We offer a wide range of developmentally appropriate activities for infants and toddlers to explore and experience. We have wonderful indoor and outdoor facilities, and our staff provides a warm, caring environment that promotes positive social skills, problem solving and self discipline. We know that children learn by doing, and as such, we implement an Emergent Curriculum program. This means children are our focus. Our activities are child-centered and emerge from the creativity and interests of the children in our program. NHCS provides a challenging caring environment that enhances your child’s emotional, social, physical and intellectual development. Through play experiences and the guidance of qualified staff, children learn about their world. 

Please ask your child’s teacher when their Show & Share days are, because toys from home stay at home, except for Show & Share days.

Our programs are planned with the children to develop; 

  • curiosity, initiative and independence 
  • self esteem and decision making capabilities 
  • interactions with and respect for others 
  • physical activity to develop gross motor skills 
  • communication & literacy skills 
  • fine motor skills 

NHCS is licensed by the Ministry of Education under the Child Care and Early Years Act.  Staffing is done according to the Child Care and Early Years Act. 

The ratios are: 

  • 1 Teacher to every 3 Infants 
  • 1 Teacher to every 5 Toddlers 
  • 1 Teacher to every 8 Preschoolers 

For information about childcare fees, click here. For information about subsidized childcare click here.

Program Statement

Welcome to North Hastings Children's Services (NHCS) where we are more than a daycare! We are here to support you and your family and provide the resources you need so that you can fully embrace this incredible time in your life where you see your children emerge into thoughtful, caring, and responsible individuals.  Here at NHCS we believe that your child has a fundamental right to grow and learn with cooperative peers and caring professional adults, in a space where your child is regarded as unique, competent, capable, curious and rich in potential.  It is these views that determine our approach to you and your child, influence all our interactions, build relationships between us, guide our learning, create involvement in our community that you can have the benefit of and direct how we will program.

Consequently, we are striving to set up welcoming environments in our programs and services where you can be actively involved in your child’s learning, identify and resolve challenges, and contribute to yours and theirs well being and belonging. We want to hear about your observations of your child and share in your knowledge and experiences with your child so that a mutually beneficial connection between home and your child’s program can occur. 

As part of this endeavour we offer a safe and healthy environment with nutritious meals and snacks, and rest or quiet time is incorporated into their day.  Active indoor and outdoor playis encouraged year round and daily.Opportunities to experience nature every day and to care for and interact with the natural world enhance children’s connections to the world around them.  Your children are always supervised and this allows us to observe their social interactions, see what activities interest them, and note when they appear to be the most challenged or engaged. We in turn use these observations as opportunities to join them in play, foster their exploration, support their self-initiated activity, expand learning, and mediate their peer interactions as needed.

We understand that when your child is actively engaged in an activity of their own choosing they are calm, attentive and happy.  Therefore it is your child’s interests and expressions that guide us as co-learners with your children to uncover what is important to them so that we can plan for and provide opportunities in various environments for their first hand investigation of materials, objects, and phenomena that allow your child to stay engaged as they follow their natural curiosity to its conclusion. 

We also recognize that all children have the capacity to express themselves effectively verbally and non-verbally in their actions and interactions with their family, peers, and educators. By responding to your child’s verbal and non-verbal cues we share in their experience of the world and we act to reduce stressors, modulate responses, provide language, and model communication strategies that are consistent with the abilities of your child. 

Here at NHCS we know that all children progress at their own pace and by joining your child where they are at, we are establishing a way of interacting with your child that works for all children including the child with special needs.  Through daily routines and activities that include a variety of materials that are accessible to all children we invite each child to engage with each other to create an environment of inclusion that allows each child to have meaningful interactions in their world and contribute to their growth and development and emerging sense of self with each other.  “Viewing children as active participants in their own development allows educators to move beyond preconceived expectations of what a child should be learning, and focus on what they are learning” (CMEC, 2012).

We create linkages between ourselves, your children and family, educators and resource personnel, and the community through our participation in programs, events, and information sharing nights both on and off site, and you will have the opportunity to interact and communicate with people from local agencies and businesses in our community with whom we have formed reciprocal relationships and who are visible in various ways in the programs we offer. Information regarding our programs and the resources in our community is always accessible via your child’s educator, the family resource personnel in both our on and off site programs, cubby leaflets, bulletin boards, the information centre on the premises, and our website.

Pedagogical documentation is an approach being implemented throughout our programs here at NHCS as part of our continued commitment to support professional learning through engagement, communication, and reflection from our program staff and encourage interaction between ourselves and you who access our services.  “Pedagogical documentation is about more than recording events - it is a means to learning about how children think and learn” (HDLH, p.21) during the course of their experiences in everyday moments, and share this learning with other learners be they the child, parent, or educator, using examination and interpretation together.  For us it is a departure from the world of ‘make and take’, memorization without understanding (rote learning), and describing an occasion as “(blank) had fun in the park today”, to capturing your child’s daily experiences using various formats so we can recognize, value, reflect on and find meaning in what your child does and what they experience.  In short it is a way of listening to children.  We anticipate that we will learn and grow together as we embark on this process of new learning and application and enact this means of communication about, for and with your children.  North Hastings Children’s Services will take an active approach to support educators in their practice with continuous professional learning opportunities including Orientation, Resource Supplies and Qualification Upgrading.

We acknowledge that the goals and approaches for North Hastings Children’s Services articulated in this Program Statement are consistent with the Ministry of Education’s Ministers Policy Statement issued on June 8, 2015 on Programming and Pedagogy naming “How Does Learning Happen? Ontario’s Pedagogy for the Early Years (2014)”, and is responsive to the needs of the children we care for, their parents, our educators and resource personnel, and the needs of our community as articulated by the Board, and our community partners.  Further, How Does Learning Happen? (HDLH) is a professional learning resource for educators and administrators in early years settings intended to guide program development, pedagogy and practice.  Parents can access a copy of this resource through this http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf or from the educators and resource personnel at North Hastings Children’s Services.

Click here to download our childcare registration form.


Please scroll down for information about meals, clothing, health and administration of medications, behaviour policies, and prohibited practices.



A nutritious midday meal, breakfast club and afternoon snack are provided. Children’s special dietary needs and allergies are posted in the cooking and serving areas. Although the Centre can make some menu changes, parents may be required to provide alternative food and drink for children who cannot eat the meals prepared at Centre. All food items must be clearly labelled with the child’s name. Weekly menu plans are posted for the current week on the parent information board to assist you in menu planning at home. 

Parents of infants must supply written instructions, filled bottles & baby food. Please clearly label all your child’s items. 



We are required by the Ministry of Education to ensure infants and toddlers play outside for up to 2 hours per  day (unless the weather is poor). Suitable clothing for active and sometimes messy play is important so your child can enjoy their day at NHCS. Please keep in mind our playground may have mud, snow, etc. Please dress children so they will be comfortable. Children need a spare set of clothing and indoor shoes, which will be kept in their cubby. Please label your child’s clothing. 

If your child is in diapers please send sufficient numbers for the day as well as wipes. (Minimum of 5 diaper changes per day.) 

During the spring and summer months please supply your child with a hat, bug jacket/bug spray if desired and sunscreen as the children do participate in a lot of outdoor activities. 


Health and Administration of Medication

The following health policies have been developed to ensure your child’s health and safety. 


Children entering the Children’s Centre must meet requirements set out by the Health Unit. All children registering for the first time must have their immunization or exemption assessed by the Health Unit before starting the first day of Childcare. For further information about immunization requirements please call the Hastings County Health Unit at 613-332- 4555.


To minimize the spread of infectious illnesses we ask that you keep your child at home for 24 hours if they seem unwell and are experiencing: 

  • fever, flushing, pallor or listlessness 
  • diarrhea or vomiting 
  • red or discharging eyes or ears 
  • undiagnosed skin rashes or infections 
  • unusual irritability, fussiness and restlessness 


Staff at NHCS will administer medications only if the following conditions are met: 

1. Only prescribed medications or non-prescribed with Dr.’s notes will be given. Medication must be in the original container, and clearly labeled with; 

  • the child’s name 
  • name of the medication
  • the dosage 
  • date of purchase 
  •  instructions for storage 
  • administration instructions of the medication

2. Parents must complete a medication information form. 

3. Medication must be given directly to staff member for storage. 


Behaviour Management Policies and Procedures

Our programs are designed to provide a safe respectful environment that fosters the optimum progression of the children’s overall development. Our policy on behaviour management is taken very seriously at NHCS. Staff, students and volunteers read and sign that they will abide to our practices prior to being hired and annually thereafter. 

Programs at NHCS are closely monitored to ensure that they are meeting the varied needs of children. When inappropriate behaviours occur, staff look for patterns that may indicate why behaviours are occurring. Behaviours Management is: 

  • Used in a positive and consistent manner. 
  • Implemented as soon as possible after the inappropriate behaviour. 
  • Developmentally Appropriate 
  • Related to the inappropriate behaviour. 
  • Designed to teach appropriate behaviour.

Behaviour Management Procedure

  • Channel the child’s energy
  • Discourage inappropriate behaviour
  • Use positive verbal reminders
  • Redirect to a closely supervised activity
  • Reinforce desired behaviour

A discussion and explanation will follow all discipline methods where appropriate. 

Prohibited Practices

The following forms of behaviour management shall not be permitted by anyone including staff, students, volunteers and parents during the operation of the program. 

  • Corporal Punishment of a child
  • Deliberate harsh or degrading measures that would humiliate a child or undermine a child’s self respect 
  • Deprivation of a child’s basic needs, including food, shelter, clothing or bedding 
  • Being confined in a locked room or area or locking the exits for the purpose of confining a child

For further information regarding our Behaviour Management Policy, please ask our Coordinators or the Executive Director.