Bumble Bear Daycare
Kits House – 2305 West 7th Ave, Vancouver
Monday to Friday
7:30 am – 5:30 pm
- Children must be 3 – 5 years old
Kits House Childcare Enrollment and Priority Policy
The waitlist for Kits House childcare programs is not first come first served. We have a priority rating system to ensure that spaces in Childcare Programs are being offered to those families who are a priority for those we serve on the Westside, as well as providing a continuum of care.
Enrollment priority will be according to the following order for all children who are registered and all applicable membership and waitlist fees have been paid. Please note that the waitlist will go by registration date within each of the following priorities.
- Children switching between programs (ie. infants moving to toddler program)
- Children who have siblings currently registered in a KNH childcare program
- Children who have siblings attending Lord Tennyson Elementary (LT childcare programs only)
- Children registered in another childcare program
- Families living in Kits (Burrard west to Alma, water south to 16th)
- Families working in Kits (Burrard west to Alma, water south to 16th)
- Families living on Vancouver’s Westside (Granville west to UBC, Water south to 43rd Ave)
- Families working on Vancouver’s Westside (Granville west to UBC, Water south to 43rd Ave)
The full time 3-5 program operates 5 days a week from 7:30am-5:30pm with a group size of 25 children, a maximum of 2 children aged 2.5 can be registered. This program will follow our Reggio Emilia approach to early learning, children will be engaged in various activities and explorations throughout the day, including indoor and outdoor learning.
Daily programming will include; explorations and provocations, outdoor play, snack time, lunch and nap.
All of our childcare programs are currently full and no longer accepting applications to the waitlist. We anticipate the waitlist re-opening in early spring of 2022. You can sign up for notification for when the waitlist re-opens here
Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn.