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The Kindergarten Program - Premier of Ontario

2016 The Kindergarten ProgramThe Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario . Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095).CONTENTSPREFACE4 Background4 Supporting Children s Well-Being and Ability to Learn Program to Support Learning and Teaching INTRODUCTION 8 Vision, Purpose, and Goals 8 The Importance of Early Learning 8A Shared Understanding of Children, Families, and Educators 9 Pedagogical Approaches 11 Fundamental Principles of Play-Based Learning 12 The Four Frames of the Kindergarten Program 13 Supporting a Continuum of Learning 15 The Organization and Features of This Document PLAY-BASED LEARNING IN A CULTURE OF INQUIRY 18 Play as the Optimal Context for Learning: Evidence from Research 18 The Inquiry Approach: Evidence from Research 20 Play-Based Learning in an Inquiry Stance 21 Communicating with Parents and Families about Play-Based Learning28 Une publication quivalente est disponible en fran ais sous le tit

The Kindergarten program is designed to help every child reach his or her full potential through a program of learning that is coherent, relevant, and age appropriate. It recognizes that, today and in the future, children need to be critically literate in order to synthesize information, make informed decisions,

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Transcription of The Kindergarten Program - Premier of Ontario

1 2016 The Kindergarten ProgramThe Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario . Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095).CONTENTSPREFACE4 Background4 Supporting Children s Well-Being and Ability to Learn Program to Support Learning and Teaching INTRODUCTION 8 Vision, Purpose, and Goals 8 The Importance of Early Learning 8A Shared Understanding of Children, Families, and Educators 9 Pedagogical Approaches 11 Fundamental Principles of Play-Based Learning 12 The Four Frames of the Kindergarten Program 13 Supporting a Continuum of Learning 15 The Organization and Features of This Document PLAY-BASED LEARNING IN A CULTURE OF INQUIRY 18 Play as the Optimal Context for Learning: Evidence from Research 18 The Inquiry Approach: Evidence from Research 20 Play-Based Learning in an Inquiry Stance 21 Communicating with Parents and Families about Play-Based Learning28 Une publication quivalente est disponible en fran ais sous le titre suivant.

2 Programme de la maternelle et du jardin d enfants, THE LEARNING ENVIRONMENT 29 Rethinking the Learning Environment 29 Thinking about Time and Space 30 Thinking about Materials and Resources 31Co-constructing the Learning Environment 32 The Learning Environment and Beliefs about Children 33 Learning in the Outdoors ASSESSMENT AND LEARNING IN Kindergarten : MAKING CHILDREN S THINKING AND LEARNING VISIBLE 36 Pedagogical Documentation: What Are We Learning from Research? 36 Using Pedagogical Documentation to Best Effect 37Co-constructing Learning with the Children: Assessment for Learning and Assessment as Learning 40 Noticing and Naming the Learning: The Link to Learning Goals and Success Criteria 42 Considerations in Assessment of Learning: Children s Demonstration of Learning 43 Collaborating with Parents to Make Thinking and Learning Visible about Learning and Teaching in the Four Frames THINKING ABOUT BELONGING AND CONTRIBUTING 47 Belonging and Contributing: What Are We Learning from Research?

3 47 Emotional Development through Relationships 48 Laying the Foundations for Citizenship and Environmental Stewardship49 Supporting Children s Sense of Belonging and Contributing through Collaboration, Empathy, and Inclusiveness 50 Developing a Sense of Belonging and Contributing through the Arts THINKING ABOUT SELF-REGULATION AND WELL-BEING 54 Self-Regulation: What Are We Learning from Research? 54 Supporting the Development of Self-Regulation 56 The Learning Environment and Self-Regulation 57 Well-Being: What Are We Learning from Research? 58 Developmental Domains as Components of Overall Well-Being 59 Supporting Development to Enhance Overall Well-Being 60 The Role of Mental Health THINKING ABOUT DEMONSTRATING LITERACY AND MATHEMATICS BEHAVIOURS 64 Literacy Behaviours: What Are We Learning from Research?

4 64 Children s Prior Engagement with Literacy outside the School 65 Supporting the Development of Literacy Behaviours 66 Literacy Learning throughout the Day 71 Literacy and the Learning Environment 73 Mathematics Behaviours: What Are We Learning from Research? 75 Children s Prior Engagement with Mathematics outside the School 76 Supporting the Development of Mathematics Behaviours 76 Mathematics Learning throughout the Day 83 Mathematics and the Learning Environment THINKING ABOUT PROBLEM SOLVING AND INNOVATING 87 Problem Solving and Innovating: What Are We Learning from Research? 87 Supporting Children s Development in Problem Solving and Innovating 89 The Role of Play in Inquiry, Problem Solving, and Innovating 91 The Role of Learning in the Outdoors in Problem Solving and Innovating 923. The Program in Context CONSIDERATIONS FOR Program PLANNING 95A Flexible Approach to Learning: The Flow of the Day 95 Supporting Transitions 96 Children with Special Education Needs 97 English Language Learners 100 Equity and Inclusive Education in Kindergarten 101 Healthy Relationships and Kindergarten 102 Environmental Education 103 The Role of the Arts in Kindergarten 104 The Role of Information and Communications Technology 105 The Role of the School Library in Kindergarten programs 106 Health and Safety in Kindergarten BUILDING PARTNERSHIPS.

5 LEARNING AND WORKING TOGETHER 108 Children 108 Parents and Families 109 Educators 112 Principals 113 The Local Community 1142 THE Kindergarten PROGRAM4. The Learning Expectations USING THE ELEMENTS OF THE EXPECTATION CHARTS 116 The Learning Expectations 116 Conceptual Understandings 116 Professional Learning Conversations and Reflections 117 Ways in Which Thinking and Learning Are Made Visible THE OVERALL EXPECTATIONS IN THE Kindergarten Program , BY FRAME 121 The Expectations and the Frames BELONGING AND CONTRIBUTING 125 Overall Expectations 125 Expectation Charts SELF-REGULATION AND WELL-BEING 154 Overall Expectations 154 Expectation Charts DEMONSTRATING LITERACY AND MATHEMATICS BEHAVIOURS 181 Overall Expectations 181 Expectation Charts PROBLEM SOLVING AND INNOVATING 255 Overall Expectations 255 Expectation Charts 256 APPENDIX.

6 OVERALL EXPECTATIONS WITH RELATED SPECIFIC EXPECTATIONS 306 REFERENCES 3193 CONTENTSPREFACEThis document supersedes The Full-Day Early Learning Kindergarten Program (Draft Version, 2010 11). Beginning in September 2016, all Kindergarten programs will be based on the expectations and pedagogical approaches outlined in this SCHOOLS FOR THE TWENTY-FIRST CENTURYO ntario elementary schools strive to support high-quality learning while giving every child the opportunity to learn in the way that is best suited to the child s individual strengths and needs. The Kindergarten Program is designed to help every child reach his or her full potential through a Program of learning that is coherent, relevant, and age appropriate. It recognizes that, today and in the future, children need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community.

7 It is important for children to be connected to the curriculum, and to see themselves in what is taught, how it is taught, and how it applies to the world at large. The curriculum recognizes that the needs of learners are diverse and helps all learners develop the knowledge, skills, and perspectives they need to become informed, productive, caring, responsible, and active citizens in their own communities and in the world.**The introduction of a full day of learning for four- and five-year-olds in Ontario called for transformational changes in the pedagogical approaches used in Kindergarten , moving from a traditional pedagogy to one centred on the child and informed by evidence from research and practice about how young children learn. The insights of educators in the field, along with knowledge gained from national and international research on early learning, have informed the development of the present Ontario government introduced full-day Kindergarten a two-year Program for four- and five-year-olds as part of its initiative to create a cohesive, coordinated system for early years programs and services across the province.

8 Milestones in the creation of that system include the following: I n 2007, the government published Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings, commonly referred to as ELECT, which set out six principles to guide practice in early years settings:1. Positive experiences in early childhood set the foundation for lifelong learning, behaviour, health, and Partnerships with families and communities are essential. 3. Respect for diversity, equity, and inclusion is An intentional, planned Program supports Play and inquiry are learning approaches that capitalize on children s natural curiosity and Knowledgeable, responsive, and reflective educators are essential. ELECT is recognized as a foundational document in the early years sector. It provided a shared language and common understanding of children s learning and development for early years professionals as they work together in various early childhood settings.

9 The principles of ELECT informed provincial child care policy as well as pan-Canadian early learning initiatives such as the Statement on Play of the Council of Ministers of Education, Canada. ELECT principles were embedded in the innovative Kindergarten Program outlined in The Full-Day Early Learning Kindergarten Program (Draft Version, 2010 11). 5 PREFACE The Ontario Early Years Policy Framework, released in 2013 and also based on ELECT, set the stage for the creation of the new early years system, providing a vision to ensure that children, from birth to age six, would have the best possible start in life. The policy framework guides Ontario s approach to the development and delivery of early years programs and services for children and families. How Does Learning Happen? Ontario s Pedagogy for the Early Years, released in 2014, built on this policy framework. It sets out a fundamental understanding of children, families, and educators that is shared by educators across child care and education settings, and a pedagogical framework that supports children s transition from child care to Kindergarten and the elementary grades.

10 The present document The Kindergarten Program (2016) sets out principles, expectations for learning, and pedagogical approaches that are developmentally appropriate for four- and five-year-old children and that align with and extend the approaches outlined in How Does Learning Happen?SUPPORTING CHILDREN S WELL-BEING AND ABILITY TO LEARNP romoting the healthy development of all children and students, as well as enabling all children and students to reach their full potential, is a priority for educators across Ontario . Children s health and well-being contribute to their ability to learn, and that learning in turn contributes to their overall play an important role in promoting the well-being of children and youth by creating, fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive, and accepting. A learning environment of this kind will support not only children s cognitive, emotional, social, and physical development but also their mental health, their resilience, and their overall state of well-being.


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