About

SADOCHOK was the first full-time Ukrainian language child care centre in Ontario and was incorporated in 1976 as a non-profit organization under the name of SADOCHOK CENTRE INC. and licensed by the Ministry of Education Toronto Public Health Department.

It is also registered as a charitable body and all donations to the centre are tax deductible.

Policies and administration of the child care centre are undertaken by a Board of Directors comprising of at least six members elected on a rotational basis for a two-year term by members of the corporation. One parent/guardian per family automatically receives an annual membership, entitling the holder to one vote. The day-to-day operation of SADOCHOK is managed by the Supervisor under the direction of the Board of Directors.

The child care centre’s high standards are maintained through the encouragement of parents/guardians to contribute their time, talents, and commitment either as a member of the Board or the Parents’ Committee.

Our facilities are fully and regularly inspected by the Public Health Department, the Fire Department, the City of Toronto, and the Ministry of Education. In addition, our property has an on-site fully licensed and inspected playground.

Our Mission

At Sadochok Child Care Centre, our mission in programming is to provide play-based, flexible, adaptive, dynamic and high-quality experiences to meet the needs of every child in an inclusive Ukrainian speaking environment.

Sadochok Child Care Centre is dedicated to supporting children’s learning, development, health, and well-being through caring and responsive Early Childhood Educators, who focus on active learning, exploration, play and inquiry, and who see children and their families as competent and capable, curious, and as active participants in all aspects of the program.

Sadochok Child Care Centre provides service for toddlers, preschoolers and school age children (before and after school program). Our educators use “How Does Learning Happen? Ontario’s Pedagogy for the Early Years (2014)” as the guiding document under the Child Care and Early Years Act, 2014.

We strive to be organized around the foundations of belonging, well-being, engagement, and expression in children where the goals and expectations integrate the six guiding principles of ELECT (Early Learning for Every Child Today). As we continue to explore curriculum and advance our pedagogical leadership, we reference the following Ministry documents:

How Does Learning Happen? Ontario’s Pedagogy for the Early Years

Ontario Early Years Framework

Think Feel Act: Lessons from Research about Young Children

Early Learning for Every Child Today

Our goals for children, consistent with the Ministry of Education pedagogy

1

Cultivate and support authentic, positive, and responsive relationships and interactions to create a sense of belonging among and between children, parents, educators, various resource consultants and the world around us, by creating a program that is inclusive, and fostering that sense of belonging by sharing observations and strategies while maintaining ongoing communication with families.

2

Nurture children’s health, safety, nutrition, and well-being, and support their growing sense of self, by considering the overall development of the whole child and taking a comprehensive approach to our programming

3

Provide environments and experiences to engage children in active, creative, and meaningful exploration, play and enquiry, by designing indoor and outdoor environments and experiences that spark curiosity, invite investigation, and provide challenges that are responsive to individual capabilities, helping the children to extend the boundaries of their learning

4

Foster communication and expression in all forms, by modeling various, positive verbal and physical interactions, and encouraging the children to interact and communicate in a positive way, supporting their ability to self-regulate by giving them opportunities to take initiative, tackle challenges with enthusiasm and persistence, and cope with and adapt to challenges, frustrations and the unexpected in everyday living

5

Continually review and document the impact of the above strategies on the children and their families in each program at our monthly program educator’s meetings, at which time the strategies are modified as required