.

​

6. If your child will not be attending the center on any given day, please call us before 09:00 am. This allows for appropriate planning for lunch and staffing. On occasion, caregivers may take advantage of lower than expected attendance to take longer breaks or leave early. If you arrive late and haven’t advised us, we may be forced to turn you away if we do not have enough caregivers on site to accommodate the child-to-staff ratio required for your child’s age group.

​

7. If your child will be away from the center for an extended period of time, please let us know at least one week in advance. Fees remain in effect regardless of absences due to illness or vacation.

​

8. Please fill out all forms accurately so that we may reach you if necessary. It is very important that we are aware of any changes such as change in address, phone, emergency contact, etc.

Panda Cub House Child Guidance Policy
Updated 2025

Rooted in Brain Science, Developmental Knowledge, and Trauma-Informed Practice

Policy Statement:
At Panda Cub House, we are committed to nurturing a safe, inclusive, and responsive learning environment where every child is viewed as capable, resourceful, and full of potential. Our child guidance practices promote respectful relationships, emotional regulation, and holistic development in accordance with the Alberta FLIGHT Curriculum Framework, Alberta Child Care Licensing Regulation, Alberta Child Care Act, Alberta Children’s Laws, Alberta Health Services, and principles of EDIA, ASAP, and the GRIT program.

In addition, we recognize that children’s behaviors are expressions of their needs, experiences, and developmental stage. Our approach to guidance is grounded in current neuroscience (the Brain Story), knowledge of brain development, an understanding of ages and stages, and principles of trauma-informed care. We are committed to fostering safe, supportive, and responsive environments that promote resilience, emotional regulation, and lifelong learning.

Guiding Principles
1. FLIGHT Curriculum Framework
• View children as mighty learners and citizens.
• Promote co-inquiry and co-regulation.
• Support children’s right to participate and have a voice in decisions affecting them.

Principle: Children as Mighty Learners and Citizens

Example:
A 4-year-old, Ayla, knocks over another child’s blocks in frustration. Instead of time-out, the educator kneels down and says, “I see you’re upset. Can you tell me what happened?” Then, using co-inquiry, the educator helps Ayla reflect and solve the problem, supporting her in rebuilding the blocks with her peer.

2. Alberta Child Care Licensing Regulation & Child Care Act
• Ensure that guidance strategies are age-appropriate, positive, and consistent.
• Prohibit physical punishment, verbal or emotional abuse, or denial of basic needs.

Principle: Positive, age-appropriate, consistent guidance
Example:
For a toddler who bites, the educator gently separates the children, comforts the hurt child, and says to the biter, “Biting hurts. You can say ‘stop’ if you’re upset.” Staff also observe the child for triggers and communicate with the family to develop a consistent approach.

3. Alberta Health Services Recommendations
• Create safe physical and emotional environments to minimize stress and risk of injury.
• Support children’s mental health and well-being through nurturing relationships and environments.

Principle: Safe emotional and physical environment
Example:
During transitions, a preschooler becomes anxious and cries daily. Educators reduce noise, use visual schedules, and offer the child a calm-down basket with sensory tools to ease anxiety. These proactive strategies reduce stress and improve the child’s emotional regulation.

4. Alberta Children’s Laws
• Respect children’s rights to be protected from harm, to participate, and to be supported in their development.

Principle: Respect for children’s rights
Example:
A 6-year-old doesn’t want to join a group activity. The educator respects the child’s right to make choices and offers an alternative that still supports their learning: “Would you like to do quiet drawing or build in the block center while we paint?”

5. EDIA (Equity, Diversity, Inclusion, and Accessibility)
• Embrace diverse cultural perspectives on behavior and guidance.
• Ensure that each child is understood within their cultural, social, and developmental context.

Principle: Culturally responsive and inclusive guidance
Example:
An educator learns that a child from a Filipino family values hiya (modesty/shame). Instead of correcting behavior publicly, the educator privately and respectfully guides the child, aligning with the child’s cultural understanding of respect.

6. ASAP Principles (Access, Support, and Participation)
• Provide all children, including those with unique needs, access to inclusive experiences.
• Offer targeted support and accommodations to foster participation and meaningful engagement.

Principle: Inclusive participation
Example:
A child with ADHD finds it hard to sit for circle time. Rather than excluding the child, the educator provides a wiggle cushion and a fidget tool, allowing them to participate comfortably while respecting their needs.

7. GRIT Program – Social Emotional Well-being
• Co-regulate with children through empathy, connection, and consistency.
• Use proactive strategies to support emotional expression and coping skills.
• Collaborate with families and specialists for individualized guidance plans where needed.

Principle: Co-regulation and emotional literacy

Example:
A child, Quentin, yells when overwhelmed. Instead of punishment, the educator uses the “turtle technique” learned through GRIT—guiding Clark to take deep breaths and retreat to a cozy corner to regroup. Over time, he learns to self-regulate.

8. Brain Story & Brain Development

Principle: Experiences shape the developing brain, especially in the early years. Secure relationships and consistent environments help build strong brain architecture.

Application Example:
When a toddler repeatedly throws toys, educators avoid interpreting the behavior as defiance. Instead, they recognize it as a sign of underdeveloped impulse control. The educator calmly intervenes with, “I see you’re having fun, but toys are not for throwing. Let’s roll the ball instead.” They then model the expected behavior consistently, knowing repetition builds neural pathways.

9. Ages and Stages Development

Principle: Children develop in predictable patterns, but each child is unique in their pace and pathway. Guidance must be age-appropriate and individualized.

Application Example:
A 2-year-old has a meltdown during transitions. Instead of expecting compliance, the educator uses a visual schedule, gives five-minute warnings, and allows the child to carry a comfort object. This supports emotional regulation appropriate for their developmental level.

10. ACES – Adverse Childhood Experiences

Principle: Children exposed to trauma may have heightened stress responses and difficulty with emotional regulation and attachment. Guidance should be compassionate and avoid re-traumatization.

Application Example:
A child who flinches when touched is not forced into hugs or close contact. The educator builds trust by giving the child space, using predictable routines, and affirming their safety: “You’re safe here. You can let me know when you’re ready.”

11. Trauma-Informed Care

Principle: All behavior has meaning. We respond to behavior with empathy, regulation strategies, and connection, not control.

Core Trauma-Informed Practices:
• Predictability: Use consistent routines and language.
• Safety: Create calm environments and avoid yelling or punitive tones.
• Co-regulation: Support children in managing emotions before expecting them to self-regulate.
• Empowerment: Offer choices and allow children to have a voice.
• Relationship-building: Foster attachment with consistent, warm, and responsive caregiving.

Application Example:
A preschooler with a trauma history often runs away during transitions. Instead of punishing the behavior, the educator anticipates it, calmly follows the child, and gently says, “It’s hard to stop what you’re doing. I’ll walk with you to help.” This builds trust and teaches regulation over time.

Strategies and Practices
• Modeling and Reinforcement: Educators demonstrate empathy, patience, and respectful communication. Positive behaviors are reinforced with encouragement and recognition.

• Co-regulation and Emotional Literacy: Educators support children in naming emotions, developing calming strategies, and using problem-solving tools.

• Environment as the Third Teacher: Learning spaces are designed to minimize conflict and encourage cooperation, choice, and autonomy.

• Conflict Resolution: When conflict arises, educators mediate using reflective dialogue that helps children identify the issue, express feelings, and work toward solutions together.

• Individualized Support: Educators collaborate with the GRIT program, inclusion specialists, and families to develop strategies tailored to children’s developmental needs.

• Professional Development: Educators are trained in trauma-informed care, inclusive practices, and the FLIGHT framework to guide responsive and respectful interactions.

 

Prohibited Practices

As per Alberta Child Care Licensing Regulation, staff must not:
• Inflict or cause physical punishment, verbal or emotional abuse.
• Deny or threaten to deny any basic necessity.
• Use confinement, isolation, or withdrawal as punishment.

Educators must never:
• Use physical punishment or threats.
• Yell, shame, isolate, or belittle a child.
• Deprive a child of basic needs such as food, warmth, or comfort.
• Force compliance through fear or intimidation.

 

Positive Guidance Strategies
• Use emotion coaching to label and validate feelings.
• Offer choices to empower decision-making.
• Engage in co-regulation before correction.
• Redirect behavior toward safe and acceptable alternatives.
• Use social stories, visuals, and calm-down spaces to support understanding.
• Collaborate with families to create individual support plans as needed.

Educator Commitment

All Panda Cub House educators receive training in:
• Brain Story Certification (or equivalent neurodevelopmental learning)
• Trauma-informed and responsive caregiving
• Developmentally appropriate practice
• Reflective practice and child-centered care

 

Family Involvement
• Families are invited to participate in the development and review of guidance strategies for their children.
• Communication is open, respectful, and reciprocal to ensure consistency between home and daycare.

 

Policy Review and Monitoring
• This policy is reviewed annually or as legislation and best practices evolve.
• Guidance practices are monitored through reflective supervision, team meetings, and feedback from families and children.

PANDA CUB HOUSE – INFANT GUIDANCE POLICY
Guided by Brain Science, Alberta Standards, and Compassionate, Responsive Practice
Updated April 2025

⸻

Policy Statement

At Panda Cub House, we believe that infants are competent, capable, and curious learners. Our infant guidance practices are rooted in responsive caregiving, secure attachment, and co-regulation. Grounded in the Alberta FLIGHT Curriculum Framework, brain science, trauma-informed care, and inclusive principles, we prioritize the emotional safety, development, and well-being of every infant in our care.

⸻

Guiding Principles and Applications

1. Alberta FLIGHT Curriculum Framework

Principle: Infants are mighty learners and citizens from birth.
Application: Educators respond sensitively to an infant’s cues (crying, cooing, reaching). For example, when an infant reaches for a familiar toy, the educator affirms the choice: “You remembered your toy from yesterday. You’re growing your memory!” This respects the infant as a capable co-participant.

⸻

2. Alberta Child Care Licensing Standards & Act

Principle: Positive, respectful interactions that protect children’s well-being.
Application: Infants are never left to “cry it out.” Educators respond promptly to crying, using gentle touch, voice, and eye contact to comfort and meet needs, building trust and emotional security.

⸻

3. Alberta Health Services

Principle: Promote physical and emotional safety through responsive caregiving.
Application: Daily routines (diapering, feeding, sleep) are individualized to each infant’s needs. Safe sleep practices are followed (e.g., infants placed on their backs, no loose bedding), and environments are calm, clean, and organized.

⸻

4. Alberta Children’s Laws

Principle: Every child has the right to protection, safety, and responsive care.
Application: Educators maintain clear supervision at all times, and use nurturing interactions to support the infant’s right to feel safe, seen, and soothed in their environment.

⸻

5. EDIA (Equity, Diversity, Inclusion, Accessibility)

Principle: Embrace family and cultural contexts in caregiving.
Application: Feeding, sleep, and comfort routines are adapted to reflect family traditions and languages. For example, an educator may use a family’s preferred language to sing a lullaby or follow specific cultural feeding practices (within health guidelines).

⸻

6. ASAP Principles – Access, Support, Participation

Principle: All infants are entitled to equitable access, support, and participation.
Application: An infant with sensory sensitivity is provided a quiet space with soft lighting and sensory-friendly toys. Educators communicate closely with families and specialists to ensure full participation in the infant program.

⸻

7. GRIT Program – Social Emotional Well-being

Principle: Emotional security and co-regulation are the foundation of infant development.
Application: Educators label emotions for infants: “You’re sad right now. I’m here. Let’s rock together.” Infants are soothed through physical closeness, rhythm, and responsive voice, helping develop emotional resilience.

⸻

8. Brain Story & Brain Development

Principle: Early experiences build the foundation for lifelong brain development.
Application: Through consistent, loving interactions—feeding, cuddling, eye contact—educators strengthen infants’ brain architecture, especially in areas of attachment, language, and emotion.

⸻

9. Ages and Stages Development

Principle: Guidance is developmental—infants explore through movement, repetition, and imitation.
Application: When an infant grabs another’s toy, educators guide gently by modeling sharing, offering duplicate toys, and helping infants express needs with gestures or early words.

⸻

10. Trauma-Informed Care & ACES

Principle: Infants who experience stress or trauma need predictable, calm, and attuned caregivers.
Application: An infant in foster care who startles easily is cared for in a consistent routine with the same educator each day. Transitions are signaled gently (“We’re going to wash hands now”) and the environment remains quiet and comforting.

⸻

Prohibited Practices

In accordance with Alberta regulations, educators must never:
• Use any form of physical punishment
• Withhold food, affection, or comfort
• Use harsh tones, yelling, or emotional shaming
• Leave an infant to cry without support

⸻

Responsive Strategies in Practice
• Cues-based caregiving (reading and responding to facial expressions, body language, and vocalizations)
• Infant-led routines (e.g., naps and feeds according to individual rhythms)
• Soothing techniques like swaying, singing, and skin-to-skin comfort
• Use of sign language or gestures to support early communication
• Daily family communication through journals or digital platforms

⸻

Educator Responsibilities
• Build trusting, secure attachments with infants through consistency and responsiveness
• Partner with families in daily care routines and guidance strategies
• Observe and document developmental progress and emerging interests
• Access ongoing professional development in infant mental health, brain development, and trauma-informed care

⸻

Family Collaboration

We honor parents and guardians as primary caregivers and collaborate to ensure infants receive consistent guidance and nurturing across environments.

⸻

Policy Review

This Infant Guidance Policy is reviewed annually and revised as needed in accordance with current research, legislation, and family feedback.

PANDA CUB HOUSE – CHILD ABUSE PREVENTION & REPORTING POLICY
Protecting the Rights, Safety, and Dignity of Every Child
Updated April 2025

⸻

Policy Statement

Panda Cub House is committed to providing a safe, nurturing, and protective environment for all children in our care. In accordance with the Child, Youth and Family Enhancement Act, the Alberta Child Care Licensing Regulation, and the Alberta Child Care Act, all staff are legally required to report any suspected or disclosed abuse of a child. Our center follows a zero-tolerance policy toward any form of child abuse or neglect, whether by staff, family members, or other individuals.

⸻

Definitions (as per Alberta Law)

Child Abuse:
Any act or failure to act that results in harm or risk of harm to a child’s physical, emotional, psychological, or developmental well-being.

Types include:
• Physical abuse: Hitting, shaking, burning, or other forms of physical harm
• Emotional abuse: Verbal threats, rejection, humiliation, or constant criticism
• Sexual abuse: Any sexual contact or behavior toward a child
• Neglect: Failing to provide basic needs such as food, shelter, supervision, or medical care
• Exposure to domestic violence

⸻

Legal Responsibilities

According to Alberta law:
• Anyone who suspects abuse or neglect must report it immediately.
• Reports must be made directly to Child and Family Services (CFS) or police, not only to supervisors or colleagues.
• Failure to report is a legal offense under the Child, Youth and Family Enhancement Act.

⸻

Reporting Process at Panda Cub House

Step 1: Recognize and Record
• If you observe signs, hear a disclosure, or have a gut feeling, take it seriously.
• Do not question the child or investigate—just listen, stay calm, and document what you saw or heard.

Step 2: Report Immediately
• Contact Child and Family Services (CFS) at 1-800-638-0715 or call 911 in emergency situations.
• Reports can be made anonymously and must be done even if unsure.
• Inform the Director after the report has been made (do not delay reporting to notify leadership).

Step 3: Document the Report
• Record the incident in the Child Protection Reporting Log (stored securely).
Include:
• Date and time
• Child’s name and age
• Description of concerns
• Action taken (including time of report and who was contacted)
• Name of staff member reporting

⸻

What NOT to Do
• Do not discuss suspicions with other parents, staff, or anyone not involved.
• Do not attempt to investigate or confront suspected individuals.
• Do not delay reporting to gather “more proof”—report based on reasonable suspicion.

⸻

Confidentiality and Follow-Up
• All reports are confidential and must be treated as such.
• Families are not informed if a report is made about them—this is handled by Child and Family Services.
• Staff are supported through the process and offered debriefing if needed.
• If the suspected abuser is a staff member, they are immediately removed from contact with children pending investigation.

⸻

Preventative Measures

 

To help prevent child abuse and ensure a protective environment, Panda Cub House:
• Requires all staff to pass a Criminal Record Check with Vulnerable Sector Search
• Trains staff annually on child protection, abuse indicators, and reporting obligations
• Maintains transparent supervision, including open doors, low staff-child ratios, and shared responsibilities
• Practices positive, respectful behavior guidance at all times
• Communicates regularly with families about healthy boundaries, safety education, and respectful caregiving

⸻

Staff Training and Review
• All staff must review this policy upon hiring and annually thereafter.
• Documentation of training is kept in each staff file.
• Mock reporting scenarios may be used during staff meetings to ensure preparedness.

⸻

Policy Review

This policy is reviewed annually, or when legal requirements change. Updates are shared with staff and families as needed.

 

PANDA CUB HOUSE – HOW WE PROTECT YOUR CHILD
Our Commitment to Child Safety, Protection, and Well-Being

At Panda Cub House, your child’s safety, dignity, and well-being are our highest priorities. We are proud to uphold strict safety standards and follow Alberta laws to create a secure, nurturing environment for every child.

⸻

What We Do to Protect Children:

1. Safe Staffing
• All educators complete a Criminal Record Check with Vulnerable Sector Search
• Staff receive annual training in child protection, supervision, and respectful guidance
• Two staff are present during transitions like toileting or diapering whenever possible

2. Respectful Interactions
• We use positive, child-centered behavior guidance—never yelling, shaming, or punishment
• Educators treat children with gentle hands, warm voices, and emotional support
• Children are always supervised—indoors, outdoors, and during rest

3. Transparent Environments
• Classroom doors stay open or have clear sightlines
• Families are always welcome to visit, observe, or participate
• We follow daily safety checks and document all incidents and concerns

⸻

What Happens If We Suspect Abuse or Neglect?

We are legally required under Alberta law to report any suspected child abuse or neglect to Child and Family Services (CFS) or the police.

This includes signs of:
• Physical or emotional harm
• Neglect of basic needs
• Sexual abuse or inappropriate behavior
• Exposure to violence

We do not need proof—only a reasonable concern to make a report. Our responsibility is to protect children, not to investigate.

⸻

How We Support Families
• We work in partnership with families to build trust, understanding, and open communication
• If you need support, resources, or referrals, we’re here to help
• We maintain full confidentiality and only share information with appropriate authorities when necessary

⸻

You Can Help Too
• Talk to your child about safe and unsafe behavior in age-appropriate ways
• Tell us if your child shares anything concerning or unusual
• Reach out if you need help—you are not alone

⸻

If you have any questions about our child protection policy or safety practices, please contact our Director at any time. Together, we create a safe and supportive space where every child can thrive.

Thank you for trusting us with your child.

—The Panda Cub House Team

PANDA CUB HOUSE – ILLNESS POLICY
Supporting Child Well-Being with Care, Compassion, and Compliance
Updated April 2025

⸻

Policy Statement

Panda Cub House is committed to fostering a safe, healthy, inclusive, and emotionally responsive environment for all children. We take a holistic and developmentally appropriate approach to illness management by aligning our practices with the Alberta FLIGHT Curriculum Framework, Alberta Child Care Licensing Regulations, Alberta Health Services, Children’s Laws, and principles from EDIA, ASAP, ACES, trauma-informed care, and brain science.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Wellness is foundational to learning and participation.
Implementation: When a child is unwell, educators ensure the child’s voice and experience are respected. For example, if a child says they’re tired or their body hurts, educators respond with empathy and adjust expectations to prioritize rest and comfort.

⸻

2. Alberta Child Care Licensing Standards & Alberta Child Care Act

Principle: Maintain safe environments by following illness exclusion criteria and hygiene procedures.
Implementation: Children with symptoms such as fever, vomiting, or diarrhea are excluded until symptom-free for at least 24 hours without medication. Staff follow AHS guidelines and communicate with families respectfully and promptly.

⸻

3. Alberta Health Services (AHS)

Principle: Prevent the spread of illness while supporting emotional security.
Implementation: We sanitize surfaces frequently, wash hands regularly, and model hygiene practices. Sick children are cared for in a quiet, supervised space while waiting to be picked up, ensuring they feel safe and nurtured.

⸻

4. Alberta Children’s Laws

Principle: Children have the right to protection and appropriate care.
Implementation: Illness is treated not as a behavioral issue but a health concern. A child showing signs of illness is never blamed, isolated punitively, or made to feel shame. Families are supported in understanding the reasoning behind exclusion for community safety.

⸻

5. EDIA (Equity, Diversity, Inclusion, Accessibility)

Principle: Respect for diverse family situations and equitable access to care.
Implementation: We support families with limited access to sick leave or childcare alternatives by connecting them with community resources. Communication is provided in the family’s preferred language whenever possible, using interpreters or translated notices.

⸻

6. ASAP Principles (Access, Support, Participation)

Principle: Every child has the right to meaningful participation in ways that support their health and developmental needs.
Implementation: Children returning from illness are gradually reintegrated. For instance, a child recovering from a respiratory illness may rest more frequently or be offered quiet play activities until fully re-energized.

⸻

7. GRIT Program – Social Emotional Well-being

Principle: Illness can impact a child’s emotional regulation and sense of safety.
Implementation: Educators offer extra co-regulation support when children return after being sick—especially for those with anxiety about separation or changes in routine. Transitional objects or comfort items are encouraged.

⸻

8. Brain Story & Brain Development

Principle: Stress and illness impact brain development. Consistent, loving care promotes healing.
Implementation: Educators maintain calm and comforting tones and routines for children showing signs of fatigue or discomfort. They respond with sensitivity to build positive stress responses and support brain resilience.

⸻

9. Ages and Stages Development

Principle: Young children may not verbally communicate illness but show it through behavior.
Implementation: Staff are trained to notice nonverbal cues—excessive crying, withdrawal, irritability, or changes in sleep or eating patterns—and follow up with appropriate care and parental communication.

⸻

10. Trauma-Informed Care & ACES

Principle: Children with high ACES or medical trauma histories need emotionally safe and attuned responses during illness.
Implementation: Educators avoid medical language that may be triggering and instead use comforting phrases: “Your body needs rest,” “We’ll take care of you until your family arrives.” Familiar caregivers are assigned to soothe the child whenever possible.

⸻

Procedures
Symptoms for Exclusion:
• Fever (38°C / 100.4°F or higher)
• Vomiting or diarrhea
• Severe coughing or respiratory distress
• Undiagnosed rash
• Eye infections with discharge
• Any illness deemed contagious by AHS

When Illness Occurs at the Centre:
• Child is moved to a calm, supervised rest area
• Parent/guardian is contacted immediately
• Child is comforted and monitored until pickup
• Staff documents symptoms, actions taken, and parent communication

Returning to Care:
• Child must be symptom-free for 24 hours (unless otherwise advised by AHS)
• For certain conditions (e.g. pink eye, hand-foot-mouth), medical clearance may be required
• Staff Illness Protocol:
• Staff showing signs of illness follow the same exclusion criteria
• Substitute educators or floats cover when staff are unwell

⸻

Family Communication & Support
• Clear communication about illness policies is shared during enrollment and updated seasonally
• Families are encouraged to notify the centre of illness or symptoms
• We collaborate with Alberta Health Services and community organizations to support families needing financial, medical, or emotional assistance

⸻

Policy Review & Continuous Improvement

This policy is reviewed annually or as required by updates from Alberta Health Services, licensing regulations, and current research. Family and educator feedback is considered to ensure relevance and inclusivity.

PANDA CUB HOUSE – PRESCRIPTION MEDICATION POLICY
Safe, Respectful, and Responsive Medication Practices
Updated April 2025

⸻

Policy Statement

Panda Cub House is committed to providing safe, developmentally appropriate, and health-compliant medication administration in accordance with the Alberta Child Care Licensing Regulation, Alberta Health Services guidelines, and the Alberta FLIGHT Curriculum Framework. We honor each child’s right to health, safety, and responsive care within a nurturing and inclusive learning environment.

⸻

Guiding Principles and Implementation

1. Alberta Child Care Licensing Standards

Principle: Children’s health and safety must be protected through regulated medication practices.

Implementation:
• Prescription medication is administered only with written parental consent and detailed instructions.
• Medications must be in their original pharmacy container, clearly labeled with the child’s name, dosage, and administration times.
• Medications are stored securely in a locked container (refrigerated or non-refrigerated, as required), inaccessible to children.
• Designated, trained staff are responsible for administration, documentation, and storage.

⸻

2. Alberta Health Services (AHS)

Principle: Medication practices must follow safe health protocols to avoid errors and contamination.

Implementation:
• Staff wash hands before and after medication administration.
• A Medication Administration Record (MAR) is kept daily, including time, dosage, administering staff, and any observed reactions.
• Expired or unused medications are returned to families or disposed of according to AHS guidelines.
• Emergency medications (e.g., EpiPens, asthma inhalers) are stored in accessible emergency kits, with trained staff aware of each child’s action plan.

⸻

3. Alberta FLIGHT Curriculum Framework

Principle: Wellness and relationships are foundational for learning and care.

Implementation:
• Educators explain procedures to children in age-appropriate language, empowering them with voice and agency (e.g., “You’re taking this medicine to help your body feel better.”).
• Emotional support is provided during administration to reduce anxiety and build trust.
• Consistent educators administer medication when possible, to foster security and connection during care routines.

⸻

Parent Responsibilities
• Complete a Medication Authorization Form with clear dosage and timing.
• Provide medication in its original labeled container with the child’s name and instructions.
• Notify staff of any recent changes in the child’s health or medication.

⸻

Staff Responsibilities
• Verify the medication label, dosage, and instructions before each administration.
• Administer medication as directed, never deviating from written instructions.
• Document each administration and inform families of any concerns or adverse reactions.
• Maintain confidentiality while sharing critical health information with staff on a need-to-know basis.

⸻

Emergency Medication Protocol
• All educators receive training on emergency medications such as EpiPens or asthma inhalers.
• Individual Emergency Action Plans are created with families and health professionals.
• In the event of a reaction, staff will administer the medication, call emergency services, and contact the family immediately.

⸻

Policy Review

This policy is reviewed annually or as required by updates to Alberta Health or licensing standards. Staff are trained regularly to ensure consistent, safe medication practices.

 

STEP-BY-STEP PROCEDURE: ADMINISTERING PRESCRIPTION MEDICATION

Step 1: Receive Medication from Parent/Guardian
• Parent completes and signs the Medication Authorization Form.
• Medication must be in the original pharmacy container, labeled with:
• Child’s full name
• Name of medication
• Dosage and frequency
• Route of administration (e.g., oral, topical)
• Expiry date
• Staff checks the medication label against the authorization form for consistency.

⸻

Step 2: Store Medication Safely
• Store medication in a locked container (refrigerated if required).
• Emergency medications (e.g., EpiPen, inhaler) are stored in an easily accessible and labeled emergency medication kit.
• Ensure medication is inaccessible to children at all times.

⸻

Step 3: Prepare to Administer
Designated staff member:
• Washes hands thoroughly.
• Gathers necessary materials (e.g., gloves, measuring tools, MAR sheet).
• Verifies child’s identity, medication name, dosage, time, and method.
• Explains to the child in an age-appropriate and comforting manner.

⸻

Step 4: Administer Medication
• Follow exact instructions from the authorization form and medication label.
• Use sterile equipment (syringe, spoon, etc.) for liquid medications.
• Stay with the child until medication is fully taken or applied.
• Never force or threaten the child to take medication.

⸻

Step 5: Record and Monitor
Immediately log administration on the Medication Administration Record (MAR):
• Date and time
• Dosage given
• Name of staff administering
• Any comments or observations
• Monitor the child for side effects or unusual behavior.
• Inform the family of any concerns upon pickup.

⸻

Step 6: Medication End or Expiry
• Return unused or expired medication to the parent/guardian.
• Document the return and update the child’s file.
• Update emergency plans or forms if medication protocols change.

⸻

Step 7: Staff Training and Oversight
• Only staff trained in medication administration and first aid will administer prescription medications.
• Ongoing training ensures staff are updated on proper handling, documentation, and emergency response procedures.

PANDA CUB HOUSE – INJURIES OR CRITICAL ILLNESS POLICY
Responsive, Safe, and Compassionate Emergency Care
Updated April 2025

⸻

Policy Statement

At Panda Cub House, the health and safety of every child is our top priority. We are committed to responding to injuries and critical illness with prompt, professional, and emotionally responsive care. Our approach aligns with the Alberta Child Care Licensing Regulation, Alberta Health Services (AHS) guidelines, and the Alberta FLIGHT Curriculum Framework, which emphasizes children’s well-being, citizenship, and rights to safe, respectful environments.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Children are mighty learners and citizens who deserve to feel safe, supported, and respected in all situations.
Implementation:
• During injury or illness, educators provide calm, comforting support to promote emotional security.
• Children’s feelings and fears are validated with reassuring, age-appropriate language.
• Educators maintain consistent, trusting relationships to help children feel safe even during distressing experiences.

⸻

2. Alberta Child Care Licensing Standards

Principle: Immediate and appropriate action must be taken during accidents, injuries, or critical illness.
Implementation:
• Staff are trained in first aid and CPR and follow all licensing requirements regarding injury response and reporting.
• All critical incidents are documented using the appropriate licensing forms and reported to the appropriate authorities when necessary.
• Families are notified immediately if their child becomes seriously ill or injured.

⸻

3. Alberta Health Services (AHS)

Principle: Ensure health and emergency response procedures follow public health protocols.
Implementation:
• Emergency services (911) are called when a child experiences a life-threatening injury or critical illness.
• Staff follow AHS infection prevention protocols (e.g., wearing gloves for blood exposure, disinfecting surfaces).
• Children with contagious critical illness symptoms are isolated in a supervised, calm area while awaiting pickup.

⸻

Types of Incidents Covered
• Minor injuries (e.g., bumps, scrapes)
• Serious injuries (e.g., fractures, head injuries, deep cuts)
• Critical illness (e.g., seizures, breathing difficulty, loss of consciousness)
• Sudden symptoms of a contagious or medical condition (e.g., high fever, vomiting with other signs of illness)

⸻

Step-by-Step Procedure

1. Immediate Response
• Assess the child’s condition and ensure safety of all children.
• Administer first aid or emergency care as trained.
• Call 911 for critical illness, unconsciousness, seizure, or life-threatening injuries.
• Comfort and stay with the child at all times.

2. Notify Parents or Guardians
• Contact the parent or guardian immediately following an incident.
• If unavailable, follow the child’s emergency contact list.
• In life-threatening emergencies, emergency services are called before notifying parents.

3. Documentation
• Complete a Child Care Licensing Incident/Injury Report Form.
• Record the date, time, location, description of incident, first aid or medical actions taken, witnesses, and parent communication.
• Submit reports to Alberta Child Care Licensing if the injury or illness meets the criteria for a reportable incident.

4. Supervision and Child Support
• Assign a second staff member to maintain supervision of the rest of the children.
• Offer emotional support to the injured or ill child with gentle reassurance and calm language.
• If the child is transported to hospital, a staff member may accompany them if required until the parent arrives.

5. Follow-Up
• Review the incident with staff and leadership to determine preventive actions.
• Communicate with the family for follow-up care, if needed.
• Reassure and inform other families if the illness has implications for the group (e.g., contagious illness notice via Alberta Health guidelines).

⸻

Family Communication
• Families receive a written report for all injuries, including minor ones.
• In the event of a serious or critical incident, families are called immediately and may be asked to pick up the child.
• Confidentiality is maintained at all times.

⸻

Staff Training and Responsibilities
All staff are trained in:
• Pediatric first aid and CPR
• Emergency response protocols
• Injury prevention strategies
• Emergency drills are practiced regularly (e.g., fire, evacuation, lockdown).
• First aid kits are checked monthly and restocked as needed.

⸻

Policy Review

This policy is reviewed annually or as required by updates to legislation or health authority guidance. Staff and families are notified of significant changes.

PANDA CUB HOUSE – INCIDENT & ACCIDENT REPORTS POLICY
Promoting Transparency, Accountability, and Child Well-being
Updated April 2025

⸻

Policy Statement

At Panda Cub House, we are committed to ensuring the safety, well-being, and rights of every child through consistent and transparent incident and accident reporting practices. We believe that open communication with families, reflective practice, and continuous improvement are essential to a safe and nurturing learning environment. Our policy aligns with the Alberta Child Care Licensing Regulation, Alberta Health Services, and the Alberta FLIGHT Curriculum Framework.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Children are mighty learners and citizens who deserve to feel safe, seen, and heard.
Implementation:
• Educators approach every incident with a lens of respect, responsibility, and reflection.
• Children’s experiences are acknowledged and their voices are included when appropriate (e.g., “You were hurt today—let’s help your body feel better.”)
• Educators reflect on how the environment, relationships, or routines can be adjusted to prevent similar incidents.

⸻

2. Alberta Child Care Licensing Standards

Principle: All accidents, incidents, and near misses must be documented and reported in accordance with regulations.
Implementation:
• Written reports are completed on the day of the incident and shared with families for review and signature.
• Serious incidents (e.g., head injuries, allergic reactions, missing child) are reported to Alberta Licensing within 2 business days using official forms.
• Records are stored securely and retained for the length of time required by regulation.

⸻

3. Alberta Health Services (AHS)

Principle: Health and safety practices must be implemented to prevent and respond to illness and injury.
Implementation:
• First aid is administered by trained staff, and proper infection prevention (e.g., gloves, sanitization) is followed.
• Parents are contacted immediately in the case of injury or illness requiring medical attention.
• Contagious incidents (e.g., outbreaks, exposure to bodily fluids) are managed and reported per AHS guidelines.

⸻

Definitions
• Incident: Any unplanned event that results in or could have resulted in harm to a child, including behavioral incidents or environmental hazards.
• Accident: An unintentional physical injury (e.g., fall, bump, cut).
• Serious Incident (Reportable): Includes hospitalization, emergency medical services, missing or unsupervised child, intruder, or emergency evacuation.

⸻

Step-by-Step Procedure

1. Immediate Response
• Ensure the child’s safety and comfort.
• Provide first aid as needed.
• Call 911 for critical incidents.
• Notify the family immediately by phone if the incident is serious.

2. Documentation
Complete the Incident/Accident Report Form:
• Date, time, location
• Description of what occurred
• Actions taken, including first aid
• Staff involved and witness names
• Child’s response and outcome
• For reportable serious incidents, complete the Alberta Licensing Incident Reporting Form and notify the program director immediately.

3. Parent/Guardian Communication
• Review the written report with the parent/guardian at pickup.
• Obtain a signature to confirm receipt and understanding.
• Provide a copy to the parent and retain a copy in the child’s file.

4. Internal Follow-Up
• Program leadership conducts a root cause analysis if applicable.
• Safety audits or environmental adjustments may follow repeated incidents.
• Staff reflect as a team on preventive strategies and improvements.

⸻

Confidentiality and Record-Keeping
• All incident reports are treated as confidential and stored in a locked file cabinet or secure digital system.
• Reports are not shared with families other than the child’s own.
• Reports are retained in accordance with licensing record retention requirements.

⸻

Staff Training
Staff receive orientation and regular refreshers on:
• Completing accurate, objective reports
• First aid and emergency response
• Recognizing and preventing incidents
• Reporting requirements under licensing and AHS

⸻

Policy Review

This policy is reviewed annually, or when legislation or licensing requirements change. Updates are shared with all staff and included in the family handbook when applicable.

PANDA CUB HOUSE – EMERGENCY EVACUATION POLICY & PROCEDURES
Prepared. Calm. Safe. Always Ready.
Updated April 2025

⸻

Policy Statement

Panda Cub House is committed to ensuring the health, safety, and protection of every child, educator, and visitor in the event of an emergency. In compliance with the Alberta Childcare Licensing Regulation, Alberta Health Services, and Occupational Health and Safety (OHS) legislation, we maintain detailed evacuation procedures, conduct regular drills, and train staff in emergency response protocols.

This policy covers evacuation in the event of:
• Fire
• Gas leak or chemical hazard
• Flood or severe weather
• Power outage
• Threats (e.g., intruder, violence nearby)
• Any situation where it is safer to exit the building than remain inside

⸻

Guiding Legal and Health Principles

Alberta Childcare Licensing Standards
• Programs must have a written evacuation plan and conduct monthly emergency drills.
• All children must be evacuated and accounted for within 3 minutes.
• Plans must be posted and practiced, and all staff must know their roles.

Alberta Health Services (AHS)
• Health and hygiene kits, emergency medication, and first aid must be brought during evacuation.
• Safe shelter or alternative arrangements must meet basic health and safety requirements.

Alberta Child Care Act & Regulations
• Licensing requires up-to-date emergency contact and health information for each child.
• Evacuation procedures must be reviewed with families and included in the Parent Handbook.

Alberta Occupational Health and Safety (OHS)
• All employees must be trained on workplace emergency procedures.
• Staff must wear appropriate footwear and use equipment safely during evacuations.
• Hazards during evacuation (e.g., ice, smoke, panic) must be anticipated and mitigated.

⸻

Evacuation Roles & Responsibilities

Role Responsibility

Director / Designate

Call 911, bring emergency binder, ensure full building sweep, communicate with licensing and families

Educators

Evacuate children calmly, perform headcount, bring emergency meds, lead children to meeting point

Float / Support Staff

Do final room checks (bathrooms, closets), check attendance list with educators

All Staff

Remain calm, supervise children, follow chain of command, maintain safety at all times

 

⸻

Evacuation Procedure – Step-by-Step

Step 1: Alarm Activation or Notification
• Fire alarm or director announcement initiates evacuation.
• Staff immediately begin evacuation protocol.

Step 2: Evacuate the Building
• Educators guide children calmly and swiftly to designated exit.
• Children do not stop to collect personal belongings.

Staff bring:
• Attendance list
• Emergency contact binder
• First aid kit
• Emergency medications (EpiPens, inhalers)
• All doors closed behind exiting groups (if safe to do so).

Step 3: Headcount & Relocation
• Regroup at the designated assembly area (e.g., far end of parking lot or alternate site like a nearby school/church).
• Perform headcount and name-call.
• Confirm all children, staff, and visitors are accounted for.

Step 4: Call Emergency Services
• Director or designate calls 911.
• Provide location, number of children, nature of emergency, and any injuries.

Step 5: Notify Families
• Parents are notified via BrightWheel and/or phone once children are safe and the situation is under control.
• Provide instructions for pick-up, if needed.

⸻

Alternate Evacuation Site

Location:

Dr. Donald Massey School, next to the houses, nearby the teacher's parking lot.

Address:

5435 162 Avenue NW, Edmonton, AB T5Y 0E8

Phone Number:

(780) 457 - 5435

Children may be walked or transported there in case of extended evacuation or unsafe conditions at the center.

⸻

Monthly Drill Expectations
• Evacuation drills are held monthly and documented.
• Different emergency scenarios are practiced (e.g., fire, gas leak, intruder).
• Drills include full evacuation, headcount, and regrouping.
• Any issues or delays are reviewed with staff for correction.

⸻

Emergency Supplies

Each classroom and emergency bag contains:
• Updated attendance and contact list
• First aid kit
• Emergency medications and medical information
• Flashlight and whistle
• Bottled water and gloves
• Comfort items (blanket, soft toy) for young children

⸻

Staff Training
• Emergency procedures are reviewed upon hiring and annually.

All staff trained in:
• Evacuation routes and supervision responsibilities
• Emergency communication and de-escalation
• Administering first aid and using emergency medications
• Staff must wear closed-toe footwear and secure children’s safety at all times.

⸻

Parent Communication & Consent
• Emergency procedures are included in the Parent Handbook.

• Emergency relocation may occur
• Staff will notify them immediately after children are safe
• Their child’s information is part of our emergency binder

⸻

Policy Review

This policy is reviewed annually or when:
• Emergency procedures change
• Licensing standards are updated
• Drills reveal needed improvements

 

Parent Handout – Emergency Evacuation Procedures

 

PANDA CUB HOUSE – HOW WE KEEP YOUR CHILD SAFE IN AN EMERGENCY

At Panda Cub House, your child’s safety is our top priority. We have detailed emergency plans in place to ensure children are protected, calm, and accounted for during any situation that requires us to evacuate the building.

⸻

What is an Emergency Evacuation?
This means we quickly and safely remove all children, staff, and visitors from the daycare due to:
• Fire
• Gas leak or chemical hazard
• Flood or power outage
• Intruder or community threat
• Any unsafe condition inside the building

⸻

Where Do We Go?
We take the children to a safe area outside our building or to our designated alternate site:

Location:

Dr. Donald Massey School, next to the houses, nearby the teacher's parking lot.

Address:

5435 162 Avenue NW, Edmonton, AB T5Y 0E8

Phone Number:

(780) 457 - 5435

You will be contacted through BrightWheel and/or a phone call once we have safely regrouped.

⸻

What We Bring With Us:
• Attendance lists
• Emergency contacts
• First aid kits & medications
• Comfort items for children
• Cell phones for communication

⸻

How You Can Help:
• Ensure your emergency contact info is always up to date
• Dress your child in weather-appropriate clothing each day
• Talk with your child about safety drills in a calm, confident way

⸻

We hold monthly evacuation drills so children know what to do, and educators practice staying calm and organized. If you have questions about our emergency plan, please contact us anytime.

Thank you for trusting us with your child’s safety!

—The Panda Cub House Team

 

Staff Emergency Roles Poster (Quick Reference)

PANDA CUB HOUSE – STAFF EMERGENCY EVACUATION ROLES
Stay calm. Move quickly. Keep children safe.

Director / Designate
• Call 911
• Grab emergency binder
• Sweep the building (if safe)
• Communicate with licensing & families

Educators
• Evacuate with your group
• Bring attendance sheet & meds
• Keep calm voice, use familiar songs or counting
• Do headcount before/after exiting

Float/Support Staff
• Double-check washrooms and hidden spaces
• Support groups with high needs
• Help distribute first aid materials

All Staff
• Wear closed-toe shoes
• Never re-enter the building
• Use clear, calm communication
• Regroup at assembly zone and re-count heads

Know your group. Know your role. Be ready to lead.

PANDA CUB HOUSE – PROMOTING A SAFE & HEALTHY ENVIRONMENT POLICY
Creating Nurturing Spaces Rooted in Respect, Regulation, and Relationships
Updated April 2025

⸻

Policy Statement

At Panda Cub House, we are committed to providing a physically, emotionally, and psychologically safe environment that supports every child’s right to health, protection, and well-being. Our practices are guided by the Alberta FLIGHT Curriculum Framework, Alberta Childcare Licensing Standards, Alberta Health Services, Children’s Laws, and the Alberta Childcare Act and Regulations, as well as foundational knowledge from brain science, trauma-informed care, and inclusive principles.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: A strong image of the child is central to safe, meaningful learning.
Implementation:
• Educators create caring spaces where children feel physically and emotionally safe.
• Daily routines and transitions are predictable, fostering security and trust.
• Risky play is supervised and facilitated to support safe exploration and risk assessment skills.

⸻

2. Alberta Child Care Licensing Standards & Regulations

Principle: Environments must meet or exceed safety and health requirements.
Implementation:
• Daily indoor/outdoor safety checks are conducted.
• Cleaning, sanitization, and safe food handling follow AHS guidelines.
• First aid kits, emergency plans, supervision ratios, and safe equipment are always maintained.

⸻

3. Alberta Health Services (AHS)

Principle: Environments must support physical health and infection prevention.
Implementation:
• Staff promote handwashing, respiratory hygiene, and healthy eating.
• Sick children and staff are excluded as per AHS guidelines.
• Ventilation, clean air, and sanitization practices are consistent.

⸻

4. Alberta Child Care Act & Children’s Laws

Principle: Children have the legal right to safety, security, and protection.
Implementation:
• Staff report concerns of neglect or abuse according to mandatory reporting laws.
• Emergency drills (fire, lockdown, evacuation) are practiced monthly.
• All adults working with children pass a vulnerable sector check.

⸻

5. EDIA (Equity, Diversity, Inclusion, Accessibility)

Principle: All children deserve safe and inclusive environments that respect their identity.
Implementation:
• Materials and activities reflect diverse backgrounds and experiences.
• Children with accessibility needs receive appropriate accommodations to participate safely.
• Cultural safety is respected in hygiene, touch, rest, and wellness routines.

⸻

6. ASAP (Access, Support, Participation)

Principle: All children are entitled to full participation with individualized support.
Implementation:
• Children with health or developmental needs are provided inclusive care plans.
• Adapted equipment, quiet zones, or sensory tools are made available as needed.
• Families and specialists collaborate on health/safety plans (e.g., allergies, asthma).

⸻

7. GRIT Program – Social Emotional Well-being

Principle: A safe environment also includes emotional and relational safety.
Implementation:
• Educators build secure attachments through co-regulation, empathy, and consistency.
• Safe spaces are available for children to self-regulate or calm down.
• Positive behavior guidance replaces discipline with emotional coaching and reflection.

⸻

8. Brain Story & Brain Development

Principle: Consistent, loving care supports optimal brain growth and resilience.
Implementation:
• Calm, predictable routines help reduce toxic stress and promote healthy neural pathways.
• Educators use serve-and-return interactions to build brain architecture.
• Loud, chaotic, or overstimulating environments are avoided to protect developing brains.

⸻

9. Ages and Stages Development

Principle: Health and safety practices must reflect developmental understanding.
Implementation:
• Safe sleep environments for infants, risk assessments for toddlers, and autonomy for preschoolers are respected.
• Safety rules are explained in age-appropriate ways (e.g., using visuals and modeling).
• Supervision is adjusted based on the child’s age and developmental capacity.

⸻

10. Trauma-Informed Care & ACES

Principle: Children with past or ongoing trauma need extra emotional safety.
Implementation:
• Educators maintain calm, sensitive responses to behaviors or stress cues.
• Staff avoid yelling, shaming, or punitive responses.
• Transitions, separation, and emergencies are handled with gentle, anticipatory communication and family collaboration.

⸻

Daily Health and Safety Practices at Panda Cub House
• Safety Checklists for indoor/outdoor areas and equipment
• Handwashing routines built into daily schedule
• Visual health reminders in bathrooms and classrooms
• Emotional check-ins with children throughout the day
• Incident and injury documentation and parental communication for all events
• Emergency response drills practiced regularly
• Secure building access and sign-in/out system for all visitors and families

⸻

Family and Community Partnerships
• We provide families with guidance on wellness routines, illness policies, and nutrition.
• We collaborate with AHS, GRIT, and early intervention services when needed.
• Families are encouraged to share health or safety concerns openly.

⸻

Staff Training and Commitment

All staff are trained in:
• Pediatric First Aid and CPR
• Brain development and trauma-informed care
• Health and hygiene protocols (AHS standards)
• Alberta Licensing regulations
• Inclusive and culturally safe practices

⸻

Policy Review

This policy is reviewed annually or when health, licensing, or research updates occur. Feedback from staff and families is welcomed and considered in all revisions.

PANDA CUB HOUSE – HEALTH AND SAFETY POLICY, PROCESS & PROCEDURES
Protecting Children’s Well-Being Through Inclusive, Proactive, and Responsive Practices
Updated April 2025

⸻

Policy Statement

At Panda Cub House, we are deeply committed to maintaining the physical, emotional, developmental, and psychological safety of every child in our care. We follow Alberta Child Care Licensing Regulations, Alberta Health Services (AHS) health standards, and the Child Care Act, while aligning with the Alberta FLIGHT Curriculum Framework, and inclusive frameworks such as EDIA, ASAP, and trauma-informed care. Our approach recognizes that health and safety include both protection from harm and access to nurturing, equitable environments.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Well-being is foundational to children’s learning and citizenship.
Implementation:
• We design daily routines and environments that foster a sense of belonging and safety.
• Educators build relationships that promote secure attachment and co-regulation.
• Health and safety are integrated into responsive caregiving and daily pedagogical documentation.

⸻

2. Alberta Child Care Licensing Standards & Regulations

Principle: Programs must protect the health, safety, and welfare of all children.
Implementation:
• We maintain daily safety and cleaning checklists, conduct monthly emergency drills, and document all incidents or illnesses.
• All staff have up-to-date first aid and child care certification.
• Licensing ratios and supervision standards are strictly followed indoors and outdoors.

⸻

3. Alberta Health Services (AHS)

Principle: Environments must promote hygiene, prevent disease transmission, and manage health risks.
Implementation:
• Handwashing, diapering, food prep, and illness exclusion protocols are strictly followed.
• Medication and first aid procedures are implemented per AHS guidelines.
• Staff are trained in recognizing signs of illness, infection, or injury.

⸻

4. Alberta Child Care Act & Children’s Laws

Principle: Children have the right to protection, dignity, and a voice in their own care.
Implementation:
• Any suspicion of abuse, neglect, or unsafe behavior is reported immediately, per child protection laws.
• Children’s privacy and consent are respected when providing health or hygiene support.
• Policies are communicated clearly to parents and updated as needed.

⸻

5. EDIA Principles (Equity, Diversity, Inclusion, Accessibility)

Principle: Every child must be able to participate in a safe environment that respects their identity and needs.
Implementation:
• Materials, routines, and environments reflect diverse cultural practices, abilities, and sensory needs.
• Individual support plans are created in collaboration with families when health or mobility adaptations are needed.

⸻

6. ASAP Principles (Access, Support, Participation)

Principle: All children deserve equal access to safe, enriching experiences.
Implementation:
• Transitions are supported with visuals, routines, and coaching.
• Children with exceptionalities receive targeted support for health and safety (e.g., EpiPens, mobility aids, sensory accommodations).
• Staff are trained to observe and respond to children’s verbal and non-verbal health cues.

⸻

7. GRIT Program – Social Emotional Well-being

Principle: Emotional safety is as important as physical safety.
Implementation:
• All classrooms include cozy corners, calm-down tools, and relationship-based guidance strategies.
• Children are taught to identify and express feelings using visuals and intentional conversations.
• Regulation and safety are supported through responsive educator-child interactions.

⸻

8. Brain Story & Brain Development

Principle: Safe, consistent care promotes brain development and lifelong health.
Implementation:
• Predictable routines and regulated environments reduce toxic stress.
• Educators support children’s executive function and problem-solving through play and coaching.
• Healthy nutrition, sleep, and sensory play are emphasized as part of whole-child well-being.

⸻

9. Ages and Stages Development

Principle: Health and safety measures must reflect children’s developmental needs and capacities.
Implementation:
• Infants are held during bottle-feeding and closely supervised during floor play.
• Toddlers receive frequent toileting and handwashing support, while preschoolers are guided to manage hygiene independently.
• Children are empowered to express discomfort, illness, or needs based on their developmental stage.

⸻

10. Trauma-Informed Care & ACES

Principle: Children with trauma histories need environments that are predictable, empowering, and safe.
Implementation:
• Transitions are slow, intentional, and supported with visual cues and emotional language.
• Staff use calm voices, body-aware interactions, and validate children’s feelings during challenging moments.
• Staff never use isolation, restraint, or threats under any circumstance.

⸻

Daily Practices & Procedures

Health Checks
• Informal wellness checks at drop-off (mood, symptoms, energy)
• Visual checks throughout the day
• Daily log of any first aid, symptoms, or behavior changes

Safety Procedures
• Classroom and outdoor spaces inspected daily for hazards
• Monthly emergency drills (fire, lockdown, evacuation)
• Incident and injury forms completed, reviewed, and shared with families

Hygiene & Cleaning
• Toys, surfaces, and bathrooms cleaned per AHS standards
• Handwashing after toileting, before/after eating, and after sensory play
• Sick children sent home per illness policy and AHS guidelines

⸻

Family Communication
• Parents are informed of injuries, symptoms, or safety concerns through BrightWheel and/or a phone call
• Health alerts (e.g., flu outbreak) are posted and shared promptly
• Parents are invited to share health updates or medical conditions, which are documented in the child’s confidential file

⸻

Staff Training
All staff are trained in:
• First Aid & CPR
• AHS hygiene and illness protocols
• Emergency response and evacuation
• Trauma-sensitive care
• Safe lifting and mobility practices (per OHS guidelines)

⸻

Policy Review

This policy is reviewed annually, or whenever there are:
• Updates to Alberta Health or Licensing Regulations
• Major environmental, staffing, or safety changes
• Feedback from staff, families, or licensing officers

 

Parent-Friendly Health & Safety Handout

PANDA CUB HOUSE – HOW WE KEEP YOUR CHILD SAFE & HEALTHY

At Panda Cub House, your child’s safety and well-being are our top priorities. We follow Alberta Health Services and Child Care Licensing standards to ensure that every child is cared for in a clean, secure, and emotionally supportive environment.

⸻

What We Do Every Day:
• Health checks during drop-off and throughout the day
• Handwashing routines before meals, after toileting, and after play
• Safe, clean play environments (toys sanitized daily, surfaces wiped down often)
• Daily safety inspections of classrooms and outdoor areas
• Healthy food practices and proper food handling
• Calm, respectful caregiving to help children feel emotionally safe

⸻

In Case of Illness or Injury:
• Minor injuries are treated with first aid and documented
• Families are contacted via BrightWheel or phone if their child needs to go home
• Sick children are asked to stay home until symptoms are gone or cleared by a doctor
• Emergency contact info is kept up-to-date and accessible

⸻

What You Can Do to Help:
• Keep your child home if they are sick
• Dress your child for the weather (we go outside daily)
• Label all personal items
• Let us know of any allergies, medications, or health changes

Together, we create a safe and healthy place where children can thrive!

⸻

Daily/Weekly Health & Safety Checklist Template

PANDA CUB HOUSE – HEALTH & SAFETY CHECKLIST

- Floors and surfaces clean and sanitized

- Toys cleaned and stored safely

- Bathrooms cleaned, stocked, and safe

- Outdoor play space checked for hazards

- Emergency exits clear and accessible

- Medications stored and labeled correctly

- Gloves and cleaning supplies stocked

- Allergies posted and up-to-date

- Attendance sheets and emergency contacts updated

- Child health symptoms observed

- Handwashing practiced by staff and children

PANDA CUB HOUSE – HANDWASHING, TOILETING & DIAPERING POLICY
Promoting Health, Dignity, and Independence through Developmentally Appropriate Care
Updated April 2025

⸻

Policy Statement

Panda Cub House is committed to providing safe, sanitary, and respectful handwashing, toileting, and diapering practices that align with children’s developmental needs and health guidelines. We follow Alberta Health Services (AHS) infection prevention procedures, comply with Alberta Child Care Licensing Standards, and support children’s emerging independence as described in the Alberta FLIGHT Curriculum Framework.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Health and well-being are foundational for children’s participation, play, and learning.
Implementation:
• Educators support children’s agency and identity by involving them in routines (e.g., choosing their underwear or learning to flush).
• Routines are used as learning opportunities that build trusting relationships, communication, and self-regulation.
• Educators respect children’s cues, privacy, and readiness when supporting toileting.

⸻

2. Alberta Child Care Licensing Standards

Principle: Hygiene and sanitation procedures must be followed to prevent the spread of illness.
Implementation:
• Diapering areas are sanitized after each use.
• Toilets, sinks, and floors are cleaned daily or as needed.
• Children are always supervised during toileting, and toileting routines are recorded as per licensing requirements.
• Gloves are worn during diaper changes and handwashing is enforced after each procedure.

⸻

3. Alberta Health Services (AHS)

Principle: Follow public health best practices to prevent the spread of communicable diseases.
Implementation:
• Handwashing is practiced:
• Before eating or handling food
• After toileting or diapering
• After outdoor play or messy activities
• Staff demonstrate and assist with handwashing using soap and running water for 20 seconds.
• Disposable gloves are used and discarded properly. Surfaces are sanitized with AHS-approved solutions.

⸻

4. Age-Appropriate Developmental Stages

Principle: Children develop toileting skills at different rates.
Implementation:
• Infants are changed as needed and at least every 2 hours, using developmentally appropriate communication (e.g., “Time for a fresh diaper!”).
• Toddlers are supported through routine potty times, verbal encouragement, and flexible responses to accidents.
• Preschoolers are encouraged to develop independence, with verbal guidance and positive reinforcement.

⸻

Handwashing Procedures
1. Wet hands with warm running water.
2. Apply soap and lather for 20 seconds.
3. Rinse thoroughly.
4. Dry hands with a disposable towel.
5. Turn off the tap with the towel (not bare hands).

Children wash hands:
• Upon arrival
• Before/after eating
• After using the toilet or being diapered
• After coughing, sneezing, or touching face
• After playing outdoors or with sensory materials

⸻

Toileting Support
• Toileting is offered at scheduled times and as needed.
• Educators use calm, encouraging language to support children’s confidence.
• Children are never shamed, punished, or rushed during accidents.
• Toileting accidents are cleaned respectfully and discreetly, and extra clothing is kept on-site.

⸻

Diapering Procedures
1. Gather all supplies (diaper, gloves, wipes, fresh clothing if needed).
2. Put on gloves and place child on a sanitized changing mat.
3. Remove soiled diaper and clean the child front to back.
4. Dispose of wipes and diaper in a hands-free, lined bin.
5. Apply clean diaper, assist child in dressing.
6. Sanitize the mat and dispose of gloves.
7. Wash the child’s and educator’s hands immediately after.

⸻

Family Collaboration
• Parents are encouraged to communicate their child’s toileting routines, cues, and readiness.
• Educators update families on diapering/toileting progress daily.
• Cultural or personal preferences for hygiene are respected within health guidelines.

⸻

Staff Training and Review

All staff are trained in:
• AHS sanitation protocols
• Alberta Licensing requirements
• FLIGHT-based routines that support learning and care
• Developmentally appropriate toileting and diapering practices

Policy is reviewed annually or when public health guidelines change.

POTTY TRAINING POLICY

Learning to use the toilet is an important step in a child’s development. Readiness to control bladder and bowel functions is as individual as each child. A child who exhibits initial interest in toilet training at home may not be as ready at daycare. This is primarily due to the amount of activity and distractions during the day. 

Once children begin to express an interest in toilet training at the daycare, we will work with your child to be successful. Although there is no definite age when readiness occurs, children around 2 years old often begin to show muscle control and have the language and intellectual maturity to understand the toilet concept. Most children achieve bowel control and daytime urine control by 3 to 4 years of age.  

When you feel your child is ready for toilet training, we ask that you begin teaching at home. We will follow through and encourage your child while they are in our care. Daily communication between the parent and day care provider is very important.

CHILDREN ARE MOST LIKELY READY TO BEGIN TOILET TRAINING WHEN: 

• They show a preference for clean diapers and when soiled ask to be changed. 

• They stay dry at least 2 hours at a time during the day or are dry after naps. 

• Their bowel movements become regular and predictable. 

• Facial expressions, posture, or words reveal that your child is about to urinate or have a bowel movement. 

• They can walk to and from the bathroom and help undress. 

• They ask to use the toilet or potty chair or they ask to wear underwear. 

1. Toilet Training must begin at home. Children will be toilet trained in accordance with the requests of the family and in a manner that is consistent with the child’s readiness, both physical and emotional. The Caregivers and the family will work together when a child is ready and then negotiate a plan that will be consistent and manageable in both settings. 

2. No child is punished, verbally abused, or humiliated for soiling, wetting or not using the toilet. 

3. Children shall be supervised at all times while toileting. 

4. All Caregivers will be willing to assist in the toileting process when necessary. 

5. Children and Staff are required to wash their hands with liquid soap and running water after toileting. Staff will also wash their hands after assisting a child with toileting. Proper handwashing procedures are always required to be used. 

6. Clothing soiled or wet will be bagged and stored apart from other items until the child leaves the center. The parent will be informed of what happened during the day so they know to clean the clothing appropriately. 

7. A change of clothing must be kept for all children at the daycare in case of an accident. The parent will be informed when the supplies are running low so another change can be brought in. If the child has no spare clothing, the center will provide a set, which is to be cleaned before being returned to the center so another child can wear them. 

8. We request that children be dressed in clothing that is easy for them to pull up and down. (No zippers, overalls, belts) 

9. We request children first transition from diapers to pull-ups (that attach at the sides) and once toileting control is reached they then be placed in underwear. Spare items must be supplied for the Toilet Training process. 

SUMMARY:

- The child must be showing signs of readiness and able to control their bladder and bowel movements.
- The child must be kept in a diaper, pull-ups, vinyl training pants, or underwear.
- Please keep in mind that the high activity level here at the Center may distract your child from responding to the urge to use the potty more so than at home.
- Staff will never put a child on the potty unless the child is willing.
- Staff cannot wash out soiled clothing per regulations set by the Alberta Health Services. They are required to put soiled clothing in a plastic bag for you to take home and wash.
- Please send them to daycare with loose fitting clothing that your child can manage independently. Try to avoid tight clothing, pants with snaps or buttons, overalls, and tight leggings.
- The child will be encouraged to use the potty every 30 minutes.
- Parents are required to supply the diaper/pull-up or vinyl training pants and extra clothing (including socks) daily.
- A pull-up or diaper will be put on the child during naptime.
- We encourage every child to be toilet trained before transitioning into the preschool room.
- We encourage parents to communicate with your child’s teacher throughout the potty training process.

 

POTTY TRAININGLETTER TO PARENTS

Potty Training in the Daycare

I have had a few questions recently from parents of children two and up regarding their child’s readiness to begin toilet training. I have shared some of our ideas and routines with some parents but thought it would be easier for all if I wrote down a few power points regarding training so we could all be on the same page.

I think it’s a common misconception that most children potty train during the twos. In my experience with children in the day care and children entering the day care it is usually around the age of three for girls and three and a half for boys. Some kids do train earlier or later than that. The youngest kid I have ever trained was 22 months and the oldest was four. It’s a pretty wide range of “normal”.

If you feel your little one is ready, I would like to share with you some ideas and experiences to help the process. We have some basic policies when the time comes to begin training. I’ve put in bold the most important points. This may sound awfully official but honestly this is all to help make this go easily for everyone.

Let’s define a potty trained child:

A potty trained child is a child who can do the following:

1) Be able to TELL the adult they have to go potty BEFORE they have to go. They must be able to say the words “I have to go potty” BEFORE they have to go.

2) Be able to pull down their underwear and pants and get them back up without assistance.

3) Be able to wipe themselves after using the toilet.

4) Be able to get off the potty by themselves.

5) Be able to wash and dry hands.

6) Be able to go directly back to the room without directions.

7) Be able to postpone going if they must wait for someone who is in the bathroom or if we are outside and away from the house.

The first one is the number one key to successful training. Children who are ready to train have the ability to perceive events that are going to happen before they happen. Because we cannot allow children to just go in and out of the room to freely use the potty they MUST learn they have to tell us so that we can accompany them into the room and supervise them. At home you can allow them free access to the bathroom if you choose but we are prohibited by our regulations to allow them to go unaccompanied. Because of this they need to learn that they must tell the adult they have to go BEFORE they have to go. We do not accept signs that the child has to go or nonverbal behavior. It must be the words “I have to go potty”.

Is your child ready to begin training?

Sometimes parents feel that if their child is able to actually pee on a potty at home when the parent places them on the potty that this is the sign they are ready to train. From my experience this is not necessarily a sign. I have seen many children who are able to do this who actually trained more than a year after they were able to do this. I always say that potty training is five percent ability to get their clothes on and off, five percent ability to go pee or poop in the potty and NINETY percent being able to identify when they have to go and telling the adult BEFORE they have to go.

Another misconception is that if a child tells you that they have peed or pooped in their diaper that it’s a sign that they are ready to train. I haven’t seen ANY correlation to a child’s awareness AFTER they have gone to their ability to recognize and act BEFORE they have to go.

Some things we do to get kids ready to train:

1) We start reading potty books and talking about going potty in the big girl or big boy potty during changing.

2) We have them sit on the potty during natural transition times (before and after meals, before and after naps, and diaper changes).

3) We practice with them getting their pants up and down on their own and hand washing.

4) We will supervise them and watch for signs that they have to go or are going and get them off to the potty.

5) We keep close communication with the parents about any indicators suggesting the child is ready.

Some things we don’t do:

We do not put kids on a potty schedule where they go every half hour or hour. It’s very time consuming with little to no benefit. From experience we have seen this cause many problems with children not being able to hold much urine and having to constantly go to the potty further along down the line. They are able to settle down at nap because once they relax and have a little bit of pee they have to get up and go. They can’t do walks because they can’t make it very long without having to come back to the potty. The day pretty much centers around the potty which just isn’t realistic in this setting.

We don’t limit food or drinks to only be given at certain times. We maintain the same food and snack schedule during training.

We don’t clean out poopy underwear. We will bag pee soaked underwear and return it to the parent at the end of the day but we will not do this with soiled underwear. We must dispose of that immediately into the garbage. We don’t do laundry of any soaked or soaked or soiled clothes. They are bagged, put outside, and returned to the parents at the end of the day.

Some helpful hints to help you at home:

There are some easy daily things you can do at home that will really help your child’s progression. Some of these may sound silly but trust us… they REALLY work.

1) Be cheery about the potty. A happy experience each time they are on the potty will translate into quick training at home.

2) If there are two adults in the house, have each adult “ask” the other adult if he/she can go to the potty at least four or five times a day. Your child seeing and hearing you “ask” if you can go will get the idea in their head that they need to do that too.

3) Praise the child on success for every step of the process but do not overdo it. You don’t want them trying to do the potty thing fifty times a day to get your attention or get rewarded. A “way to go” or a “thumbs up” and big smile will let them know you are proud. We use the phrase “you go potty like the BIG boys/girls do!!!! They love the idea of being BIG.

4) Bribery can be a good thing. Use stickers or small treats (like gummies, jelly beans, teddy grahams) ONLY after potty success. Have the child give the same treat to everyone around him that can have the treat. Passing a treat for his success will make the child happier than getting the treat himself. Every person receiving the prize says “Good job little buddy… you go potty like the big boys do”.

5) Let the child in the bathroom with you when you are going potty. This is really important for the same sex parent. Let them see how it works and you wash up afterwards.

6) Don’t let them play with toilet paper. If they are infatuated with toilet paper give them a couple of generic cheapo rolls to play around with in the house to get it out of their system.

7) No punishment or consternation for accidents. Just talk to them about them needing to ask to go to the potty next time. We say “next time you will go potty like the BIG boys do… okay?!!”

8 ) If you see them mid way trying to poop or pee, scurry them off to the potty to finish up.

9) Give your child three or four minutes to get the job done. It shouldn’t take more than a few minutes. Don’t let it turn into an attention seeking time where the child gets you to one to one them. It’s only about going potty. If they don’t go in a reasonable time tell them it’s time to get off and we will try again another time.

10) Don’t allow potty time to be a stall tactic to avoid doing something the child doesn’t want to do. We see this here at toy pick up and nap time. Some kids will claim they have to go potty to avoid having to go to bed. If you see a pattern of avoidance, have the child do the potty a little bit before you want them to do whatever they are avoiding so it doesn’t interfere.

11) I don’t encourage any toys or books during the training time. It really can backfire on you. Potty time will quickly turn into one to one attention and play time for the child. After a child has been trained for a few months you can add a book for them to look at if they are having a hard time pooping.

12) Keep attention and interaction during potty time to a bare minimum. If your child is generally doinking around during the time he/she is sitting on the potty then turn away from them and keep the eye contact down. Keep the atmosphere calm and focused.

13) We train boys sitting down first. We switch them to standing up when they are tall enough to reach over the seat and adept enough to aim.

14) Be careful of public automatic flushing toilets. The noise of the flushing will scare them. If you bring a little post-it note with you when you go out you can put it over the sensor so the toilet doesn’t automatically flush right when your child gets off of it.

15) Have fun. Stay cool. It will all work out.

Please don’t expect the same performance here as at home:

I’ve seen both ends of the spectrum with kids' ability to be “trained” here and not at home and vice versa. I’ve had kids who have been successful at home and are unable to do it here for a number of reasons:

1) Kids are not trained at home to tell the parents they have to go BEFORE they have to go but rather are allowed free access unsupervised to the bathroom in their home. Again, here they must tell us BEFORE. They can’t leave the playroom without an adult and go into the bathroom without supervision.

2) There are many more distractions here with a larger group of kids, toys, and bustling activities.

3) They need one to one attention throughout the day in order to keep up with the toileting. Here we have multi-level aged children who have various needs and supervision requirements. We can’t focus on one child but must divide our attention with all the kids. This is another reason your child must tell us he/she has to go. They need to bring it to OUR attention. We can’t focus only on them to pick up cues, sign language, or specific behaviors to tell us it is time.

4) Parents are putting the child on the potty in small time increments. We don’t do this here so the child will wet themselves many times throughout the day if this is being done at home.

5) Parents are over exaggerating and sometimes purposely deceiving the child care provider into believing the child is completely trained at home so they can avoid bringing diapers. There is also an element of the parent population who believe that early training is a sign of giftedness and want their children to be advanced. Potty training has nothing to do with giftedness regardless of the age of training.

We have also had kids who are successful here but will not do it at home. This can happen if:

1) The child is on the go a lot in the evenings and weekends making it difficult for the parent to do toileting practice at home.

2) Children are with different caregivers on the weekend who don’t continue practicing.

3) Parents want the training to be done at day care during the day and do diapers and pull-ups at home on the weekends.

We have had a number of children who train a full year at home before they train here or train here a full year before they train at home. It is best when it is done at the same time but don’t be worried if the child is successful only with you.

We don’t put children into underwear until they have been COMPLETELY accident-free HERE for two full weeks.

This is an absolute non-negotiable policy. I have potty trained many children over the years and have found that once a child is successful for two full weeks HERE it is rare if not unheard of for them to have accidents thereafter. We haven’t had a potty training accident here in over five years. This is because this policy is strictly enforced.

The reason we have this policy is because over the years we are training many kids. We have to set up policies that maintain infection control standards for the child care and protect the carpet, furniture, and inventory of the day care. We have to have higher standards than a parent has at home to avoid having to do frequent carpet and furniture cleaning and replacements. The entire day care portion of the home is carpeted.

Often when kids have accidents it isn’t discovered immediately and they end up wetting down their leg and soaking their socks. We are not literally keeping our eyes directly on just one child every second so it could go unnoticed. Once the child sits down or walks around a bit in the playroom you quickly have an entire room with urine soaked footsteps and big soaked spots from the child sitting. It only takes a few minutes of free playing to cover the room completely. The babies and toddlers play and lay directly on that carpet.

Once it’s discovered we have to have the entire room cleaned. Once urine gets into the carpet it is nearly impossible to clean it down to the pad with regular carpet cleaners. Having the carpet done professionally is very expensive and hard on the carpet.

When children soil their underwear it is a very big mess to clean up. Often the poop will soak through their clothes and cause the same problems the pee accidents cause. It can require professional cleaning and takes more staff time to deal with then the cost of diapers for a week.

Naptime training:

Sometimes kids nap on the train right away when they are awake. Most children are not able to do this and it is many months and sometimes years before they are nap trained. We require nap diapers until the child has slept through a nap for one full month without a pee accident.

What to wear during training:

Children should wear easy on and off pants during training. We prefer sweat pants like bottoms until they are physically capable of doing snaps and buttons. Please don’t send them in anything that requires us to remove the top to get to the bottom. We don’t allow overalls, kid costumes, union suits, one piece jammies, or shirts with snaps at the crotch. Belts and suspenders are never allowed in the day care for safety reasons.

Diapers and pull-ups are okay for training. We do not use pull-ups until the child is at the one week mark without accidents. We do not do cloth diapers or underwear with plastic pants. If you have had great success at home we can do the training with the underwear and a pull-up over the underwear during the training. If the child has regular accidents in the underwear we will switch them back to regular diapers and try again at another time. We use regular diapers at nap time.

Finally, I have found that a number of kids are easily potty trained during long vacations and holiday breaks. The parents have the time to do the intense work and supervision. Parents can allow the child to be in underwear for many consecutive days. If they are successful at home they still must remain in diapers and be accident free for two weeks HERE. They can come in underwear with pull-ups when they return. That way they will have a protective layer over the underwear to protect the carpet should they revert back to accidents. I will let you know how they are doing every day.

Thanks and let me know if you have any questions or want to discuss it further. If it’s done at a time when the child is truly ready it should go very easily and quickly.

PANDA CUB HOUSE – OUTDOOR PLAY SPACE POLICY
Supporting Growth, Exploration, and Belonging in Nature-Based Learning
Updated April 2025

⸻

Policy Statement

At Panda Cub House, outdoor play is a vital part of a child’s learning and development. We are committed to providing safe, inclusive, developmentally appropriate, and emotionally supportive outdoor environments that reflect the Alberta FLIGHT Curriculum Framework, Child Care Licensing Regulations, Alberta Health Services, Alberta Children’s Laws, and holistic frameworks such as Brain Story, ACES, and trauma-informed care.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Children are mighty learners who co-construct meaning through exploration and relationships.
Implementation:
• Outdoor play is not recess—it is meaningful curriculum time.
• Educators observe and document children’s outdoor play as part of their learning journeys.
• Natural materials and open-ended opportunities support inquiry, imagination, and physical literacy.

⸻

2. Alberta Child Care Licensing Standards & Alberta Child Care Act

Principle: Environments must be safe, developmentally appropriate, and supervised at all times.
Implementation:
• The outdoor play space is inspected daily using a safety checklist.
• Children are supervised at all times, with staff positioned strategically for visibility and safety.
• Outdoor play occurs for minimum required daily durations, adjusted for weather conditions per licensing.

⸻

3. Alberta Health Services (AHS)

Principle: Outdoor environments must support physical health and infection prevention.
Implementation:
• Children wash hands before and after outdoor play.
• Surfaces and equipment are cleaned and disinfected regularly.
• Children are dressed appropriately for weather, and sun safety (e.g., sunscreen, hats) is practiced.

⸻

4. Alberta Children’s Laws & Regulations

Principle: Children have the right to safety, development, and participation.
Implementation:
• The outdoor environment is enclosed, age-appropriate, and hazard-free.
• Children’s rights to movement, risk-taking, and exploration are balanced with protection and supervision.
• Emergency procedures (e.g., injury outdoors, fire drills) are practiced in the outdoor space.

⸻

5. EDIA (Equity, Diversity, Inclusion, Accessibility)

Principle: Outdoor spaces must be welcoming and usable for all children, regardless of ability, background, or identity.
Implementation:
• Adaptations and modifications (e.g., sensory zones, shaded areas, mobility-friendly paths) are provided.
• Cultural perspectives are reflected through materials, storytelling, and outdoor experiences.
• Children are encouraged to express their identities in outdoor play without bias or barriers.

⸻

6. ASAP Principles (Access, Support, Participation)

Principle: Every child has the right to participate meaningfully in outdoor play.
Implementation:
• Children with medical or developmental needs receive individualized plans to support participation.
• Inclusive equipment, flexible groupings, and educator support ensure all children access outdoor activities.

⸻

7. GRIT Program – Social Emotional Well-being

Principle: Outdoor play supports regulation, resilience, and relationships.
Implementation:
• Educators guide children in conflict resolution, turn-taking, and peer inclusion during outdoor play.
• Cozy corners or tents are provided for children who need a break or calming space.
• Physical movement is used as a tool for self-regulation and expression.

⸻

8. Brain Story & Brain Development

Principle: Repeated outdoor movement and sensory experiences build strong brain architecture.
Implementation:
• Children engage in big body play, climbing, balancing, and sensory-rich exploration.
• Educators use serve-and-return interactions outdoors to support language and social growth.
• Nature play stimulates cognitive flexibility, focus, and executive functioning.

⸻

9. Ages and Stages Development

Principle: Outdoor play should reflect developmental capabilities and interests.
Implementation:
• Toddlers explore in safe, enclosed areas with ramps, manipulatives, and push toys.
• Preschoolers engage in complex gross motor play, imaginative games, and building.
• Educators scaffold play based on each child’s physical, social, and emotional readiness.

⸻

10. Trauma-Informed Care & ACES

Principle: Children with trauma histories may need more support in outdoor play to feel safe and regulated.
Implementation:
• Predictable routines (e.g., same transitions, same outdoor toys) help reduce anxiety.
• Staff avoid yelling or sudden changes and use calm, clear transitions.
• Children are supported through sensory tools, co-regulation, and gentle redirection.

⸻

Daily Outdoor Routine
• Children go outside at least once daily, unless weather conditions are hazardous (as defined by AHS).
• Playtime includes a mix of educator-guided and child-led opportunities.
• Children are encouraged to explore freely while staff ensure safety through active, engaged supervision.

⸻

Safety & Maintenance
• Daily safety checks include inspecting fences, gates, equipment, and ground surfaces.
• Monthly inspections ensure long-term upkeep. Hazards are addressed immediately.
• Outdoor spaces meet or exceed CSA standards for playground safety.

⸻

Family & Community Involvement
• Families are informed of outdoor play policies during registration.
• Parents are encouraged to dress children appropriately and provide labeled outdoor gear.
• Outdoor spaces reflect the local environment and community cultures, and families may contribute natural materials or cultural elements (e.g., traditional games, songs).

⸻

Staff Training

All staff are trained in:
• Outdoor supervision and playground safety
• Risk-benefit assessment in outdoor play
• Inclusive and trauma-informed outdoor facilitation
• Documentation of learning in outdoor environments

⸻

Policy Review

This policy is reviewed annually or in response to environmental or regulatory changes. Feedback from families and educators informs revisions.

⸻

Parent Handout: Our Outdoor Play Philosophy

Panda Cub House – Why Outdoor Play Matters
Building Strong Minds, Bodies, and Relationships in Nature

At Panda Cub House, we believe outdoor play is more than just fresh air and fun—it’s an essential part of your child’s development.

Why we go outside every day:
• To support brain development through movement and exploration
• To build emotional regulation and confidence
• To encourage social skills, teamwork, and problem-solving
• To help children connect with nature and their local environment

Our outdoor time is:
• Aligned with Alberta’s FLIGHT Curriculum Framework
• Safe and supervised according to Licensing and AHS guidelines
• Inclusive and adapted for children of all abilities and needs
• Trauma-informed to support children who need extra care

How families can help:
• Dress children for the weather (labelled outdoor gear, hats, boots, sunscreen, etc.)
• Encourage a love for nature and movement outside of childcare hours
• Share your cultural games, songs, or nature traditions with us—we’d love to include them!

Let’s make every outdoor moment meaningful!

 

Daily Outdoor Inspection Checklist (for Staff Use)

Panda Cub House - Outdoor Play Area Safety Checklist 

To be completed daily before children access the outdoor space.

Areas/Items:

- Gates and fences secure

- Ground surface even, clear of debris or ice

- Play structures (slides, swings, climbers) safe and intact.

- No loose or broken parts on equipment

- Outdoor toys and materials clean and in good repair

- Sand or loose-fill areas raked and clean

- Water hazard absent or drained

- Outdoor storage areas closed and secure

- Shaded areas available and safe

- Animal waste and hazardous items checked and removed

- First aid kit available outdoors

- Drinking water access (if applicable)

Staff Outdoor Supervision Zones & Responsibilities

Panda Cub House – Outdoor Supervision Expectations
“Eyes On. Minds Engaged. Feet Ready.”

Before Play Begins:
• Complete the Daily Outdoor Safety Checklist
• Ensure all children are dressed appropriately
• Confirm the first aid kit is ready and accessible

During Play:
ZONE SUPERVISION:
• Staff are strategically placed to cover:
• Climbing structures
• Open play zones (running games, balls)
• Quiet/sensory zones or shaded areas
• Always maintain line of sight and active listening

ENGAGE & OBSERVE:
• Join play respectfully, observe for conflict or unsafe behavior
• Document learning moments (FLIGHT observations)
• Offer co-regulation and support as needed

COUNT & CHECK REGULARLY:
• Know your group’s headcount at all times
• Do visual checks every 10 minutes or during transitions

After Play:
• Check for injuries or incidents
• Encourage handwashing
• Reflect on learning or concerns in your team huddle or notes

Remember: Every child deserves a safe, engaging, and inclusive outdoor play experience. Let’s be present and proactive.

PANDA CUB HOUSE – RISKY PLAY & MESSY PLAY POLICY & PROCEDURES
Fostering Resilience, Curiosity, and Confidence through Real-World Exploration
Updated April 2025

⸻

Policy Statement

At Panda Cub House, we recognize that both risky play and messy play are essential to a child’s holistic development. These forms of play allow children to build confidence, motor skills, resilience, emotional regulation, and creativity. We provide safe, supported opportunities for children to engage in meaningful challenges that reflect their developmental needs and interests. All activities are guided by the Alberta FLIGHT Curriculum Framework, Alberta Childcare Licensing Standards, Alberta Health Services (AHS), and practices rooted in brain science, trauma-informed care, and inclusion.

⸻

Definitions

Risky Play:
Challenging physical or exploratory play that allows children to test boundaries and learn about risk in a supported way. Examples: climbing, jumping from heights, balancing, using real tools, or rough-and-tumble play.

Messy Play:
Open-ended sensory or artistic play that may involve getting dirty, wet, or sticky. Examples: water play, mud kitchens, paint exploration, slime, oobleck, or loose parts play.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Children are mighty learners and citizens who learn through exploration and risk-taking.
Implementation:
• Educators document risky and messy play as learning through co-inquiry.
• Play invitations include real-world materials and natural elements.
• Children are given the time and space to explore without interruption.

⸻

2. Alberta Child Care Licensing Standards & Regulations

Principle: Play must be supervised, developmentally appropriate, and safe.
Implementation:
• Risk assessments are completed for all new risky/messy activities.
• Educators maintain appropriate ratios and visibility during all play.
• Protective gear (e.g., gloves, goggles, mats) is used when needed.

⸻

3. Alberta Health Services (AHS)

Principle: Hygiene and safety protocols must be followed during all sensory or outdoor play.
Implementation:
• Messy materials (e.g., water, mud) are kept clean and replaced as needed.
• Children wash hands before and after activities.
• Soiled clothing is bagged and returned to families with a BrightWheel note.

⸻

4. Alberta Children’s Laws & Child Care Act

Principle: Children have the right to safe and developmentally appropriate play.
Implementation:
• Play is never forced; children opt into risky or messy activities.
• Emotional and physical safety are protected through constant supervision and reflective guidance.

⸻

5. EDIA Principles

Principle: All children deserve access to meaningful and inclusive play experiences.
Implementation:
• Activities are adapted for ability, sensory needs, or cultural values.
• Clothing alternatives and supports are offered to ensure all children can participate.
• Educators reflect on biases that may unintentionally limit a child’s access to adventurous play.

⸻

6. ASAP Principles (Access, Support, Participation)

Principle: Every child is supported to participate meaningfully.
Implementation:
• Adaptive tools or visual prompts help children safely take risks.
• Extra staff may be assigned for children needing close guidance.
• Social stories and visuals prepare children for messy or risky play experiences.

⸻

7. GRIT Program – Social Emotional Well-being

Principle: Healthy risk and sensory exploration support self-confidence and emotional regulation.
Implementation:
• Educators coach children through risk-taking with calm reassurance.
• Children are supported in naming feelings like “nervous” or “excited” before and after challenges.
• Messy play is used to soothe or regulate children who need sensory grounding.

⸻

8. Brain Story & Brain Development

Principle: Safe, real-life experiences build strong, flexible brain connections.
Implementation:
• Repetitive physical challenges support motor coordination and focus.
• Messy sensory play stimulates neural integration across touch, sight, sound, and movement.
• Educators narrate play to build executive functioning and language.

⸻

9. Ages and Stages Development

Principle: Risk and mess must be developmentally appropriate and flexible.
Implementation:
• Infants engage in floor-level sensory play and safe movement exploration.
• Toddlers climb, balance, scoop, and pour with close supervision.
• Preschoolers use real tools and loose parts with risk-benefit coaching.

⸻

10. Trauma-Informed Care & ACES

Principle: Children who have experienced trauma may need extra safety and predictability.
Implementation:
• Educators introduce risk slowly, using visuals and grounding tools.
• Messy play is offered with choice and consent (e.g., “Would you like to touch the slime today?”).
• All staff respond to fear-based behaviors with compassion, not correction.

⸻

Procedures

Planning and Set-Up
• Conduct risk assessments for all new materials or experiences
• Notify families via BrightWheel of planned messy or risky play days (e.g., mud day, nature exploration)
• Ensure appropriate clothing, extra changes, and outdoor gear are available
• Clearly label messy play zones indoors or outdoors

During Play
• Maintain line-of-sight supervision at all times
• Encourage safe risk-taking through prompts: “Do you feel steady there?” “What’s your plan to get down?”
• Allow for independent exploration, intervening only when needed
• Support peer interactions and coach conflict resolution

Post-Play Routine
• Help children with clean-up and handwashing
• Return dirty clothing in labeled bags with BrightWheel message or photo
• Document learning through photos and observations in BrightWheel
• Reflect with children through drawing, storytelling, or group chats

⸻

Family Communication (Using BrightWheel)
• Families are notified in advance of planned messy/risky play days
• Educators share photos, videos, and learning stories after play
• Messaging is used to coordinate extra clothing or gear
• Families are invited to share cultural or comfort considerations around risk or mess

⸻

Staff Responsibilities
• Model calm, confident facilitation of play
• Conduct safety checks before and after activities
• Maintain professional and open communication with families
• Participate in ongoing training in risky play, sensory regulation, and child development

⸻

Policy Review

This policy is reviewed annually, or as required by changes in licensing, health guidelines, or center philosophy. Feedback from families and educators is used in ongoing improvement.

Family Handout – The Value of Risky & Messy Play

Why Risky & Messy Play Is Good for Your Child
At Panda Cub House, we support children in learning through real-world exploration.

Risky Play Helps Children:
• Build self-confidence
• Learn about safety and decision-making
• Develop balance, strength, and motor skills
• Work through challenges and build resilience

Messy Play Helps Children:
• Stimulate the brain through sensory experiences
• Explore creativity and cause-and-effect thinking
• Practice emotional regulation and expression
• Relax, focus, and feel joyful

What We Do to Keep Children Safe:
• Supervise closely while giving space to explore
• Use real materials with age-appropriate guidance
• Offer choices—no child is forced to participate
• Encourage handwashing and cleanliness after play
• Send photos and updates through BrightWheel

How You Can Support at Home:
• Dress your child in comfortable, weather-appropriate clothing
• Talk about risk and mess as part of learning
• Celebrate bravery, curiosity, and effort—not perfection

Let’s get muddy, make memories, and grow together!

 

Risk-Benefit Play Reflection Form (for Staff)

Panda Cub House - Risk-Benefit Reflection Form

1. Activity Description

- What will the children be doing?

2. Age Group

- Which age group(s) will participate?

3. Benefits

- What developmental domains are supported? (ex: motor skills, regulation, confidence).

4. Risks

- What are the possible physical, emotional, or social risks?

5. Precautions

- How will risks be minimized? (ex: supervision, gear, rules)

6. Supervision Plan

- How many staff? What positions?

7. Adaptations for Inclusion

- How will all children be supported to participate? 

8. How did it go?

- After the play, what went well? What can be improved next time?

 

BrightWheel Message Template (for Parents)

Subject: Upcoming Risky & Messy Play Experience!

Hello Panda Cub House Families,

We’re excited to let you know that your child will be participating in a risky and/or messy play experience as part of their ongoing learning journey!

What to expect:
• Activity: [e.g., Mud Kitchen, Obstacle Course, Hammering with Real Tools, Slime Exploration]
• Date(s): [Insert date(s)]
• What to bring: Extra change of clothes, rain gear, labeled boots/shoes, or sun hats
• Learning goals: Building confidence, problem-solving, teamwork, sensory exploration

Educators will support children every step of the way and share photos and observations through BrightWheel. Please reach out if you have any questions or specific considerations for your child.

Thank you for your continued partnership!
—The Panda Cub House Team

PANDA CUB HOUSE – INDOOR PLAY SPACE POLICY
Creating Safe, Stimulating, and Inclusive Environments for Mighty Learners
Updated April 2025

⸻

Policy Statement

Panda Cub House is committed to providing safe, inclusive, developmentally appropriate, and emotionally responsive indoor play spaces that promote holistic learning and wellness. Our environments support children’s rights to exploration, play, and belonging, guided by Alberta’s legal and educational frameworks and research-based practices such as Brain Story, ACES, and trauma-informed care.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Environments are co-constructed spaces where children make meaning, develop identities, and build relationships.
Implementation:
• Indoor spaces are set up with open-ended materials, invitations to play, and child-led provocations.
• Learning areas reflect children’s interests and developmental stages, encouraging exploration and creativity.
• Educators document play as part of children’s learning journeys.

⸻

2. Alberta Child Care Licensing Standards & Alberta Childcare Act

Principle: Environments must be clean, safe, well-maintained, and developmentally appropriate.
Implementation:
• Materials and furnishings are age-appropriate, free from hazards, and arranged to allow for safe movement and visibility.
• Daily inspections ensure the space meets all health and safety standards.
• Children have access to a variety of play experiences—quiet, active, sensory, dramatic, and literacy-rich areas.

⸻

3. Alberta Health Services (AHS)

Principle: Indoor environments must prevent illness and support physical and emotional health.
Implementation:
• High-touch surfaces and materials are cleaned and sanitized regularly.
• Good air circulation and natural lighting are prioritized.
• Hand hygiene stations are accessible and integrated into routines.

⸻

4. Alberta Children’s Laws & Regulations

Principle: Every child has the right to safety, protection, and opportunities to thrive.
Implementation:
• Indoor areas are free from hazards and are continuously supervised.
• Children’s emotional and physical safety is prioritized in room design, including safe corners and low ratios for supervision.

⸻

5. EDIA (Equity, Diversity, Inclusion, Accessibility)

Principle: Every child should feel they belong and can participate fully.
Implementation:
• Materials reflect diverse identities, cultures, and family structures.
• Layouts include accessibility features (e.g., wide paths, low shelves, adaptive tools).
• Educators embed inclusive language and interactions during play.

⸻

6. ASAP (Access, Support, Participation)

Principle: Every child deserves access to enriching environments with the right supports.
Implementation:
• Quiet spaces, fidget materials, and calming corners are available.
• Children with exceptionalities have individualized supports in play areas (e.g., adapted toys, visual schedules, choice boards).

⸻

7. GRIT Program – Social Emotional Well-being

Principle: Emotionally safe spaces help children build regulation, empathy, and resilience.
Implementation:
• Play areas include cozy corners, sensory materials, and social-emotional books or visuals.
• Educators support conflict resolution and peer interactions with gentle coaching and guidance.

⸻

8. Brain Story & Brain Development

Principle: Repeated, meaningful experiences in safe environments build strong brain architecture.
Implementation:
• Environments encourage serve-and-return interactions, sustained attention, and executive functioning skills.
• Materials are rotated to sustain engagement and curiosity.

⸻

9. Ages and Stages Development

Principle: Play environments must reflect the physical, social, cognitive, and emotional development of different age groups.
Implementation:
• Infant areas include soft textures, mirrors, and sensory bins.
• Toddler spaces provide cause-effect toys, gross motor movement zones, and simple dramatic play.
• Preschool rooms encourage complex play scripts, building, problem-solving, and art expression.

⸻

10. Trauma-Informed Care & ACES

Principle: Environments should support children who have experienced stress or trauma.
Implementation:
• Calm, predictable layouts reduce overwhelm and support emotional regulation.
• Staff avoid overstimulation (e.g., loud noises, crowded spaces) and respond to distress with connection, not correction.
• Children can access calming tools, noise-canceling headphones, or visual aids as needed.

⸻

Daily Indoor Space Standards
• Zones include: quiet/reading area, construction, art, dramatic play, sensory table, and gross motor (if space allows).
• Daily cleaning logs are maintained for toys, surfaces, and shared spaces.
• Visual supports and materials in multiple languages reflect community needs.
• Room capacities follow licensing ratios with appropriate square footage per child.

⸻

Staff Responsibilities
• Conduct daily environment safety checks.
• Rotate and maintain materials based on children’s interests and needs.
• Engage in play-based observation and documentation aligned with FLIGHT.
• Facilitate a safe emotional climate using co-regulation, visual cues, and consistent routines.

⸻

Family Partnerships
• Families are encouraged to share cultural items, stories, and feedback about play environments.
• We adapt spaces and routines in collaboration with parents to meet children’s sensory, mobility, or emotional needs.
• Indoor space photos and learning stories are shared regularly with families.

⸻

Policy Review

This policy is reviewed annually or as required by licensing or best practice updates. Family and educator feedback is welcomed in the review process.

 

Parent Guide – “How Indoor Play Supports Your Child’s Growth at Panda Cub House”

Why Our Indoor Environment Matters
At Panda Cub House, we carefully design indoor spaces to help your child grow in every way—from body to brain to heart.

How Indoor Play Supports Development:
• Physical Growth: Climbing, building, and sensory play support gross and fine motor skills
• Social Growth: Cozy play zones encourage sharing, turn-taking, and friendships
• Emotional Growth: Calm corners, books, and feelings charts help children recognize and manage emotions
• Brain Growth: Puzzles, dramatic play, and materials that invite problem-solving promote brain development
• Creative Expression: Art materials, music, and pretend play give children space to express themselves
• Language & Literacy: Print-rich environments, songs, and stories build vocabulary and communication

We Prioritize:
• Safety: Clean, hazard-free materials with daily safety checks
• Inclusion: Materials reflect different cultures, languages, and abilities
• Support: Teachers adapt the environment to support children at all stages of development
• Respect: Every child’s emotions, ideas, and identities are honored in the space

How You Can Partner with Us:
• Share ideas, family stories, or traditions we can reflect in the room
• Let us know about your child’s interests so we can incorporate them
• Ask questions—we’re here to help you understand your child’s daily environment.

 

Room Environment Reflection Tool (Staff Use)

Panda Cub House - Indoor Play Space Reflection Tool

To be used weekly or monthly for planning & evaluating room set-up.

 

1. Physical Safety

Are all shelves anchored? Are walkways clear? Eletrical cords safe?

2. Cleanliness & Sanitation

Are materials clean? Are equipment dust free? High-touch surfaces wiped down and sanitized?

3. Diverse & Inclusive Materials

Do toys, books, posters reflect many cultures, family structures, and abilities?

4. Developmental Appropriateness

Are materials suitable for all ages in the group? Is there enough challenge and support?

5. Emotional Safety

Is there a cozy area or calming space? Is the lighting soft? Are children's feelings respected?

6. Accessibility

Can all children reach and engage with materials? Are supports available where needed?

7. Zones of Play

Are there areas for quiet play, active play, creativity, building, sensory, and reading?

8. Flexibility & Flow

Can children move freely? Are transitions smooth and respectful of children's space?

9. Emerging Interests

Are recent child interests reflected in the space or materials?

10. Children's Voices

Have children been involved in setting up or choosing aspects of the environment?

Staff Poster – “Indoor Supervision & Trauma-Sensitive Setup Tips”

PANDA CUB HOUSE – INDOOR SUPERVISION & TRAUMA-INFORMED ENVIRONMENT TIPS

Be Present. Be Attuned. Be Respectful.

Supervision Responsibilities:
• Position yourself to see and hear all children
• Engage actively with children’s play—don’t just observe from a distance
• Conduct regular head counts, especially during transitions
• Use positive, respectful language to guide behavior
• Document learning moments and safety concerns promptly

Trauma-Informed Setup Tips:
• Create cozy corners with soft lighting and calming tools
• Use visual schedules and gentle transitions
• Avoid loud or overstimulating noise/music
• Support children’s need for control by offering choices
• Be mindful of triggers (e.g., raised voices, sudden changes, isolation)

Quick Access Zones to Include in Every Room:
• Quiet zone
• Sensory bin or basket
• Feelings chart or emotion tools
• Books that reflect diversity and self-regulation

Reminder: Every child deserves to feel safe, seen, and soothed—indoors and out.

PANDA CUB HOUSE – NUTRITION PROGRAM POLICY & PROCEDURES
Fostering Nourishment, Belonging, and Healthy Habits
Updated April 2025

⸻

Policy Statement

At Panda Cub House, we believe nutrition is more than just eating—it’s a social, emotional, cultural, and developmental experience. Our nutrition program supports each child’s health, identity, and brain development, while complying with the Alberta Child Care Licensing Regulations, Alberta Health Services (AHS) guidelines, Alberta Children’s Laws, and the Alberta FLIGHT Curriculum Framework. We provide a safe, inclusive, trauma-informed, and developmentally appropriate mealtime environment that fosters lifelong healthy habits and relationships with food.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Mealtimes are opportunities for relationship-building, communication, and co-regulation.
Implementation:
• Meals are seen as moments of citizenship and connection, not just routines.
• Educators eat with children and engage in meaningful, unhurried conversations.
• Children are encouraged to make choices and listen to their hunger/fullness cues.

⸻

2. Alberta Child Care Licensing Standards & Alberta Childcare Act

Principle: Nutrition must meet regulated standards for safety, quality, and child development.
Implementation:
• Menus follow the Canada Food Guide and provide variety and balance.
• Food is prepared safely, stored properly, and meets allergy and dietary restrictions.
• Infants are fed on cue and not by schedule. Bottles and foods are labeled and warmed safely.

⸻

3. Alberta Health Services (AHS)

Principle: Food safety, hygiene, and infection prevention are critical to child health.
Implementation:
• Staff wash hands before and after handling food or feeding.
• Food handlers are trained in safe food handling practices.
• Allergies and dietary needs are posted discreetly in food prep and play areas.

⸻

4. Alberta Children’s Laws & Regulations

Principle: Children have the right to adequate, nutritious food in a safe and respectful environment.
Implementation:
• No child is forced to eat, shamed for preferences, or denied food for behavior.
• Children are protected from allergens and food-related risks through strict protocols.
• Mealtime supervision is constant and supportive.

⸻

5. EDIA (Equity, Diversity, Inclusion, Accessibility)

Principle: Nutrition programming must be inclusive of all identities and cultures.
Implementation:
• Cultural food preferences are respected and welcomed (e.g., halal, vegetarian, no pork).
• Families are invited to share recipes, traditions, and food experiences.
• Visual aids and adaptive utensils are used to support diverse learners and eaters.

⸻

6. ASAP Principles (Access, Support, Participation)

Principle: All children deserve access to healthy meals and full participation during mealtimes.
Implementation:
• Adaptive seating, feeding tools, or 1:1 support is provided when needed.
• Educators help children practice skills like scooping, pouring, or self-serving.
• Children are invited—but not required—to try new foods in a low-pressure environment.

⸻

7. GRIT Program – Social Emotional Well-being

Principle: Mealtimes support regulation, autonomy, and relationships.
Implementation:
• Educators help children recognize body signals like hunger and fullness.
• Children with mealtime anxiety are supported with predictable routines, quiet encouragement, and comfort items if needed.
• Grace and gratitude are modeled through inclusive rituals (e.g., singing, mindfulness, or quiet reflection).

⸻

8. Brain Story & Brain Development

Principle: Nutrition fuels brain growth, and responsive caregiving strengthens brain connections.
Implementation:
• Frequent meals and snacks support energy and attention regulation.
• Responsive, serve-and-return interactions during meals stimulate language and social-emotional learning.

⸻

9. Ages and Stages Development

Principle: Mealtimes reflect developmental ability and feeding stages.
Implementation:
• Infants are bottle-fed in educator arms; no bottles are propped.
• Toddlers explore food using sensory experiences and gentle encouragement.
• Preschoolers engage in family-style dining, learning to serve themselves and practice table manners.

⸻

10. Trauma-Informed Care & ACES

Principle: Children with trauma histories may have complex relationships with food.
Implementation:
• Staff avoid pressure, control, or punishments around food.
• Children may be offered quiet spaces or allowed to eat with preferred educators.
• Consistent routines and positive associations with mealtimes are prioritized.

⸻

11. Canada Food Guide

Principle: Meals and snacks should include a variety of nutritious foods to support healthy development.
Implementation:
• Foods served include vegetables and fruits, whole grain foods, and protein-rich foods.
• Water is the main drink offered throughout the day.
• Meals include variety, color, and culturally reflective options.
• Processed, sugary, or deep-fried foods are avoided.

Procedures and Routines

Daily Schedule for Nutrition
• Morning Snack
• Lunch (or mid-day meal)
• Afternoon Snack
• Water is available throughout the day

1. Meal & Snack Times
• Scheduled daily but responsive to children’s hunger cues
• Minimum two snacks and one meal (if enrolled for 6+ hours/day)
• Children are seated and supervised during all meals
• Family-style dining when developmentally appropriate

2. Menu Planning
• Based on Canada Food Guide servings and food groups

• Planned at least 2 weeks in advance and posted
• Includes a variety of textures, flavors, and food groups
• Allergies, cultural needs, dietary restrictions accommodated, and religious food requirements
• No sugary drinks or candy provided

3. Food Safety
• All food stored, prepared, and served following AHS standards
• Surfaces sanitized before/after meals
• Separate utensils and areas for allergen-free preparation
• Expired, opened, or unlabeled food is discarded

4. Infant Feeding
• Infants fed on demand
• Bottles labeled with full name, content, and date
• Formula and breast milk stored and heated as per guidelines
• Educators document feeding times and amounts

5. Family Collaboration
• Families may provide food that meets Canada Food Guide standards
• Open communication about allergies, cultural needs, religious beliefs, and child preferences
• No food used as a reward or withheld as punishment

• Parents are consulted for dietary needs or restrictions
• Communication logs or daily reports may include child’s eating habits
• Parents may contribute food for special events that meet AHS safety and allergy protocols

⸻

Staff Responsibilities
• Model healthy food attitudes and habits
• Encourage, but do not force, children to try foods
• Maintain confidentiality around allergies and dietary needs
• Ensure mealtimes are calm, unhurried, and respectful

• Follow AHS-approved food handling and hygiene standards
• Ensure safe storage and heating of food and bottles
• Document food allergies clearly and prevent cross-contact
• Model positive food behaviors and respectful language around food

⸻

Policy Review

This policy is reviewed annually or as required by Alberta Health Services or Child Care Licensing updates. Input from educators, families, and community partners is welcome.

 

Family Handout – “Nutrition at Panda Cub House”

Healthy Bodies, Happy Hearts
At Panda Cub House, we see nutrition as a key part of every child’s development—not just physically, but emotionally and socially too.

What We Provide:
• Balanced meals and snacks following the Canada Food Guide
• Cultural and dietary accommodations (e.g., halal, vegetarian, dairy-free)
• Allergy-safe practices in all food prep and serving
• Calm, connected meals where children eat together with educators

Our Mealtime Approach:
• Family-style dining: Children learn to serve, share, and try new foods
• Respectful feeding: No child is forced or shamed over food
• Learning through food: Meals are chances to learn colors, quantities, language, and social skills
• Parent partnership: We welcome your recipes, traditions, and feedback!

How You Can Support:
• Send food that meets the Canada Food Guide (if providing lunches)
• Label all containers and bottles clearly
• Let us know your child’s dietary needs and cultural preferences
• Avoid candy or sugary drinks in packed meals

Together, we build lifelong healthy habits—one bite at a time!

 

Visual Mealtime Routine Guide (For Toddlers & Preschoolers)

MY MEALTIME ROUTINE
(Can be printed with simple icons/photos for classroom display)
1. Wash My Hands

• Use soap and water
• Sing a handwashing song!

2. Sit at the Table

• Find my spot
• Wait with calm body

3. Eat My Food

• Try what’s on my plate
• Ask for help if I need it

4. Talk with Friends

• Use kind words
• Take turns talking

5. All Done?

• Ask if I can leave
• Put dishes in the bin
• Wipe my hands and face

6. Back to Play or Rest

• Say thank you!
• Get ready for next activity

 

Daily Mealtime Observation Checklist (Educator Use)

Panda Cub House - Mealtime Observation Checklist

To be completed once per day per group

- Children wash hands before eating

- Staff wash hands and wear gloves as needed

- Food served safely (correct temperature, labeled, no allergens present)

- Educators eat with children and model healthy habits

- Mealtime is calm and respectful (no rushing, no pressure to eat)

- Children offered choice and independence (serving, choosing portions).

- Food allergies and restrictions followed carefully

- Children use developmentally appropriate tools/utensils

- Children engaged in conversation or reflection during meals

- Children appear satisfied and well-regulated after eating

PANDA CUB HOUSE – FIELD TRIP POLICY & PROCEDURES
Exploring the Community with Safety, Equity, and Enrichment in Mind
Updated April 2025

⸻

Policy Statement

Field trips are valuable opportunities for children to connect learning to the real world, strengthen relationships, and experience the broader community. At Panda Cub House, we prioritize safety, inclusion, and meaningful learning during all off-site excursions. Field trips are conducted in accordance with the Alberta Child Care Licensing Regulation, Alberta FLIGHT Curriculum Framework, Alberta Health Services, and children’s rights legislation, while honoring each child’s developmental stage, well-being, and need for equitable access.

⸻

Guiding Principles and Implementation

1. Alberta FLIGHT Curriculum Framework

Principle: Children are mighty learners and citizens who engage with their communities through exploration.
Implementation:
• Field trips are intentionally planned to extend classroom learning and co-constructed inquiries.
• Educators use field trips as opportunities for pedagogical documentation and reflection with children.

⸻

2. Alberta Child Care Licensing Standards & Alberta Child Care Act

Principle: Children’s safety must be ensured during transportation and off-site activities.
Implementation:
• Written parental consent is obtained for each trip.
• Staff-child ratios are enhanced (e.g., 1:4 for preschoolers).
• A first aid kit, emergency contact binder, and headcount clipboard are carried at all times.
• Vehicle safety standards (e.g., car seats, seat belts) are strictly followed.

⸻

3. Alberta Health Services (AHS)

Principle: Health protocols and emergency preparedness must be in place.
Implementation:
• Hand hygiene is practiced before eating and after using public facilities.
• Staff are trained in first aid and emergency response, including allergies and medications.
• All emergency medications (e.g., EpiPens, inhalers) are brought on each trip with plans reviewed beforehand.

⸻

4. Alberta Children’s Laws & Regulations

Principle: Every child has the right to safety, dignity, and inclusion.
Implementation:
• Consent forms are clear and detailed.
• Children are never left unsupervised or placed in unsafe situations.
• Educators explain safety rules in age-appropriate, respectful ways before and during trips.

⸻

5. EDIA (Equity, Diversity, Inclusion, Accessibility)

Principle: All children must have equitable access to field trip experiences.
Implementation:
• Locations are chosen based on accessibility and cultural relevance.
• Adaptations (e.g., mobility devices, sensory-friendly tools) are provided.
• Families are consulted to ensure cultural, dietary, or religious considerations are respected.

⸻

6. ASAP (Access, Support, Participation)

Principle: With the right supports, all children can safely and meaningfully participate.
Implementation:
• Additional staff or 1:1 support is arranged as needed.
• Visual schedules, social stories, or pre-visit pictures are used to prepare children.
• Sensory breaks or calming strategies are built into the schedule.

⸻

7. GRIT Program – Social Emotional Well-being

Principle: Field trips can boost emotional growth, regulation, and confidence.
Implementation:
• Educators co-regulate anxious children before and during outings.
• Activities are scaffolded to promote positive social experiences.
• Reflection circles after trips help children process and celebrate the experience.

⸻

8. Brain Story & Brain Development

Principle: Novel experiences promote cognitive growth, memory, and adaptability.
Implementation:
• Field trips are designed to be developmentally stimulating, hands-on, and sensory-rich.
• Repeated routines (e.g., songs before travel) help children feel secure and create positive neural associations.

⸻

9. Ages and Stages Development

Principle: Field trips should align with the attention span, interests, and physical abilities of the group.
Implementation:
• Destinations are chosen based on age group capabilities (e.g., walking distances, noise levels).
• Toddlers have shorter outings with more transitions built in.
• Preschoolers are given more choices and responsibilities.

⸻

10. Trauma-Informed Care & ACES

Principle: Children with trauma histories need safe, predictable, and emotionally secure field trip experiences.
Implementation:
• Educators use clear, visual preparation and avoid last-minute changes.
• Transitions are supported with grounding tools, such as favorite toys or fidgets.
• Staff remain calm and responsive, validating children’s feelings and needs throughout the day.

⸻

Procedures Before a Field Trip
1. Planning & Approval
• Trip must be approved by the director.
• Conduct a site risk assessment and plan logistics (transportation, accessibility, washrooms, etc.).

2. Parent Consent
• Distribute and collect signed permission forms at least one week prior.
• Provide families with a trip overview, including departure/return times, destination, cost (if any), what to bring.

3. Child Preparation
• Use social stories, photos, or visual schedules to explain the trip.
• Review safety rules using songs, games, or role-play.

⸻

Procedures During the Field Trip
• Staff maintain assigned groups and carry contact info, first aid kit, emergency meds.
• Conduct frequent head counts: at departure, arrival, throughout the trip, and before returning.
• Follow transportation and car seat safety laws strictly.
• All children wear Panda Cub House ID bracelets or name tags.

⸻

Procedures After the Field Trip
• Debrief with children using discussion, drawing, or storytelling.
• Document observations and learning stories as part of FLIGHT planning.
• Hold a team review to reflect on successes and areas for improvement.
• Follow up with families via documentation or photos.

⸻

Staff Responsibilities
• Know and follow your group’s needs, allergies, and emergency plans.
• Maintain visual and auditory supervision at all times.
• Stay calm, positive, and model respectful behavior in public.
• Report any injuries, incidents, or concerns using the Incident Report Form.

⸻

Policy Review

This policy is reviewed annually or whenever regulations, transportation safety, or community conditions change. Parent and educator input is welcomed in the review process.

 

Field Trip Day Checklist for Educators

PANDA CUB HOUSE – FIELD TRIP DAY CHECKLIST

Before Leaving the Centre:
• Final headcount completed
• First aid kit packed
• Emergency medications (e.g., EpiPens, inhalers) collected
• Emergency contact binder & attendance sheet ready
• Children wearing ID bracelets or name tags
• Packed lunches/snacks (as needed)
• Permission forms verified for all participants
• Appropriate clothing/gear (e.g., jackets, hats, sunscreen)
• Visual supports, calming tools, fidgets (if applicable)
• Staff phones fully charged
• Supervisor/Director notified of departure

On-Site at Destination:
• Conduct headcount on arrival
• Review safety rules with children
• Identify washroom location & meeting spot
• Assign staff to zones/groups
• Take photos/document learning (as permitted)
• Monitor child wellness and comfort
• Provide hydration and snacks at scheduled times

Before Leaving Destination:
• Conduct headcount
• Collect all belongings and trash
• Calm transition activities (e.g., story, breathing)
• Supervisor notified of return time

Back at the Centre:
• Final headcount upon arrival
• Debrief with children (storytelling, drawing, reflection)
• Document learning experiences
• Report any incidents/injuries if applicable
• Team reflection (what worked well, what to improve).

 

Child-Friendly Social Story / Visual Prep Tool

Title: “We’re Going on a Field Trip!”
(Can be printed as a booklet or used as a group read-aloud)

Page 1:
Today, we are going on a field trip!
A field trip is when we leave Panda Cub House to go explore somewhere new.

Page 2:
We will ride in a van/bus or walk with our teachers.
We will wear name tags and stay close to our group.

Page 3:
Before we go, our teachers will help us get ready.
We will pack our things, use the bathroom, and talk about the rules.

Page 4:
When we get there, we will see new things!
We will play, look, listen, and learn.

Page 5:
If I feel excited, nervous, or unsure, I can talk to my teacher.
They are here to help me feel safe.

Page 6:
We will stay with our group, hold hands or ropes (if needed), and listen carefully.

Page 7:
After all the fun, we will go back to Panda Cub House.
We can draw, talk, or share what we remember from the trip.

Page 8:
Going on a field trip is a fun adventure, and I will be safe, curious, and kind!

PANDA CUB HOUSE – STUDENT TRANSITION BETWEEN ROOMS POLICY
(Age- or Needs-Based Grouping Transitions)
Updated April 2025

⸻

Policy Statement

At Panda Cub House, we support each child’s growth by ensuring they are placed in learning environments that match their developmental stage, social-emotional needs, and readiness for new challenges. Transitions between rooms (e.g., from infant to toddler room, or preschool to kinder prep) are done with careful planning, collaboration with families, and sensitivity to each child’s unique pace.

This policy aligns with Alberta Child Care Licensing Standards, Child Care Act & Regulations, and our commitment to nurturing individualized, inclusive learning journeys.

⸻

When Transitions Happen

Children may move to another room based on:
• Age-based grouping (e.g., when a child is ready for the next age bracket)
• Developmental readiness (social, emotional, physical, or cognitive)
• Program changes (e.g., graduating to preschool or preparing for kindergarten)
• Support needs (e.g., quieter environment, smaller group, targeted learning support)

⸻

Goals of Transitions
• Match children with peers at a similar developmental stage
• Support emotional safety and social connections
• Ensure children are challenged and supported in age-appropriate ways
• Allow flexibility to meet children’s individual learning paths

⸻

Transition Planning Process

Step 1: Educator Observation and Team Discussion
• Educators observe the child’s developmental progress and assess readiness.
• Team meetings include discussion of the child’s temperament, regulation, social needs, and learning style.

Step 2: Family Communication
• Parents are notified in advance of a potential transition.
• Educators explain the reasons and benefits of the move and gather input from the family.
• Families are given the opportunity to ask questions and express concerns.

Step 3: Gradual Transition Plan
• The child visits the new room for short periods, gradually increasing time.
• Visits are scheduled at consistent times to build routine and familiarity.
• Educators from both rooms collaborate and support the child together.

Step 4: Emotional Support and Reflection
• Children are introduced to new educators and peers using positive language and guidance.
• Visuals, stories, or social narratives may be used to support understanding.
• The child’s primary educator checks in daily during the transition window.

Step 5: Full Transition
• Once the child is comfortable, they move fully into the new room.
• Belongings are moved, cubby reassigned, and classroom documents updated.
• The family receives a follow-up message after the first full day in the new room.

⸻

Documentation and Communication
• BrightWheel is used to share updates, photos, and notes about the child’s adjustment.
• The child’s learning documentation continues seamlessly in the new room.
• Transition notes are added to the child’s internal file for licensing and support planning.

⸻

Special Considerations
• Children with disabilities, sensory sensitivities, or trauma histories receive additional supports as needed (e.g., 1:1 visits, smaller groups, comfort items).
• Transitions are flexible—not every child moves based on age alone.
• Families can request to delay or discuss a transition if they feel their child needs more time.

⸻

Policy Review

This policy is reviewed annually or in response to changes in classroom structures, program needs, or licensing feedback.

 

Transition Planning Checklist (For Educators)

Panda Cub House - Student Transition Planning Checklist

To be used when planning age- or needs-based room transitions.

 

1. Pre-Transition Observations & Discussion

- Student's developmental readiness assessed (physical, social, emotional, cognitive - Ages & Stages Questionnaire)

- Student's emotional regulation and temperament considered

- Parent/Guardian consulted and informed of potential transition

- Any special needs, routines, or accommodations discussed

- New room educators briefed on student's profile

 

2. Gradual Transition Schedule

- Introductory visits scheduled (short periods with familiar educator)

- Peer connection identified (friend to help welcome child)

- Visual supports or social stories introduced (if needed)

- Comfort items alowed during early visits (if needed)

- Child shown new cubby, bathroom, areas of interest

3. Final Transition

- Family notified of full transition date

- Belongings and documentation moved to new room

- Learning documentation transferred (portfolio, observations)

- Educators follow-up with family after 1st full day

 

Family Handout – “How We Support Your Child’s Transition Between Rooms”

PANDA CUB HOUSE – ROOM TRANSITIONS EXPLAINED
Gentle, thoughtful moves to support your child’s growth

As your child grows, there may come a time when they are ready to move to a new classroom. Whether it’s based on age, readiness, or support needs, we handle these transitions with care, patience, and love.

⸻

Why We Transition Children:
• To place children with peers of similar developmental stages
• To support learning that is matched to your child’s skills and interests
• To make room for incoming children in younger classrooms
• To respond to a child’s emotional, sensory, or behavioral needs

⸻

What the Transition Looks Like:
• You will be notified before a move happens
• Your child will visit the new room gradually (with familiar educators)
• We’ll help them get to know their new space, routine, and friends
• You’ll receive updates, and we’ll answer any questions you have

⸻

How We Support Your Child:
• Visual aids, calm explanations, and gentle encouragement
• Flexible pacing based on how your child adjusts
• Communication through BrightWheel and in-person updates
• Comfort items and buddy systems (if helpful)

⸻

We believe transitions are a powerful part of your child’s learning journey. They help build confidence, adaptability, and relationships. And we’re here every step of the way.

If you have any questions, please speak with your child’s educator or the Director.

—With care,
The Panda Cub House Team