About Us

O’ Happy Day Daycare is committed to providing you with an essential, quality childcare service as our staff strives to create an ideal environment for your child/children to grow and develop into exceptional young people.

Our Philosophy

to be positive and encouraging to all children
to provide good nutrition, and a clean, safe environment
to build self-esteem
to encourage creative self-expression
to be sensitive to cultural differences
to teach children to respect each other and themselves

Our Goal

Our goal is to positively influence children’s development and learning potential in a safe, educational, fun, and loving environment,
while providing parents with an essential childcare service and peace of mind.

Why choose O’ Happy Day?

We offer unique (and fun!) enrichment opportunities such as French and Spanish lesson, individual piano lessons, Tae Kwon Do class, and dance & movement – all for free – because we strongly believe that a child’s education should be much more than words and numbers!
Our fees are quite affordable, considering our prime location, facilities, and special programs Underneath all the formal philosophies and policies, our bottom line for childcare is well-rounded education; a safe and happy environment; and LOVE!

1. Positive Relations and communication Priority Goal:

  • Speaking with a firm and gentle tone of voice that children are capable of understanding, especially with children who require extra support.
  • Engaging in the children’s play by asking open-ended questions and encourage the children to problem solve and engage in co-operative play.
  • Supporting children to share their expressions, emotions and ideas with one another; promoting perspective taking, empathy and the ability to identify with another person.
  • One-on-one time with children is a great opportunity to become animated and inject humor. Using unique quiet times to connect with children.
  • Conversing with parents on daily basis. Informing families/parents about their children’s day and any upcoming event’s.
  • Collaborating ideas with staff and families to support sensitive routines at drop off and pick up.
  • Engage in contributing to a welcoming environment.

2. Curriculum and pedagogy priority Goal:

  • Providing a variety of meaningful community resources for children and families at the daycare, as well as provide more opportunities in a variety of curriculum areas.
  • Incorporating program planning every week based children’s interests along with the how does learning happen (HDLH) document.
  • Using instructions and teaching strategies that supports children’s play and learning such as, observing, questioning, coaching, modeling, demonstrating, and scaffolding.
  • Providing opportunities for children in a variety of different areas for children’s representation and literacy, numeracy and inquiry.
  • Setting up indoor and outdoor environmental curriculum experiences to support play.
  • Planning, sustaining, enriching, and extending play by adding related materials (pretend play, block play).
  • Ask questions and use language with children to clarify challenges and problem solving solutions.

Special programs offered at O’Happy Day Daycare:
This program is taught and demonstrated by common songs or music that children are familiar with and it includes basic theory of fun instrumental music. Piano/keyboard lessons allow the children to develop concentrations skills and a love for music.
This program is taught to self defense and discipline through fun and stimulating physical activities. This encourages the children to improve their physical Gross motor skills as well as their social skills interacting with adults and their peers.
As we are all aware of Canada being a multicultural diverse society, at this daycare we teach children French and Spanish through fun curriculum experiences such as, creative arts, storytelling, songs/dance, and reading. Goal: This will improve the children’s different language and communication skills.

3. Professionalism Priority Goal:

  • Encouraged to further develop knowledge and awareness of the CCEYA, public health. Developing professional role as an RECE/ECA.
  • Demonstrating an awareness of and adherence/loyalty to CCEYA.
  • Organizing the expression of multiple perspectives of children, families and the staff team.
  • Demonstrating increasing capacity to problem-solve with children.
  • Engaging in health and safe professional practices.
  • Staff members leading daily routines, transitions and activities within the structure of the rest of the staff team.

4. Health, Safety/nutrition and guidance Priority Goal:

  • Responding to emergency situations and following the daycare’s procedures and protocols.
  • Inspecting indoor and outdoor environment and taking appropriate actions weekly/monthly.
  • Taking precautions when planning for field trips and celebrations with the children. For example, pre-trip visits and/or transportation issues under the supervision of a staff member (ECE/ECA)
  • Identifying indicators of illness in a child and communicating the observations to staff members.
  • Caring for mildly ill child while in the daycare and following the public health protocols.

Behaviour Guidance/Management:

  • Speaking with a firm tone of voice when guiding children’s behaviour.
  • Individualizing guidance strategies to respond to children’s needs.
  • Anticipating children’s behaviour and redirecting negative behaviour. Informing the children what to do rather than what not to do. For example, if a toddler is attempted to stand on a chair and in order to re-direct that say, “Feet down and chair is for sitting”. This verbal strategy will remind children to self-regulate.
  • Recognizing impacts of the adult in the environment.
  • Fostering the development of individual children’s autonomy when guiding behaviour.

A) Health, safety, and nutrition approaches:

  • Staff members check children’s physical well-being and their emotional self-regulations.
  • Making sure that our Ratio of every room is on track.
  • Demonstrating a daily playground checklist before the children go for outdoor play.
  • Demonstrating knowledge of how to wash, sanitize, disinfect all materials and equipments in the rooms. Using appropriate instructions from Canada’s public health protocols and procedures.
  • Encouraging every child to wash their hands with soap and water before and after snacks and/or lunch, as well as after outdoor play.
  • Providing nutritious food, fruits and vegetables for children in the daycare related to Canada’s food guide.
  • Having the opportunity to oversee the classroom from a far distance.

B) Supporting positive and responsive interactions:

  • We organize staff meeting every six months of the year to update each other and discuss about any changes that needs to be required in the program. Our staff members are encouraged to be open and share their ideas during this meeting.
  • Picture day is approached every year by the end of June. Children’s pictures are taken and samples will be sent to the parents to inform us if they would like to purchase any of the pictures of their child.
  • In this program we celebrate every children and staff members birthdays, For both we prepare birthday cards at the beginning of the month and ensure that all teachers have signed it and giving the birthday child a mini birthday present. For the staff’s birthday we celebrate it by bringing in a cake and some birthday flowers.
  • Demonstrating knowledge of the community and the resources available to children and their families in curriculum. For example, field trips, special guests, family visits, and celebrations.
  • Approaching families and/or parents during drop-off/pickup time and give a brief explanation of how their child’s day went. A few minutes of interaction with the parent/families can built a positive relationship with them.
  • Encouraging parents to be engaged and involved in our program with their children. This will show them a sense of comfort and trust among us.
  • Using non-verbal strategies to communicate with parents such as organizing a monthly news letter, creating an album of their children with captions underneath it of what curriculum their child is interested in.
  • Every child is included.

C) Encouraging children to interact and Communicate in a positive way and supporting children’s ability to self-regulate:

  • Children engaging in describing their own emotions and ideas with one another. In this way, children can recognize the ideas and hearing of others and realize that they may be different from one another.
  • Attempting children to use effective strategies for self -calming. Such as encouraging them to sit, breath and count 1,2,3,4.
  • Being a role model is one of the important strategies of how children learn, especially infants and toddlers. For example, Instead of telling children what NOT to do; demonstrate yourbehavioural strategies and show them appropriate ways of what the child should be doing with their toys, hands, and/or other materials that are provided to them. This strategy will engage the children to learn from one another, also known as imitation in how does learning happen.
  • Providing positive responses to children’s approaches strengthen your relationships with them and reinforce their positive social skills. For instance, Thank you for offering me the plate, I would like to sit with you”.
  • Making sure to use appropriate language with the children, especially with infants and toddlers that require more attention towards language and communication skills.

Example: If an infant says “nana” which is an attempt to say “Banana”. It is important to paraphrase what the child has said and give them the appropriate words and say, “Yes! This is a banana”. This strategy will improve their interactions, language skills, and communication skills.

D) Foster the children’s exploration, play and inquiry:

  • Providing children a variety of different materials during play to problem solve.
  • Encouraging children to set goals and actions to achieve them, also known as problem solving in how does learning happen. Using appropriate verbal and behavioural strategies such as, moving materials slowly towards the child when the child is approaching frustration to problem solve. Moving play materials closer to them can expand play when they are “stuck” and can support the inclusion of those materials into play.
  • Encouraging children to use expressive language., being able to combine words and use common verbs and adjectives. This invites the children to notice photo details and respond in expressive language, especially for infants and toddlers.

E) Providing child-initiated and adult-supported experiences:

  • Engaging the children to socialize with peers and interacting with adults while doing routines and transitions. Children being able to approach adults as a source of comfort, security and support.
  • During transition routines such an going from indoor to outdoor playground; staff members in the room are encouraged to demonstrate and give appropriate instructive ways of how children can get dressed on their own.
  • Encouraging children to improve on their social helping skills such as, offering assistance, offering comfort, and being generous.

Example: Preschoolers and/or kindergarteners are engaging to help the staff out to set up for snack and lunch time during transition routines.

F) Creating positive learning environments and experiences:

  • We categorize the play rooms with the children’s developmental areas (Dramatic area, Quiet area, Cognitive area, Art/craft center,.. etc.)
  • Placing materials that are related to the areas of development in each category that is organized in the play room.

Example: placing legos by the cognitive area in the block centre.

G) Incorporating indoor and outdoor play:

  • Creating curriculum outdoor experiences that is related to the seasonal changes. For example, during autumn engage children to collect different coloured leaves in the outdoor playground, and asking questions about it.
  • Promoting outdoor cause and effect explorations with children.
  • Designing indoor and outdoor curriculum experiences that spark curiosity and provide challenges that are responsive to individual capabilities.
  • Our daycare incorporates special outdoor curriculum experiences during the summer on Fridays which we call “Water Play”. We encourage parents to allow their children to wear a bathing suit as a precaution because it does involve a lot of water splashing that tend to get children wet.

H) Fostering the engagement of and ongoing communication with parents:

  • This daycare organizes a fieldtrip every year at the end of June related to the children’s interests during play.
  • Connecting with families and communities and inviting their participation to ensure that environments and experiences reflect and are related to the children’s everyday lives.
  • O’Happy Day Daycare creates a monthly news letter that includes, children’s birthdays of the month, all the upcoming important dates and reminders.

I) Involving local community partners:

  • We encourage staff members to get familiar with the community area, as well as asking parents/families about the area that they live in. We ask these questions to be able to provide parents community resources such as, handbooks, summer camps, or any type of events going on in the community related to the children’s age group.
  • Inviting community members to participate in the program and encouraging them to provide opportunities for children to participate and make meaningful connections to the community and on an ongoing basis.

J) Documenting and reviewing the impact of the strategies:

  • We encourage the staff team to use verbal, behavioural, material, and arrangement strategies for all age groups.
  • Verbal strategies include what the adult says to the child during play to support the skill that is being practiced such as, asking an open-ended question that would encourage the child to respond by actions or words.
  • Behavioural strategies includes adults actions during play while the skill is being practiced such as, playing alongside with the toddlers with similar materials.
  • Material strategies identify the materials with the properties that support the skill that is being supported. (It also may include physical properties such as, texture, size, colour, quantity…etc.)
  • Arrangement strategies identify the specific locations of materials and equipments. Spatial terms are highly used to identify the placement of the materials.

We hope to welcome you to O’ Happy Day family soon! Should you have any questions or concerns,
please feel free to contact administrative staff at or call (416) 656-2929.