Children’s House Child Care Society follows the National Association for the Education of Young Children Code of Ethical Conduct.

Children’s House believes:

Children learn through play.
The dignity and self-worth of each child must be respected and enhanced. Children’s House values each child as a worthwhile human being which among other things includes respecting a child’s family, language and culture.
That at any given time, each child is developing socially, physically, intellectually, creatively and emotionally. These areas are related to and dependent on one another and are of equal importance in each child’s development.
The family in all its forms, is a fundamental and an important component in meeting the developmental needs of children, and must be recognized and supported.
Parents have the right and the responsibility to be involved in the development of their children.
Each child is unique and may have abilities which are different from other children.
That the child whose needs have been met adequately is more likely to develop into a healthy, responsible and secure person.
Children with exceptionalities need activities geared for their abilities and play environments suitable for their developmental needs.
That children shall be given the opportunity to select, plan and organize their learning experiences from a developmentally appropriate environment. Thus, being leaders of their learning.

Additions to Philosophy for Children with Special Needs

Children’s House believes that all children and their families have the right to the same child care choices and therefore integrates children with special needs into their programs with typically developing children.


Children’s House recognizes the importance of learning opportunities for integrated programming. Children with exceptionalities will be given the opportunity to interact with typically developing children; learning behaviours for social, physical, intellectual, creative and emotional development. All children will benefit from these interactions by learning to accept individual differences.

Implementation of the inclusive program will be achieved by establishing a developmentally appropriate environment with a “Learning Through Play” experience for all children. Children with special needs will be involved in all activities at a developmental level suitable to their own particular needs, abilities, interests and experiences.

Teamwork - A variety of instructional strategies will be used to meet individual needs of children. Collaboration between therapeutic and/or support services and the centre will be a component in developing goals.

Parents - The parents will be recognized as an essential component in developing goals.

Education - Where needed, the centre will facilitate opportunities for staff and parents to participate in training.

Environmental Adjustments - Consideration will be given for modifications necessary to ensure an unconditional learning through play environment. This includes but is not limited to the play space, storage for equipment and the ability to move without restraint or difficulty, where possible.

Interaction - Interactions will be facilitated or enhanced between children with and without special needs through the environment or through assistance from a caregiver. Children will be offered support and assistance in an unobtrusive manner.

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