We believe that the emergent curriculum provides the best opportunities to ensure we are helping your child reach their learning goals. Other philosophies that are intertwined in our curriculum provision include Magda Gerber, Montessori, Community/Place-Based Learning, and The Early Learning Framework. Each program will also be reflective of the group dynamics and the individuality of the educators working with the children.

INFANT TODDLER PROGRAMMING focuses on children looking forward to being left in the care of trusted educators, a sense of belonging in the program and centre, and confidence to explore and make connections.

STEPPING STONES PROGRAMMING allows for the rising two-year-olds to deepen their exploration of their world utilizing their improved language skills, newly found confidence and independence.

3-5 PROGRAMS with the increased group size, offer greater interaction diversity, relationship building, skills development and community engagement. Growing independence, self-help, conflict resolution, cooperation, collaboration, enthusiasm for learning, confidence, empathy and a sense of community are all skills that ensure your child is ready for the social, emotional and academic challenges of elementary education.

KINDERGARTEN PROGRAMMING offers children a welcome chance to return to the freedom of play after a challenging day of formal education.

SCHOOL AGE PROGRAMMING provides care and recreational pursuits during out of school hours. Focusing on community spirit and insisting on respect and inclusion as the foundation from which activities and life-skills are introduced to the children.

A day spent at any licensed group childcare setting is a busy day for every child. Learning opportunities are intrinsically provided through group management and daily routines. It is our goal to provide an inclusive environment where children have a sense of belonging, learn through play, have fun, and experience awe and wonder. We recognize that every child is different, and our experience has taught us that some children thrive in this type of environment, while others struggle with the hustle and bustle of large groups and the level of stimulus created. We make every effort to counter these challenges with solid routines, small group transitions, low stimulus décor, natural resources, and plenty of outside time. However, if your child thrives in a low-stimulus environment, where they have control over their day, they may struggle in a group setting and prefer a smaller, in-home setting. This is no reflection on quality of care, it is seeing the child for their authentic self and providing the best environment for their character and needs. We do the child an injustice by insisting they attend a facility that proves to be a daily struggle. We will always give children every support we can because we want them to thrive in our care. We utilize all our strategies, borne of years of experience and training, and when our efforts are not enough, we seek the help of community professionals, to assist parents in accessing services that meet the needs of their child. Supports can include referrals, consultation, and development of an individual care plan (ICP), staff training, and additional staffing. Despite our efforts there are occasions when we must make the difficult decision to cease care provision. Please consider if Maven Lane is the right setting for your child. As their guardian, you are best placed to choose their most appropriate care provision.