Welcome to Mindful Moments.

We're so glad your family is here.

This page is your starting point. It's a place to get to know who we are, how we do things, and what to expect as your child becomes part of our community. Whether you're brand new or just exploring, we want you to feel informed and at ease.

As Owner and Director, my job is to make sure the day-to-day at Mindful Moments runs the way it should. That means everything is aligned with licensing, health, and safety standards, and grounded in the philosophy that has shaped this centre since 2013. Beyond the operational side, my role is to protect what makes this place feel different the moment you walk in.

We've built our environments with intention. Natural materials. Educators who genuinely love what they do. Children who feel seen.

Our door is always open. Ask questions. Share feedback. Tell us about your child. The more we know, the better we can show up for them.

We can't wait to watch your child grow with us.

Mindful Moments has been welcoming families since September 2013. What started as a vision for something different in early childhood education has grown into the program you see today. We're a play-based, multi-disciplinary centre serving children ages 19 months to 12 years, and we've spent every year since opening refining what we offer.

Our approach draws from the Reggio Emilia philosophy and Learning Through Play pedagogy, and we are informed by FLIGHT: Alberta's Early Learning Curriculum Framework. Most of all, we follow the lead of the child. We take what's most meaningful from each and weave them together in a way that lets our educators respond to the real children in front of them. Every classroom, every group, every day looks a little different, because every child does. Our team continues to grow and learn alongside the field, staying current with research and best practices so that what happens in our rooms reflects the very best of what early childhood education can be.

At the heart of our work is a commitment to creating a safe, trusting environment where children can develop on every level. Here, children learn to express themselves, understand their own limits and boundaries, and recognize those of others. The program meets each child where they are, offering challenges that are appropriate for their stage of growth while honouring their individual pace. There's no pressure to perform. There's space to become.

Play is the foundation of everything we do. Through play, children build confidence, express their feelings and ideas, explore the world around them, and learn how to make sense of it. Play is where collaboration begins, where friendships form, and where some of the most powerful learning happens. Our educators embrace what we call "teaching in the moment," using the spontaneous, everyday curiosities of children to bring learning to life when they're already engaged and ready to take it in.

Our environment is designed with intention. We've created spaces that feel warm and home-like, with wood equipment and toys whenever possible and furniture in calm, neutral tones. You won't find walls cluttered with posters here. Every piece of art, every material, every display has been chosen carefully to invite curiosity rather than overwhelm it. There's research behind why this matters: calm, thoughtfully prepared environments support a child's nervous system, and a regulated child is a child who is ready to learn.

All of our programs include enrichment experiences like music, art, dance, and field trips, because we believe in offering children a rich, full picture of the world.

Learning is Natural

Young children have lively minds from the start. We strive to make the most of this natural quality by enabling them to experience, investigate, care about others, interact, develop and create. We strive to deepen and strengthen children’s natural abilities by providing them with the healthiest environment possible.

We follow FLIGHT: Alberta's Early Learning Curriculum Framework. You can learn more about that HERE.

We believe that all children, regardless of ability, should have the opportunity to learn in an educational environment that meets their unique intellectual, physical, and social needs. Our intention is to provide adult support for a child-initiated and developmentally appropriate curriculum in an environment where children are comfortable and able to learn through play and the exploration of their environment. The curriculum is not built on children's interests alone, as educators and parents also have interests worth bringing into the curriculum. The values and concerns of all the adults involved help the classroom culture evolve. The curriculum is called emergent because it emerges and evolves, moving along new paths as choices and connections are made, and it is always open to new possibilities that were not thought of during the initial planning process.

At Mindful Moments, ideas for curriculum emerge when educators respond to the interests, questions, and concerns generated by a specific group of children within a particular environment. Emergent curriculum describes the kind of curriculum that develops when children are engaged in experiences where they are exploring what is socially relevant, intellectually engaging, and personally meaningful. The basic idea is that organic, whole learning evolves from the interaction of all members of the classroom, both children and adults. In emergent curriculum, both adults and children have initiative and make decisions. This power to impact curriculum decisions and directions means that sometimes curriculum is negotiated between what interests children and what adults know is necessary for children's education and development.

Educators plan based on the different interests and abilities of the children in the classroom and use these cues as the starting point for curriculum planning. Often, ideas emerge through conversations and open-ended questions. Children's questions are what stimulate and give direction to the curriculum. There are no preplanned workbooks or planning binders for our curriculum; it emerges from the children and educators working together, with the adults actively listening to the children's ideas and then acting on them. This approach also allows educators to change and modify the curriculum easily in response to things that happen in the course of the day. An unexpected question can lead to an interesting discussion or an opportunity to have a parent or guest expert share a special skill with the children. Our child-centred approach allows educators to look carefully at children and create a flexible program that meets their needs in a very holistic way.

Our daily routines offer a variety of choices for children. Children are never forced to participate in any activity, but are encouraged to try new experiences throughout the day. Our program values the arts and outdoor play deeply, and children have regular opportunities for art, music, movement, and outdoor exploration. The research behind this is compelling: these experiences are foundational for brain development and overall wellbeing.

Our educators plan a rich mix of activities focused on core areas of development, drawing from the interests and questions children bring forward, as well as ideas educators believe they will enjoy. We also warmly welcome suggestions from parents and caregivers who know their child best.

Play-based, emergent curriculum is the foundation of everything we do here. You won't find any worksheets at Mindful Moments.

Throughout the day, children are exposed to experiences across math, science, literacy, fine and gross motor development, practical life, engineering, social studies, sensory play, and the arts.

Our toddler, preschool, and Kindergarten groups enjoy visits from a monthly dance teacher (during the school year), and all classrooms take part in occasional field trips and special guests throughout the year.

Fair warning: your child may not want to come home.

Everything children do is logical to them. By understanding child development and discovery, teachers are able to assist children to communicate their feelings and needs in a cooperative way. By assessing behaviour and determining the root of it, teachers can discover the child’s reasoning and then respond appropriately. All child guidance will be reasonable and geared toward each circumstance.  The teachers use the following skills to guide the children: 

Encouragement 

Children are encouraged in their activities through honest appreciation of them. Positive statements by teachers set a comfortable tone in the classroom. Children learn cooperation rather than obedience and this requires negotiating and respecting the rights of others. 

Negotiation 

The teachers model ways for children to talk through conflicts and find reasonable solutions. Children are encouraged to state their needs and feelings and to make “I” statements. For example, “I want a turn”, rather than “He won’t share”. 

Responsibility 

Children are responsible for themselves and their actions. They are taught to care for themselves, each other, the teachers, and the objects in the room. Natural consequences are used as a means of highlighting this expectation. 

Communicating 

Teachers assist children who are arguing to verbalize their difficulties appropriately. They help to define the problem and may suggest alternatives. When a resolution is reached, the Teachers monitor from a distance, acknowledging and encouraging positive results. 

Anticipation and Redirection 

Teachers work to anticipate problems and redirect children with potential conflicts to other activities. For long-term results, teachers give the children the support they need to learn to communicate boundaries and needs effectively. 

The teachers may encourage the child to take a break where the child can choose a quiet activity (i.e. puzzle, drawing, play dough, looking at a book) until they are ready to join group play. The child determines when he/she is ready to re-join the group.

The following types of discipline are not used within our program:

1. Physical punishment
2. Verbal or physical degradation
3. Emotional deprivation
4. Denying or threatening to deny a basic necessity 
5. Physical restraint, confinement or isolation

We also never employ the use of "time out" as this is not an effective tool to teach behaviour expectations or modifications to children. 

Strong communication is one of the foundations of our program, and we offer a few ways for families to stay connected with us throughout the day.

Alongside in-person conversations at drop-off and pick-up, we use an app called Seesaw as our primary communication tool. Through Seesaw, our educators share photos and videos of your child, send updates about their day, and message families directly. It's also where you'll communicate with us about absences, changes to who is picking up your child, or any questions about your child's day.

You'll have two separate chats set up: one with your child's educators, and one with Christina (Program Manager) and Vanessa (Owner/Director). Day-to-day messages, including absences, pick-up changes, and classroom questions, should go to the educators. The Christina and Vanessa chat is there for anything you'd like to bring to administration (they share the same chat). If you need to reach out to Vanessa specifically, you can reach her by email as well. 

Families use the Seesaw app on their phones, and you can also access Seesaw through a web browser if you'd like to check in from your computer during the day.

Families are the child's first teacher, and thus, it is a strong value of ours to involve families in our program in various ways throughout the year. 

Some of the events we normal have during a typical school year include (but are not limited to):

• Lantern Walk
• Winter Festival (classroom specific)
• Halloween Dance
• Year End Celebrations (classroom specific)

We also involve families in less formal opportunies as they arise. Some examples of this have been:

• Career Day
• Sharing Talents
• Joining Field Trips
• Donating Items
• Sharing Family Photos
• Reading Stories 
• Sharing Experiences via SeeSaw (our app)

We are always looking for new ways to have our families join us, and are open to any new ideas you may have as well!

When field trips are planned, all families will receive a consent form outlining the key details of the trip, including the method of transportation and the destination.

Parent volunteers are often welcome to join us, and we will let you know when that is the case. A few things to keep in mind if you are volunteering:

Siblings are usually welcome unless otherwise noted.

Volunteers may not be alone with children at any time.

Teaching staff will carry a portable record of each child's emergency contact information throughout the trip.

Children also go on regular community walks. A separate field trip form is not required for these, as permission for walks is included in the parent contract.

The people who care for your child are the heart of everything we do, and we've put a lot of thought into building a team that reflects what we stand for.

Mindful Moments is operated by a very involved wife and husband team with Christina, our Program Manager, handling the day to day operations. We have a Team Lead in every classroom and a roster of full and part-time educators who know our children well. 

We hire up and above the minimum required staffing to ensure our educators have space to step away from the floor, reflect on what's happening in their rooms, take part in professional development, and do admin tasks needed for their rooms.

We choose our educators carefully. Warmth, genuine care, and the ability to truly connect with children and families are non-negotiable for us. Every educator on our team holds an Early Childhood Education designation, a valid standard first aid certificate, infant and child CPR, and a clear criminal record check. First aid and record checks are renewed every three years across the entire team.

One of the things we're most proud of is how long our educators stay with us. Low turnover isn't an accident. We've built a workplace that's supportive, fun, and respectful, with strong wages, a meaningful benefits package, and a culture that genuinely values the people in it. We encourage them to try new things and give them real autonomy over their classrooms. When educators feel cared for, children feel it too.

To meet the people behind the smiles, click HERE. 

Seedlings (19 months to 3 years)

Ratio: 1:6 (1:8 if the majority of children are 3 years old)

Our Seedlings program operates across two rooms. The larger room has a class size of 20 and the smaller room has a class size of 10. Children move between both spaces at different points throughout the day.

Stepping Stones (3 to 4 years)

Ratio: 1:8 (1:10 if the majority of children are over 4)

Stepping Stones is an open-concept space of approximately 1,500 square feet with a class size of 44, though average daily attendance is closer to 35 children.

Saplings (3 to 5 years)

Ratio: 1:8 (1:10 if the majority of children are over 4)

The Saplings room accommodates up to 28 children.

Mistik (4 to 5 years)

Ratio: 1:10

The Mistik room has 20 children.

Little Sprouts (5 to 6 years)

Ratio: 1:15

Little Sprouts has 30 children, though approximately half of the group is present on any given day due to alternating Kindergarten schedules, with the exception of PD days.

Blossom Room (Grades 1 to 6)

Ratio: 1:15

Blossom class size is up to 30 children.

For outdoor play, we are fortunate to have plenty of options. In addition to our outdoor classroom, bike pad, and green space, we have access to many local greenspaces and playgrounds throughout our community.

Please ensure your child is dressed for the weather each day and has a sweater in case it cools down. On rainy days, please send rubber boots and splash pants, as we will still head outside when we can.

Please avoid sending your child in flip flops. We also generally discourage sandals unless they cover the toes and provide good support for running, active play, and community walks.

First Day

Adjusting to a new environment, new people, and new routines takes time, patience, and a great deal of understanding. It is important to gradually ease your child into this new situation so they can develop a sense of security and confidence.

The following tips will help your child build trust in the centre:

Talk about child care with your child at home. Good topics include the new friends they will meet and the activities they will do. You can also show them photos of our space on the class pages of our website.

On the first day, spend a few moments with your child to help ease them into the room.

Always say goodbye before you leave. Never slip out without letting your child know you are going. Stay calm and positive, and reassure your child that you will be back.

Once you have said goodbye, please follow through and go. Many children become more upset when goodbyes are prolonged or repeated. Crying and frustration are usually short-lived, and most children settle into happy play within a few minutes.

If you are unsure how your child is doing after you leave, you are welcome to check in with educators through your Seesaw account.

Transitions Between Rooms

As children get older, there may come a time to transition to the next age group when space is available. The main transition periods are July and September each year, as this is when most children leave the program or move up to a new room. That said, we do move children up throughout the year when space permits.

We strive to offer visits to the new room ahead of any transition, and educators make a point of getting to know incoming children before the move occurs. Our goal is to make every transition as smooth and comfortable as possible for children and families alike.

Please note that at the end of the day, children may be outside in our play area, weather permitting. To reach the playground, take the stairs between the two professional buildings, located to the left of the main entrance to our building.

Seedlings Room

Enter through the main double doors of the building facing the street. Follow the hallway to the right and you will see our door on the right, a double glass door with coat hooks visible inside. Proceed into the vestibule area and then through the door on your left.

Stepping Stones Room

Enter through the furthest right door facing Brentwood Blvd. It is a single door with a small vestibule.

Saplings Room

This room is located in the Normed building on the far right side, just before the steps that lead down to the playground behind the buildings.

Mistik Room

Enter through the main double doors of the building facing the street. Take the stairs down and proceed halfway down the hall. The Mistik room is the first door on your right.

Little Sprouts Room

Enter through the main double doors of the building facing the street. Take the stairs down and proceed halfway down the hall. The Little Sprouts room is on your left and is marked with decals and our name.

Blossom Room

Enter through the main double doors of the building facing the street. Take the stairs down and proceed halfway down the hall. The Blossom room is the first door on your right.

1. Non marking, indoor footwear (stays here please). 

2. Full change of clothes in case of accident, wet outdoor play or spill (in ziploc bag with your child's name). Some rooms will keep the clothes in one spot all together and some may keep them in your child's cubby. 

3. Water bottle (with your child's name written clearly) - please take home often to wash.

4. Food 

We provide AM and PM snacks, children need to bring their own lunches

All food must be nut free (no nutella, honey nut cherrios, granola with nuts, etc).

Please pack an ice pack if you need to keep your child's food cool. We do not have a fridge available for lunches.

Please note we cannot heat up meals, so use a thermos if wanting to keep things warm.

5. Outdoor clothing 

- hat and rain gear when needed in summer

- snow pants, scarf, touque, boots, mittens, etc during the winter

6. Blanket (if your child is in a full day program and naps)

7. Diapers/pull ups (if your child attends the younger side of the full day program). Children in all other programs must be potty trained.

Please pack extra mittens in the winter as they often get very wet and are not fun to use if we go out for another play time later that day.

PLEASE LABEL IT ALL

Parents/caregivers are required to keep their child home or pick them up immediately if they are displaying ANY of the following:

1. fever (38 degrees or higher)
2. diarrhea/vomiting 
3. undiagnosed rash/skin condition
4. pink eye
5. communicable disease (hand foot mouth, etc)
6. persistent pain (undiagnosed)
7. head lice (staff must be notified of any case of head lice and it must be treated and resolved before returning)

When it comes to colds - it is case by case. If your child is lethargic, has a persistent runny nose and serious cough - they need to stay home. A bit of sniffles is normal this time of year - but if they are clearly unwell, they need to be home until they begin to feel better.

When it comes to fevers - children may not return until it has been 24 hours past the symptom(s) ending (as per Alberta Health policies). For example, if a child is sent home with a fever at 2pm and it breaks later at 10pm, they cannot return the next day as it has not been 24 hours since the fever broke. 

When it comes to vomiting and diarrhea - children may not return until it has been 48 hours past the symptom(s) ending (as per Alberta Health policies).   

Pink eye requires 24 hours of eye medication before returning. Communicable disease will have varied times depending on the diagnosis and we will discuss with families on a case by case basis.

Allergy symptoms do not require exclusion from class unless the child is lethargic and unable to participate in class activities. A doctor's note will be requested to be kept on file if your child has allergy conditions. We will get to know your child's baseline condition and will ask you to pick up if it changes to what we feel are illness symptoms.

The program Director and or designate have the right to exclude the child from the program if they feel that their current condition is still a potential health risk to the other participants. A doctor’s note may be required if there are disagreements between the parent and caregiver. 

If a staff member notices your child has fallen ill while attending classes, a call will first be made to the parent contact(s). If we are unsuccessful the emergency contacts will be called. 

Any family found to be abusing this policy will be subject to immediate termination (giving children Tylenol prior to attending to mask fevers, etc). 

Toys from home should not be brought to the centre as they often get lost or cause disagreements between children. 

We also ask that electronics stay at home (or for school aged children who bring them to school, in their backpack).

If your younger child requires a comfort item, we are happy to accommodate this as needed.

The children will  be reminded to wash regularly, and every time before/after eating, after toileting, after coming inside, and after touching body parts that may transmit germs.

Please ensure you sunscreen your child prior to attending each day (when the UV rays are 3 or higher). We will re-apply in the afternoon if your child attends a full day program (starting in May each year). 

There will be a $5 charge for sunscreen each year (unless you need to bring you own). To see what we use, click HERE.

Please bring a hat for your child over the summer months. 

Please ensure your child has a water bottle each day and it goes home to be washed daily. Ensure it is labeled so we can prevent lost bottles.

Links for sunscreen forms:

School Age (including Kinders)

Full Day Preschool (including toddlers)

From time to time Mindful Moments may use fundraisers to generate income for new supplies and equipment. We use Scholastic Book Orders as an ongoing fundraiser and may offer others from time to time throughout the year.

You can access our ongoing fundraisers HERE.

All fundraisers are optional for parents to join.

Our program closes at 5:30pm. 

For general tardiness, the fees will be:

$10.00 for the first 5 mins, or any part thereof

$2.00 per minute thereafter

There are of course exceptions to the rule in emergency and storm situations the odd time, but this will be the general rule of thumb when these cases do not apply.

Please contact us for current tuition information.

Monthly fees are withdrawn on the last business day of the month prior to your program (Aug 31 for Sept for example). 

NSF Cheques

A $25.00 administration fee will be charged for all cheques returned NSF. 

Affordability Grant & Subsidy

All families who have children not yet in Grade 1 will qualify for the Affordability Grant program (unless attending full time Kindergarten). The grant is applied in advance to reduce parent fees from the start of enrollment. The grant is based on registered hours, however will not be issued if a child has no hours in a given month.

Some families of children in Grades 1 - 6 may be eligible for child care subsidy depending on their income and work/school status. If you have been approved for subsidy, please let us know and send us a screenshot or PDF of your approval dates and dollar amount. We cannot add the subsidy without this, or until you show on our approval sheet, which can take up to two months at times.

Further to the above - when you do get approved for subsidy, they provide a two month conditional approval. If the subsidy is not fully approved within that time frame for any reason, and your account is no longer on our approval list, we will need to charge full fees until we see the approval come through. 

Please note that subsidy is based on actual attended hours and may be pro-rated the month following the short hours month. For example, if you have full subsidy but you decide to take a two week vacation and they only attend for 60 hours that month, upon submitting the prior month's hours, the subsidy department may claw back funds. If this occurs, it will be billed to you and withdrawn with your next payment. You will be sent an invoice that specifies you will be charged for a subsidy claw back. The subsidy office does not always pro-rate, it seems to be situtational, so sometimes they do and other times they don't. We have no way of knowing until we send them the hours and they pay us. Sometimes a claw back may even happen a few months later when they do a review. 

Admission will be granted on the basis of availability. Families who wish to enroll a sibling of another child already attending will take priority for new openings. 

Parents/Guardians will be notified by e-mail or text message when space becomes available.  

You can add your child HERE.

Every child is different and so our program may not be the best fit for every child. If we feel that our program is not the best fit for your child, we will communicate this to you. Some situations that may lead to this decision:

A child attempts to run away from the teachers repeatedly (down hallways, while outdoors, while on field trips, etc)

Regular aggression toward other children, teachers or the environment (hitting/punching, biting, breaking things on purpose, etc)

Severe separation anxiety that does not seem to be improving after attending regularly for several weeks (that continues through large portions of the day)

Frequent bathroom accidents in a program that requires them to be potty trained

Behaviours that require one to one attention from the teacher on a full-time basis where an aide cannot be supplied to support the child

Sometimes families approach our program to register their child with extra support needs. 

We are committed to providing all of our families with the best possible environment at all times. To this end, if we feel we can successfully support the child within the scope of our program and the current classroom situation, the child will be welcomed into our school. 

If we feel we do not have the staffing in place to provide proper support, we will be honest with you.

We understand that family circumstances change, and there may come a time when you need to withdraw your child from our program. When that happens, we ask for 30 days written notice, given from the first of the month.

If notice isn't provided within that window, fees for the following month will still be due. Unpaid fees will be forwarded to our collections agency.

We're always open to a conversation if something has changed for your family. Please reach out so we can support you through the transition.

Our centre is open Monday - Friday from 7:00am - 5:30pm. 

We are closed for all stat holidays, including Easter Monday, Heritage Day and the National Day for Truth and Reconciliation.

We are also closed for the Christmas Break, which is the same period as Elk Island Public Schools. You can view their school calendars online if you do a web search, but these days are also posted on our calendar which is found HERE. 

A few other details to note are listed below:

All Programs: All classrooms will close 1-2 days per year for our team to do professional devleopment together. Parents will be given at least 30 days notice but it is usually much more. 

All programs close at 2pm four times per year as well, to give our team the time they need to make classroom changes and have staff meetings.

School Age (Grade 1 - 6): Please note that we only follow the public school system calendar so any PD days on other calendars that don't align with this cannot be accomodated. There are only usually 1 or 2 days per year where this comes up.

Smoking is not permitted on program premises or near the entrances of the building. 

No staff member, volunteer or other person shall smoke where childcare is being provided.

All programs (except half day) serve AM and PM snacks. All children that come for a full day bring their own lunches. 

We strive to promote healthy living throughout our program, so we ask that parents aim to follow the Canada Food Guide when sending snacks for their children. 

We ask that sugary food be avoided and saved for at home. Choose healthy options such as crackers and cheese or fruits and vegetables. 

We are a NUT FREE program. Please ensure all of your child’s snacks are nut free. You may need to read the labels to ensure this as some say, “may have come in contact with nuts”. If using WOW butter, please ensure the teachers are made aware via SeeSaw or a note in your child's lunch as it looks just like peanut butter.

Please refrain from sending the following items: 

Juice boxes (overflow when they squeeze them)

Yogurt tubes (spray everywhere)

Fruit cups (they spill everywhere)

Babybel cheese (unless unwrapped as the wax gets stuck in our floor) 

Uncut grapes (choking hazard)

Half Day PreK: Snack time will be mid-way through the child’s program. Children choose when they want to eat during a certain duration of the class. They have a staggered eating process and do not all eat at once. 

As there are many children with allergies, as well as health restrictions around food being brought in, we ask that parents not bring in food for children’s birthdays.  Parents are welcome to bring non food loot bags if they wish.

Each room celebrates birthdays in their own ways, typically with at least a birthday song.

The school promotes self-directed toileting skills and recommends parents work with their child to help them communicate these needs to the teachers. Teachers are there to support children with their toileting process and give reminders throughout the day. 

Yes, we can help students wipe when needed.

All children attending our programs (with the exception of the toddler/jr.prek room, need to be potty trained prior to starting)

Please send your child in clothes you are not worried about becoming stained. We do a LOT of messy play!

Please do not wear outdoor footwear in any of our classroom spaces, in any season. We encourage parents to take off their shoes at the beginning of the hallway to avoid soaking the hall and making it difficult for children to change their shoes as their socks will get wet. 

Please refrain from parking in any handicap stalls and find a proper spot to park when dropping off.

Here is the process, should your child have any type of medication:

Written consent of the child’s parent with details as to when, how much, the name of the medication and how many days

Medication must be in the name of the individual receiving it 

Medication must be delivered in its original labelled container 

How is the medication to be stored i.e. fridge or counter

Medication must have clear written instructions as to when and how the medication is to administered, as well as the specific dosage 

A log will be kept by the teachers to indicate the medication was administered which will include the name of the medication, date, time and amount administered as well as the initials of the person who administered the medication. 

All emergency medication (epi-pens, inhalers, etc) will be kept unlocked but out of reach of children. 

Teachers will complete an incident report as needed when a child is injured or exhibits concerning behaviour (hurts another child, runs away, etc). You will be asked to read and sign this electronic report. It will be sent to you via SeeSaw for signature.

Parents will be notified immediately when a child is hurt to the point that we feel you should know sooner than later. 

You will always be notified of any injury to the head right away.

We do not typically fill out incident reports for minor incidents. 

Medical Emergencies

If your child becomes ill or is injured while at school, the teachers will quickly assess the situation to determine what action/attention is required and then will act accordingly. 

First Aid Situations 

In an instance where a child is not seriously injured and First Aid is sufficient, all teachers are First Aid Certified and will provide such treatment as is necessary. They will comfort and reassure your child while acknowledging their feelings as well as recognizing the needs and concerns of the rest of the class. An incident report is completed for the family and supervisor to sign, and the family is notified right away of the incident via SeeSaw.  

Medical Attention Required 

A teacher will remain with the child while another teacher attempts to contact first the family and then the emergency contacts provided. If nobody can be reached, the teachers will proceed as though it were an emergency situation. (See next). 

As in the first aid situation, the teacher will comfort and reassure your child while acknowledging their feelings as well as recognizing the needs and concerns of the rest of the class. An incident report is competed and signed by the supervisor and parent.  

Emergency Medical Situation 

A teacher will remain with the child while another teacher calls 911 for an ambulance and attempts to contact first the family and then the emergency contacts provided. The Director will also be called to provide assistance. When the ambulance arrives, we will do our best to supply a teacher or administrator to accompany the child to the hospital, to provide comfort and reassurance to them. We will bring or send along your child’s medical information as provided by you in your registration package along with your medical consent forms.

We will continue to attempt to contact the family of the injured child if they have not yet been contracted. We will work with the children in the program to discuss and debrief the event as necessary. Depending on the nature of the emergency, the class may be cancelled with all parents being contacted to pick up their children. 

Understanding Biting Behavior

We understand that biting is a common behavior among toddlers and young children. While it can be distressing for parents, it's essential to recognize that biting is often a normal phase of development.

Our Commitment to Safety

We are dedicated to maintaining a safe and nurturing environment for all children in our care. Our Biting Policy is designed to address and manage biting incidents effectively while prioritizing the well-being of every child.

Preventing and Managing Biting

We encourage open and honest communication between parents and our staff. If your child has bitten another child or has been bitten, you will be promptly informed. We will also provide details about the incident, including what led up to it and the actions taken. Parent feedback is encouraged. We want to collaborate with parents to develop strategies to address biting behavior. Your insights about your child's behaviour at home can be particularly helpful.

We employ positive reinforcement techniques to encourage appropriate behaviour and discourage biting. Children are praised for non-aggressive behaviour .We also work with children to teach them alternative ways to express their needs and emotions. This includes teaching them words to use when they are frustrated or upset.

When Your Child is Bitten

If your child is bitten, we understand your concern. We will inform you promptly, provide any necessary first aid, and document the incident. Please be aware that we maintain strict confidentiality regarding any biting incidents involving your child. Our primary goal is to address the behaviour, not to stigmatize or blame any child.

If Your Child is Biting

If your child is the one doing the biting and it becomes a persistent issue where the safety of others is affected and our attempts to support are unsuccessful the child may be removed from the program.

All classrooms at Mindful Moments practice monthlly fire drills. Our fire drill procedure is posted at all exits. 

In case of a real fire or other emergency, children will be evacuated to:

7-11

52 Brentwood Blvd

Sherwood Park, Alberta

780-467-2055

Program Closures

In the event of extreme weather, power outages, or utility outages, we allow the staff to use their discretion to close the program. In such an event the staff will ensure all families have received notice of such closure either via direct telephone conversation or in person. The teaching staff will wait at the school to ensure all children have been picked up. In such circumstances we will not be providing make up days.

If parents live separately, Mindful Moments expects that the information provided by the enrolling parent is accurate. If there is a court order regarding child custody, the teachers will verify and file the statement and, by law, must comply. If no court order or custody agreement is filed with the teachers, staff cannot deny access to the non-enrolling parent. Legally restrained parents are treated the same as unauthorized persons.

If custody has not been legally determined and conflict between family members is evident, the school may require that a signed agreement be provided confirming the details concerning authorization for pick up and access to the child’s information. This agreement may be a requirement for conditional enrolment in the program, with conditions that state that breach of the agreement may result in withdrawal of the student. 

The Child, Family and Youth Enhancement Act states that all children in the Province of Alberta are entitled to be protected from abuse, neglect and harm or threat of harm.  The Act also states that any person who had reason to believe that a child needs protection must promptly report the matter to the appropriate Ministry. We adhere to this law. 

All rooms have a lost and found area. If you are missing anything, please let us know. 

Labeling your child's belongings will help ensure your items find their way home. 

We use an app called SeeSaw to send families photos and messages during their time with us.

Please download the SeeSaw app in preperation for this. 

Once things are ready, we will send you a link to get you connected to SeeSaw.