School Age Program Ages 5-12

Programming includes individual and small group activities that cover the following developmental domains:

  • Social/Emotional
  • Cognitive
  • Physical

Our program is structured to allow children to explore a variety of areas on their own or with peers.

These include:

  • Dramatic/Daily Living Play
  • Building and Construction
  • Creative
  • S.T.E.A.M. (Science, Technology, Engineering, Arts and Math)
  • Large and Small Muscle
  • Literacy
  • Loose Parts
  • Nature


What is STEAM?

STEAM is an acronym for Science, Technology, Engineering, Arts and Math. These are all areas of learning that are essential for children to achieve a safe, healthy and comfortable future. STEAM makes thinkers, inventors, innovators, doers, creators and problem solvers. Exposing STEAM to children today will set a foundation for their higher learning tomorrow.

Why do we want to incorporate STEAM in our programming?

  • It helps children observe real life needs
  • It teaches problem solving
  • It encourages critical thinking
  • It invites children to take risks
  • It instills perseverance through failure
  • It makes them realize that some problems have more than one solution
  • It is a great tool to teach communication and collaboration
  • It is a learning process
  • It is a way for children to apply learned skills
  • It encourages passion

How do we incorporate STEAM in our programming?

  • Expose children to nature
  • Offer activities that includes the branches of science such as earth science, chemistry and physics
  • Expose children to meaningful usage of computer and Tablets (ex. Researching and coding)
  • Offer hands on activities that promote designing and building (ex. Simple machines and robots)
  • Incorporate mathematical concepts (example: pattern, simple addition, fraction all the way up to higher math if possible)
  • Emphasize that each acronym of STEAM is integrated to each other
  • Use the instructional approach and problem based learning on your activities.

How are loose parts a part of STEAM programming?

Loose parts are something that SKCC has implemented in the program, especially for the school age children. Loose parts essentially are materials, either natural or synthetic, that children can put together and rearrange in ways to create something different. This helps a child explore their creativity but also expand their knowledge on concepts such as building and engineering.

In the kinder program an example of the loose parts that are being put out is sticks and plastic Easter egg shells. The kids have been taking the Easter egg shells and putting small toy pieces inside in order to have other children guess what is inside them. The kids are able to take them out at any time during regular daycare hours and are placed on shelves that are easily accessible to the children.

What makes these materials fun to work with is that there is no right or wrong way to use them. One may use the same materials as another child but their resulting creation may be drastically different in comparison. We hope to see more children use our loose parts to discover what they are capable of producing with their imagination!


What is a Schema?

A schema is a line of thought that is demonstrated through play. A schema is both the category of knowledge as well as the process of acquiring that knowledge. Children are constantly adapting to the environment as they take in new information. Piaget called the schema the basic building block of intelligent behaviour – a way of organizing knowledge. It is useful to think of schemas as “units” of knowledge, each relating to one aspect of the world, including objects and abstract concepts.

Examples of schemas:

  • Transporting – picks things up, moves things, puts down or dumps.
  • Trajectory – moving cars with long blocks, tree swings, throwing hats in the air.
  • Rotation and Circulation – experimenting with things that turn (merry go round).
  • Enclosing and Enveloping – wrapping things around you, hiding, covering.
  • Connecting and Disconnecting – join together and ties things up, building.
  • Positioning (stacking) – sorting, classifying, shape, recognition, balance.
  • Connecting and Enclosing – blocks and wood cookies, patterns and shapes.

Schemas may vary from child to child and at times may be very obvious. Schemas become stronger through active exploration, movement, thinking and investigation. By observing and documenting what the children are doing, it allows us to understand what schema they are interested and we can provide materials to further build on their exploration.

Risky Play, Challenging Play

The words challenging play may be scary to parents/guardians when you hear them without explanation. Challenging play can be very beneficial to children’s overall development. It helps children further all aspects of development, without even knowing how great it is for them! Like mentioned above, it can be frightening to some; with rules, guidelines, and a reasonable “comfort zone” challenging play can be done safely.

It is such an important component of children’s lives, and if we permit it or not children will find a way to do it or do it behind our backs. If we embrace challenging play, by teaching and supervising children we can definitely ensure their safety while furthering their development.

Allowing challenging play allows us to teach children how certain situations can be made safer while still being enjoyable.

Comfort Zone

Every individual has their own level of comfort, this goes for children and adults. Typically speaking, individuals will not exceed their comfort zone unless they feel ready for the challenge and are prepared to do so.



Cause & effect—what happens when children do something, and why

Attention—focusing on the task at hand, concentrating on the goal/challenge

Rules—respecting, understanding and acknowledging the rules that have been put in place, they are usually there for a reason (this comes back to “comfort zone” & overall safety of the children)

Concepts— terms such as winning & losing can be hard for children, this gives us an opportunity to further explain and use examples

Body awareness—being aware of their body & surroundings to ensure everyone’s safety

Divergent thinking—being creative with the risk & ultimately having fun!


Social interaction—involving other children in challenging themselves, children will be interested in what is going on & why

Self-awareness—knowing what your limits are & when the challenge is too much (if they are not ready for it), expressing their emotions

Cooperation—children working together to create a fun, safe AND challenging environment


Gross & fine motor skills—using their large & small muscles to challenge themselves

Communication—letting staff & other children know how they feel about the situation; was it exciting? Was it too much for them?

Some of the Types of Challenging Play at SKCC:

  • Wrestling
  • Climbing great heights
  • Gymnastics
  • Sport games
  • Swinging

Our early childhood educators will observe a child’s play in different environments. They will work with the children to increase their knowledge in what they are showing an interest in. A variety of documentation techniques are then used to display children’s growth and development.

Why Enrol Your Child at SKCC?

Programming based on your child’s interests

Programming based on your child’s interests

Dedicated and Nurturing Early Childhood Educators

Dedicated and Nurturing Early Childhood Educators

Works in partnership with the community and Ecole Stanley Knowles School

Works in partnership with the community and École Stanley Knowles School

Inclusive of all families

Inclusive of all families

Hours of Operation: Monday – Friday 7:00 am – 5:30 pm