NURSERY

This is a typical day.

7:30 a.m. – 9:00 a.m.: reception

The nursery opens its doors and the children gradually arrive.

Reception time is particularly important for the smooth running of everyone’s day. This time of communication between parents and professionals is also a time to say goodbye serenely and quietly.

The child is welcomed in the nursery or outside after 8:30 a.m. where he meets his friends and the supervisory team for some free play time.

8:30 a.m. – 9:30 a.m.: outdoor games

The children play for around 30 minutes in the nursery courtyard. An important moment for them during which they can let off steam and enjoy the different games (slides, bikes, swing, etc.)

9:00 a.m.: snack

The children sit at the table to have fresh fruit juice (homemade) or milk and water. It’s also the time to celebrate birthdays with cakes, candles and songs.

9:15 a.m.: gathering

A very friendly gathering time, where songs and little games allow children to get together, relax, and identify friends present/absent.

9:30 a.m.: changes

Changes and use of the toilet. It is also a special moment of exchange between the child and his assistant (songs – words – looks) during which he is asked and encouraged to participate (drop his pants, wash his hands alone, etc.).

9:45 a.m. – 10:40 a.m.: both free and guided activities

The team has a range of activities thought out and put in place by the nursery manager (various manual activities, psychomotor skills and other sensorimotor activities, cooking workshops, gardening, music and reading, library, socio-emotional activities …). The activities we present are diverse and depend greatly on the weather and the children themselves.

All these activities are offered to them and not imposed. They take place mainly in small groups, with a rotation that allows each child to participate if they wish. This moment of conviviality and exchange allows the child to meet his or her need for creativity, motor skills, etc.

To conclude the proposed activity, we invite the children to participate in tidying up the equipment and the room.

10:30 a.m.: quiet time

The children gather together to sing and listen to a story.

This ritual allows the child to return to calm and relax before the meal.

11:00 a.m.: lunch

After washing their hands, adults and middle-aged children sit down to eat, while lunch for the little ones is taken care of individually according to each person’s pace. Each child eats at their own pace and according to their needs, then washes their hands and mouth before returning to the living room where they can play freely.

11:30 a.m.: changes

The assistants change the children before nap time.

11:30 a.m. – 12:00 p.m.: free activities

Everyone plays according to their desires in the nursery.

12:00 p.m. – 2:30 p.m.: Preparing for sleep, nap.

Calm time in the dormitory, where children and professionals meet in a serene atmosphere. The assistants, through their reassuring presence, will help you fall asleep well..

2:30 p.m. – 3 p.m.: Wake up, change clothes, play games while waiting for snack time.

The children get up as they wake up. Little cuddly moments, diaper change, getting dressed, free play.

3 p.m. -3:30 p.m.: first departures and snack

The children gather in the canteen area. The snack consists of a cereal product and a fruit (dairy once a day on the menu)

3:30 p.m. -4:30 p.m.: free games and departures

Everyone plays according to their desires, indoors or outdoors depending on the weather. The parents arrive gradually. The professionals talk about the child’s day and it’s already time to say goodbye and tidy up the nursery for the next day.

RECEPTION

The crèche is a welcoming and living place for children and parents.

“Welcome the child and his parents to encourage separation even better”

Reception is an essential moment for the child’s day to run smoothly: parents pass the baton to a team. This is a moment that must be prioritized, because we reassure the child with a smile, a few sweet words of welcome.

Parents are also reassured to leave their little one with complete confidence thanks to appropriate separation.

Parents notify us of any particular rhythm of the child, important information about the last night or the weekend, family events, health, lifestyle habits.

It is a place of life and learning for the child who is an actor in his development, who takes care to respect his identity and his rhythm.

ADAPTATION

The goal of adaptation is to give time to all stakeholders (child/parents and professionals) to get to know each other and get to know each other.

The adaptation will be progressive and constant and will consist of the child coming regularly over a more or less long period accompanied by one of his parents, one week on average.

The team notified of his arrival will be available to receive him properly. The child becomes familiar with his new living environment (places, toys), the people who will look after him and the other children.

The parent can play with him, make him eat, change him.

The child will be able to keep a personal object with him (soft toy, pacifier), it is the link between the house and the nursery and brings comfort.

Any situation (separations or reunions) must be accompanied by words.

COMMUNITY LIFE

Offering little ones and their parents a place to learn and socialize. It is in the nursery that the child takes his first steps in the community, reflecting the rules of life in society. It allows you to learn respect for yourself, others and sharing.

The rules are adapted to each child according to their age and abilities. The child must know certain limits, what is forbidden and what is allowed towards people, nature and what surrounds him.

In the event of conflict (especially in the event of hits or bites), children are encouraged to express themselves with words. For example, the child has the right not to be happy, but he does not have the right to hurt. It is important to get the child to verbalize his wants, desires, likes, dislikes and feelings.

To do this, staff must adopt a certain attitude:

• The whole team must be consistent in following the same rules for each child. It must not adopt a paradoxical attitude, say no and let it happen, for example.
• The adult must explain to the child clearly and precisely the dangers and necessity of certain actions.
• The adult must be a model for the child by respecting the same rules of life as him.

THE FRENCH LANGUAGE

The manager being French, and the staff French-speaking, the practice of the French language is done on a daily basis through games and activities. The child becomes familiar with the language and learns new words at his own pace.

RESPECT THE CHILDREN’S RHYTHM

1/ The meal:

Food is a vital need. It is also a time for social exchange, communication and conviviality.

Meals are an opportunity to sit down together, children and adults around small, suitable tables.

The meals served at the nursery are adapted according to the age of the child: bottle, mixed, crushed and small pieces.

Bottles for the little ones are given according to their pace. Parents must provide the bottle and powdered milk. Bottles will be prepared at the nursery.

The dishes are prepared by the crèche cooks and the menus respect the dietary rules according to ages (“baby menu” and “crèche menu” for medium and older children).

The diet is varied, balanced and presented in a pleasant manner. We want to arouse the desire to discover different tastes, to learn to recognize and name foods.

Mealtime is also a time when the child learns to become more and more independent.

The menus are displayed each month at the entrance to the establishment and on the website.

We will inform parents about their child’s appetite.

2/ Nap:

Sleep being essential for physical and nervous recovery, it is necessary to pay particular attention to it.

Naps are taken one or more times depending on each person’s pace.

The older ones generally sleep after lunch.

The team helps them fall asleep and remains omnipresent to ensure the children’s well-being and reassure them.

It is essential that falling asleep, sleeping and waking up take place in good conditions; sleep is an activity like any other, so it must benefit from comparable supervision.

3/ Treatments:

Becoming independent also means acquiring cleanliness.

Potty training generally begins around 18 to 20 months when the child begins to express himself, remove his diapers and warn of his needs.

At the nursery, adults are understanding mediators of cleanliness education which must be carried out without incident and without crisis so that it is a natural process. The child must be ready to take on this step. It is up to him to choose the favorable moment for this new experience.

The child aspires in every way to grow, to become more and more independent, at his own pace.

Parents must provide a change of clothes and sufficient diapers. And also if they want to use a particular product (example: cleansing milk), they should bring it.

Changes are done with soap and water and each child has their own bath linen (in their name).

For the youngest, changing time allows for individual exchanges.

For the youngest and to encourage walking, it is preferable that the child is barefoot as often as possible, contact with the ground allowing the formation of the arch of the foot.

4/ Activities:

We provide the child with a certain number of tools (games, toys) that can meet their expectations. Without putting everything within his reach, you must allow him to visualize so that he can show what he wants to do.

To allow the child to build himself, to build his personality, to develop his creativity, his imagination, his sensitivity, a range of varied activities will be offered to him, without being imposed on him.

• Craft activities: making objects for example… These activities allow the child to be satisfied with something he has made and which he can display and show to his parents
• Manual and artistic activities: drawing and coloring (paint, felt-tip pen, pencils, pastel), cut-outs and collages… These activities allow the child to acquire the flexibility of the wrist, hand and fingers, to identify colors, shapes and sizes as well as develop their creativity.
• Musical awakening: handling small instruments, songs, nursery rhymes, children’s dances. These activities allow the child to recognize familiar noises, learn to listen and sing.
• Dress-up games: these activities develop the child’s imagination, who identifies with people and characters.
• Expression: stories, tales, mimes, puppets… These activities allow the child to dream, to develop their imaginary world.
• Sensory games: modeling dough, salt dough, fabric manipulation, transfer games, with rice seeds, water and sand games, and taste games. These activities will help the child to better perceive his surroundings.
• Educational or construction games (puzzles, fittings, Lego, cubes, etc.). These activities develop the child’s logic.
• Cooking: easy baking recipes. Cooking allows the child to experience the pleasure of handling ingredients but also the awakening of the senses and the satisfaction of a production that can be tasted.
• Physical awakening: gymnastics, dance, sports… These activities allow the child’s psychomotor development.
• Free play: playground (where they can walk, run, jump, climb, slide, ride a bike, ride a ride, play ball, etc.) and furnished areas: imitation corners, dinette, dolls, fishing, library, garage, etc.

PROVIDING A WELCOMING AND SECURE SPACE

Create a place where the child feels confident in order to offer them developmental activities that allow them to grow.

Spaces that meet safety and hygiene standards that allow the child to move around in complete peace of mind.

Premises and equipment regularly disinfected.

Daily ventilation.

Protocol in case of pollution.

Adapted furniture and equipment.

The child must find spaces in his environment corresponding to his needs for space to discover, rest or let off steam (cozy space, mattresses, cushions, to meet the demands of body to body, motor skills zone), play freely.

A PLACE OF EXCHANGE AND COMMUNICATION

The “Boule & Billes” crèche aims to be a place for exchange and communication between parents and professionals, but also simply between parents. We ensure that parents have the opportunity to dialogue, ask and give advice.

Meetings with parents are also organized during the year depending on the holidays and the themes worked on by the children.

We want to involve parents in the life of the structure through their active participation.

A parent/crèche liaison book is established in order to transmit all information relating to the child and the life of the crèche. Parents can also add comments and/or information.

A notice board is available at the entrance to inform parents.

TEAM WORK

The “Boule & Billes” nursery team is made up of people with different and complementary skills.

To allow the team to get together, weekly meetings are organized to:

• Debate on subjects, themes, prepare the program
• Analyze and resolve problems
• Reflect on our educational action
• Adopt consistent attitudes
• Develop the educational project

CONCLUSION

The child is a being in his own right, we must offer him the maximum so that he finds his bearings and gains autonomy.

In the educational team, each one having their own personality and limits, the child must be able to get what he wants where he wants, through our behavior and the educational means implemented.

Knowing that we must take into account the family context of each child, we are not there to replace their parents but to carry out work of complementarity and continuity with them, we will therefore speak of “co-education”.

All the staff speak French with the children. Two French per site supervise the children and the Vietnamese staff are French-speaking. When adapting a non-French-speaking child, staff are sometimes required to translate a few sentences or words in order to reassure and support the learning of French. This phase never lasts long, children of this age have ease in learning languages.

The supervisory team is French-speaking, we offer support in French.

Non-French-speaking families are supported in English or Vietnamese if necessary.

The practice of the French language is done on a daily basis through games and activities. The child becomes familiar with the language and learns new words at his own pace.

Communication

All written communications are made at least in French and English, and in Vietnamese when possible.

Transmissions

Transmissions are essential to support the child on a daily basis.

When possible, we favor oral transmission with families.

Written transmissions are made via the liaison notebook between the supervisory team and the family. This book is given to parents as soon as the child arrives in daycare.

Every morning, each child’s notebook is checked when it is dropped off.

The supervisory team regularly notes the information necessary for parents to monitor the pace of the little ones, or to inform them of a particular event.

Parents are also invited to communicate via this notebook.

Communication by email

We invite parents to communicate by email with the nursery manager as soon as necessary.

Virtual school – ClassDojo

Photos of the week, newsletter and school life.

• At what age are children accepted?

Children are accepted in nursery and daycare from 6 months old.

• How is the adaptation going? Can someone (parent, grandmother, nanny, etc.) stay with the child on the first day?

The child’s adaptation is done according to his reactions, the presence of one of his parents is desired the first days (1 to 2 hours maximum then less and less) for a smooth and gradual separation, while the child child be reassured.

• What time can we drop off our child?

The establishment is open Monday to Friday from 7:30 a.m. to 4:30 p.m. Reception is from 7:30 a.m. to 9 a.m.

• Does the nursery provide shuttles?

Taxi shuttles and the school bus with an attendant are offered in the morning, noon and evening, departing from the airport, An Phu, District 1, District 3, Binh Thanh and Phu My Hung. We pick up the children from their home and take them home. The shuttles can be equipped with infant car seats if necessary.

• What time can we pick-up our child after lunch?

Departures for children staying only half a day are between 11:30 a.m. and 12 p.m.

• What kind of meal is served at lunch?

Varied dishes, European and Vietnamese. We favor fruits and vegetables. Meals are prepared on site by the school’s cooks.

• Is milk provided by the school?

No, powdered milk is not provided for babies. Older children sometimes have milk during snacks and snacks, it depends on the menu.

• Does the school provide breakfast?

No. Breakfast is tolerated, a child can occasionally bring his breakfast to school but must not mobilize a person to monitor him.

• Do we need to bring diapers?

Yes. We recommend that you bring a large pack of diapers which will be marked with the child’s name, the team will notify you when you need to bring another one.

• What language do you speak to the children?

French is our priority. In the event that a child arriving late at daycare does not speak French at all, the representative will introduce French gently. Children will end up understanding very quickly the first instructions which are repeated every day: “take off your shoes, wash your hands, sit down, let’s play…”

• What should I bring for my child?

Diapers, bottles and powdered milk if necessary, or carton of milk. Toiletries if preferred for a brand. Change supplies, good shoes with ties, a pacifier or cuddly toy if necessary, several pairs of briefs/panties if the child is being potty trained, a swimsuit and a water bottle which will remain in the nursery.

• Are the nursery staff trained in first aid?

All staff are trained in first aid. Vietnamese staff receive training of this type once a year.

• What happens if there are no more places when I want to register my child?

A waiting list for the school year is managed by the nursery manager. Your child can be registered on this list and you will be contacted as soon as a place becomes available. Do not hesitate to contact the nursery as soon as possible to guarantee a place for your child at the desired time!

• How do you act in the event of heavy pollution?

The school and nursery have a protection protocol in the event of pollution. The pollution rate is taken several times a day and the establishment acts accordingly.