12 arranging their environment to better meet their needs. Children are capable to carry on with detailed tasks and allow them to take part in daily routines and jobs such as set up and serve themselves at meal times, cleaning up, setting up invitations of play and exploration. Understanding that children communicate differently at different age levels and adapting our communication style to connect to each individual child. The children show curiosity through questioning the world around them and wanting to know more. They motivate us to think about our invitations for play and to provide them with new ideas of how they make sense of their environments, interact with their peers, and how they can use the materials in many different ways. We allow children to explore and discover their own abilities and limitations through risky play. Health, Safety, Nutrition and Well Being of Children JHFR follows policies set out by the Ministry of Education, Public Health Sudbury and Districts, Revised Canada’s Food Guide and Nutrition Recommendations for Licensed Child Care Providers in Canada. We role model in a positive manner to develop healthy habits, like eating healthy meals with the children which includes drinking water as their drink of choice and ensuring it is available to each child at all times through the day. We encourage “Power-Off and Play” to offer opportunities for daily engaging physical activities and gross motor play outdoor and indoor. Outdoor play meets all the developmental domains and supports physical literacy. We ensure children as well as ourselves are appropriately dressed to play outside in all kinds of weather. We promote and support independence, a healthy self esteem and confidence by allowing children to take on daily responsibilities such as dressing themselves, personal hygiene, washroom routines and mealtimes. We support children’s mental health through self-regulation by providing them with strategies such as breathing, labelling emotions, and opportunities that allow them to express how they feel and what they need, and model empathy and sympathy for appropriate emotional expression. We also provide them with a quiet space to retreat and to find comfort when needed, demonstrating respect towards children as unique individuals. Health and Safety meetings are held quarterly to provide updates on health and safety procedures. Positive Learning Environments We as leaders promote positive and responsive interactions among the children, parents, childcare providers and staff by modeling an inclusive, respectful, understanding and empathetic environment. This will be seen through self-reflection, active listening, working and communicating as a team and being held accountable to the College of ECE Code of Ethics and Standards of Practice and agency's policies. "Every child is a capable communicator who expresses himself or herself in many ways." (HDLH) Knowing and understanding the children within our programs, we will support their abilities to self-regulate in a positive way. When creating a safe, calm and rich environment, we will lead by example through our tone of voice, body language, patience and demonstrating empathy. Being mindful of using age appropriate communication when speaking to children to make the most effective communication possible. Getting to know the children, understanding their cultures, identities and their stories will support them in building positive relationships with others and their environment. Children will be supported in learning self regulation by providing consistent, developmentally appropriate and positive redirection. By teaching awareness of emotions, we can provide children with calming and coping techniques and age appropriate emotional responses. We will refer to the documents “Supporting Positive Interactions with Children”,
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