1. BEULAH SMITH
MAY 15, 2013
KATHY PRICE & LINDA GREGSON
DOCUMENTATION OF CENTRE
ECED 2421

2. BEHAVIOURISM THEORIST
Give me a dozen healthy infants, well-formed,
and my own specific world to bring them up in
and I’ll guarantee to take any one at random
and train him to become any type of specialist
I might select… regardless of his talents,
penchants, tendencies, abilities, vocations,
and race of his ancestors.
(Watson, 2003, p.24)

3. BEHAVIOURISM THEORIST
 Give me a dozen healthy infants, well-formed, and
my own specific world to bring them up in and I’ll
guarantee to take any one at random and train him
to become any type of specialist I might select…
regardless of his talents, penchants, tendencies,
abilities, vocations, and race of his ancestors.

4. Over the Rainbow Daycare is located at 2600 Austin
Avenue in Coquitlam on the property of the Mundy
Park Christian Fellowship Church.

5. ENTRANCE TO THE DAYCARE: TO THE RIGHT OF
THE CHURCH FACING ONE OF THE THIRD PARKING
LOT.

6. HALLWAY ENTRANCE WITH THE CHILDREN’S CUBBIES. TO THE SIDE IS THE
SIGNING SHEET ALONG WITH AN EXTRA COPY OF NEWSLETTER AND MONTHLY
CALENDER.THERE IS ALSO SHOES RACKS, COAT HANGERS, TEACHER’S
PROFILES, LICENCES AND FIRST AID CERTIFICATES. OTHER CUBBIES
CONTAINING ART SUPPLIES AND OTHER MISCELLANEOUS ITEMS. TO THE SIDE
IS WHERE THE STROLLERS KEPT.

8. THE DINING AREA AS WELL AS THE WATER
PLAY AREA.

9. THE CHANGE-TABLE AREA , ALONG THE WINDOW PANE ARE THE
CHILDREN’S WIPES, CUBBIES WITH DIAPERS AS WELL AS TEACHER’S
CUBBIES.

10. CHILD SIZE TOILET AND A STOOL THAT THE
CHILDREN USE TO REACH THE BASIN.

11. INSIDE NAP-ROOM WITH CHILDREN’S ARTWORK, PHOTOS SHOWING
THEIR BIRTHDAYS, CUBBIES WITH TOYS, SHELVES WITH BOOKS, CD
PLAYER AND A SMALL REFRIGERATOR.

12. NAP AREA CONTINUES WITH BEDS, PLAYPENS
AND DRAMATIC PLAY AREA.

13. OUTSIDE ON THE PATIO WHERE THE CHILDREN
PLAY.

14. OUTSIDE ENCLOSED PLAY AREA

15. OUTSIDE ENCLOSED PLAY AREA CONTINUES

16. ONE OF THREE PARKING LOT: THESE VANS ARE USED TO TRANSPORT
THE OUT OF SCHOOL CARE AND THE PRE-SCHOOL CHILDREN BACK
AND FORTH TO THE OTHER LOCATION AT REGAN AVENUE.

17. OVER THE RAINBOW’S PHILOSOPHY:
 To provide a safe, loving environment where
children can grow and be challenged in all
developmental areas to become caring
autonomous individuals. To accomplish that,
we seek to get to know the child and
observe his/her interest and create a
curriculum that is to the child and us.

18. CENTRE’S ROUTINE ACTIVITIES
 Over the rainbow is a fairly safe environment for children as all the cleaning products are
stored on a shelf above the microwave, and the more toxic ones are stored in the
janitorial room outside the hallway. Fire and disaster plans are placed at the entrance
inside the daycare, and a fire drill is conducted once every month. There are nineteen
children attending the daycare, seven full-timers and the others on different days. Twelve
on any given days with four fulltime teachers and two part-time teacher who come in at
different times to cover breaks.
 Apart from a garbage bin, there is also a diaper gene where dirty dialers are disposed.
Every evening the garbage is taken out and put into a dumpster, but if it is too much then
it would be taken out twice per day. Dishes and toys are washed and then rinsed in
noriquat ( a disinfectant/sanitizer safe solution approved by licencing).children’s blankets
are sent home on a weekly basis and the sheets are washed by a staff member. As soon
as the children put a toy in their mouth, the toys are placed in the sink to be washed,
otherwise, they are washed once or twice per week. Emergency cards are on file and
parents are called in if their children show sign of illness, example a fever or diarrhea.
Children’s allergy cards are place beside the microwave with their names and what each
child is allergic to.
 There are lots of age appropriate toys including cushions and stuffed toys. Toys are set
out for free play, but children are allowed to take whatever else toys that they choose to
play with. The toys and books are recycled once per month.

19.  Staff member provides positive guidance and discipline by helping to redirect children’s
behaviour/focus. For example, if a child wants to take toy from another child, the teacher
will introduce that child to a similar toy. Or, if a child is hitting another child, the teacher
will ask them to use gentle hands as well as demonstrating to the child what gentle hand
means. Teachers show respect to the children by saying please and thank you, and talk
to the children in a respectful manner that is to their level where they can understand.
 Sometime at drop off, or pick up times the parents and teachers will have conversations
, for example, about their children, or the parents will compliment the teachers on work
well done at the centre. The parents will also show their appreciation on gifts that
teachers assisted the children to make, or even the children’s art work.
 The children’s health records are checked frequently to make sure that they are up to
date, for example, that the children have gotten their immunization at the correct times.
Also, foods,, sunscreens and bum creams are checked for expirer dates. A note is sent
home when diapers, sunscreen, bum creams and wipes are running low, or, when
parents forget to send suitable clothing , or anything else that is necessary for their
children.
 Three of the four fulltime teachers have their full licence and the others is an assistant
teacher, two with and infant toddler licence and the other is in the process of getting one.
Teachers do not discuss teachers with parents, parents with teachers, or children with
other parents. Teachers endeavour to keep up with the rules and regulations of Fraser
Health as well as the requirements of licence. At the beginning of employment, teachers
are given an employee handbook which entails the something about the daycare, policies
of the daycare, childcare policies, conditions of employment and benefits associated with
the daycare.

20. REFERENCE
 Mac Naughton, G. (2003). Models of the learners: conforming to nature, conforming to
culture. Shaping Early Childhood, Learners, Curriculum and Contexts. (p. 24). UK,
Glasgow: Bell &Bain Ltd.
 Gonzalez-Mena, J., & Eyer, D., W. (2009). Quality in Infant-Toddler Programs: A
Checklist. In M. Ryan., Infants, Toddlers, and Caregivers, A Curriculum of Respectful,
Responsive, Relationship-Based Care and Education (9th ed.). (pp. 136-137). New York,
NY: The McGraw-Hill Companies, Inc.