For almost 50 years BGC BRANTFORD has been helping young people to discover, develop and achieve their best potential by engaging them in activities that challenge and help them develop healthy minds and bodies. Our programs promote positive outcomes in education, active living, nutrition and mental health. Our leaders act as positive role models and take an individualized and strength-based approach to every child’s potential.
The BGC BRANTFORD keeps young people on track for a successful future with academic support and fun, hands-on learning experiences.
In our early years programs we use the Pedagogy framework (method and practice of teaching) when designing program and content (How Does Learning Happen?), that is specific to creating goals for children that support self-regulation, identity, social inclusion, health and well-being, language & thinking skills and physical literacy.
During the middle years our after-school programs help young people see themselves as learners in an informal, hands-on environment. We enhance existing skills and provide after-school homework help, mentoring, and access to technology in environments that promote a love of learning and encourage young people to set and achieve academic goals.
Leaders promote the health, safety, nutrition and well-being of each child by providing a clean and safe environment, nutrition is based on the Canada’s Food Guide, access to drinking water, safe transitions, addressing environmental issues, and reducing hazards that may cause injury. Leaders are aware of information relating to medical conditions, allergies, food restrictions, medication requirements, and parental preferences in respect to diet, exercise and rest time.
PHYSICAL LITERACY & NUTRITION
Children participate daily in indoor and/or outdoor physical literacy, active living & play activities such as parachute games, cooperative games, basketball, soccer, baseball and obstacle courses.
Our active living programs and activities instill healthy habits and attitudes and support the unique needs of the children in our care. When warranted quiet/rest time opportunities are also provided for children, which include but are not limited to reading, puzzles, computers and creative arts. With opportunities to increase daily physical activity, engagement in nutritional awareness and healthy eating habits, young people through structured and informal play, learn about physical health and well-being enabling them to make healthy and balanced choices.
Leaders foster children’s need for exploration, adventure, play and inquiry by providing a variety of activities in an environment that encourage choices and active play. Leaders provide child-initiated and adult supported experiences and introduce new ideas, concepts, and opportunities that expand children’s knowledges and experiences. Leaders observe children’s interactions and engagement, using that information to plan and create positive learning environments that are based on the interests of the child.
Children are encouraged to interact and communicate in a positive fashion. Leaders support their ability to self-regulate, acknowledging that children are competent, capable, curious and rich in potential.
Leaders provide opportunities, support and encouragement that assist young children learn to self-regulate. Leaders encourage and model a calm and focused environment that supports the ability for children to regulate their emotions and the impact these can have on others engaged in the program.
Regular and ongoing communication with parents is an important component of each day. Leaders support positive and responsive interactions among the children, parents, and child care providers.
Communication may be in person, by phone, e-mail or through written and posted communication tools.
Parents will be advised of community resources outside of the centre such as Ontario Early Years Centres, Lansdowne Children’s Centre, City Child Care services, Brant County Health Unit, etc., as it is an integral part of supporting our children and their families.
As appropriate, communication will come from all levels of the organization; the Board of Directors, the Executive Director, Director of Programs & Services, Supervisors and Program Leaders.
Respectful, inclusive and engaging environments where young people feel welcomed, accepted, valued and respected are provided. Programs cultivate caring relationships and connections with peers, family members and community. Leaders nurture young people’s confidence and provide them with opportunities to develop and grow their skills. Programs enable children to sustain meaningful relationships, develop positive self-image, and be respectful of themselves and others. Resilience is fostered by working with young people, their families and our community.
Leaders are reflective practitioners who learn about children through listening, observation, documentation, and discussion with others, families in particular, to understand children as unique individuals. They observe and listen to learn how children make meaning through their experiences in the world around them, and use this to have meaningful interactions, and engage children on a daily basis.
The Club builds on the strength of families by supporting parents/guardians in their role of raising and educating their children. Parents/guardians are respected as their child's first teachers and a strong partnership between home and the Club is essential.
As a community based organization it is imperative that the Club has positive and well established relationships and partnerships with other community agencies such as Woodview Mental Health & Autism Services, City of Brantford Child Care, Lansdowne Children’s Centre, Family & Children’s Services, Brant County Health Unit, etc., in order to meet the needs of our families effectively.
BGC BRANTFORD is committed to the UN Convention on the Rights of the Child, the principles of the Ontario Human Rights Code and the Child Care and Early Years Act.
Ongoing opportunities for Leaders and other individuals who interact with our children, which will enhance professional capacity, engage in reflection and discussions with others about Pedagogy and related practices. Supporting ongoing professional development occurs through a variety of ways including online learning, workshops, conferences, etc.; Leader’s build a climate of trust, support, honesty, collaboration, mentorship and respect, building on healthy professional relationships that encourage continuous growth & development.
Leaders continually review and reflect on the Program Statement, documenting the impact in has on children and their families.