Vision, purpose, and goals

The Kindergarten program is a child-centred, developmentally appropriate, integrated program of learning for four- and five-year-old children. The purpose of the program is to establish a strong foundation for learning in the early years, and to do so in a safe and caring, play-based environment that promotes the physical, social, emotional, and cognitive development of all children.

The primary goals of the Kindergarten program are:

• to establish a strong foundation for learning in the early years;
• to help children make a smooth transition from home, child care, or preschool settings to school settings;
• to allow children to reap the many proven benefits of learning through relationships, and through play and inquiry;
• to set children on a path of lifelong learning and nurture competencies that they will need to thrive in the world of today and tomorrow.

The Kindergarten program reflects the belief that four- and five-year-olds are capable and competent learners, full of potential and ready to take ownership of their learning. It approaches children as unique individuals who live and learn within families and communities. Based on these beliefs, and with knowledge gained from research and proven in practice, the Kindergarten program:

• supports the creation of a learning environment that allows all children to feel comfortable in applying their unique ways of thinking and learning;
• is built around expectations that are challenging but attainable;
• is flexible enough to respond to individual differences;
• provides every child with the kind of support he or she needs in order to develop:
  • self-regulation;
  • health, well-being, and a sense of security;
  • emotional and social competence;
  • curiosity, creativity, and confidence in learning;
  • respect for diversity;
  • supports engagement and ongoing dialogue with families about their children's learning and development.

The vision and goals of the Kindergarten program align with and support the goals for education set out in Achieving Excellence: A Renewed Vision for Education in Ontario (2014) – achieving excellence, ensuring equity, promoting well-being, and enhancing public confidence.

The importance of early learning

[Early childhood is] a period of momentous significance … By the time this period is over, children will have formed conceptions of themselves as social beings, as thinkers, and as language users, and they will have reached certain important decisions about their own abilities and their own worth. (Donaldson, Grieve, & Pratt, 1983, p. 1)

Evidence from diverse fields of study tells us that children grow in programs where adults are caring and responsive. Children succeed in programs that focus on active learning through exploration, play, and inquiry. Children thrive in programs where they and their families are valued as active participants and contributors.From How Does Learning Happen? (Ontario Ministry of Education, 2014c, p. 4)

Early childhood is a critical period in children's learning and development. Early experiences, particularly to the age of five, are known to "affect the quality of [brain] architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow" (Center on the Developing Child at Harvard University, 2007).

Children arrive in Kindergarten as unique individuals shaped by their particular cultural and social background, socio-economic status, personal capabilities, and day-to-day experiences, and at different stages of development. All of these factors influence their ability to reach their full potential. Experiences during the early years strongly influence their future physical, mental, and emotional health, and their ability to learn.

For these reasons, children's early experiences at school are of paramount importance. Quality early-learning experiences have the potential to improve children's overall health and well-being for a lifetime. By creating, fostering, and sustaining learning environments that are caring, safe, inclusive, and accepting, educators can promote the resilience and overall well-being of children. The cognitive abilities, skills, and habits of mind that characterize lifelong learners have their foundation in the critical early years.

In addition, it is essential for programs to provide a variety of learning opportunities and experiences based on assessment information that reveals what the children know, what they think and wonder about, where they are in their learning, and where they need to go next. Assessment that informs a pedagogical approach suited to each child's particular strengths, interests, and needs will promote the child's learning and overall development.

The importance of early experiences for a child's growth and development is recognized in the design of The Kindergarten Program, which starts with the understanding that all children's learning and development occur in the context of relationships – with other children, parents and other family members, educators, and the broader environment.

A shared understanding of children, families, and educators

The understanding that children, families, and educators share about themselves and each other, and about the roles they play in children's learning, has a profound impact on what happens in the Kindergarten classroom.This section is adapted from How Does Learning Happen? (Ontario Ministry of Education, 2014c). The view of children, families, and educators provided in the following descriptions is at the heart of Ontario's approach to pedagogy for the early years. When educators in early years and Kindergarten programs reflect on and come to share these perspectives, and when they work towards greater consistency in pedagogical approach, they help strengthen and transform programs for children across the province.

The Kindergarten Program flows from these perspectives, outlining a pedagogy that expands on what we know about child development and invites educators to consider a more complex view of children and the contexts in which they learn and make sense of the world around them. This approach may require, for some, a shift in mindset and habits. It may prompt a rethinking of theories and practices – a change in what we pay attention to; in the conversations that we have with children, families, and colleagues; and in how we plan and prepare.

The manner in which we interact with children is influenced by the beliefs we hold. To move into the role of co-learner, educators must acknowledge the reciprocal relationship they are entering: the child has something to teach us, and we are engaged in a learning journey together, taking turns to lead and question and grow as we encounter new and interesting ideas and experiences. The view of the child presented above recognizes the experiences, curiosities, capabilities, competencies, and interests of all learners.

Pedagogy and programs based on a view of children as competent and capable

Pedagogy is defined as the understanding of how learning happens and the philosophy and practice that support that understanding of learning. (Ontario Ministry of Education, 2007, p. 90)

When educators view children as competent and capable, the learning program becomes a place of wonder, excitement, and joy for both the child and the educator. (Saskatchewan Ministry of Education, 2008, p. 9)

Educators' beliefs about children are foundational to sound pedagogy and a high-quality learning program. Over the years, the image of children has evolved, and the cultural view – the one that is "shaped by the values and beliefs about what childhood should be at the time and place in which we live" (Fraser, 2012, p. 20) – has shifted. When educators believed that children were "empty vessels to be filled", programs could be too didactic, centred on the educator and reliant on rote learning, or they involved minimal interaction between children and educators; in either case, they risked restricting rather than promoting learning.

When programs are founded on the image of the child presented above and when educators apply knowledge and learning gained through external and classroom research, early learning programs in Ontario, including Kindergarten programs, can establish a strong foundation for learning and create a learning environment that allows all children to grow and to learn in their unique, individual ways.

Pedagogical approaches

The pedagogical approaches that work best for young children are similar to strategies that work for learners of all ages, from infancy to adulthood. Evidence from research and practice shows that these approaches are the most effective ways to nurture and support learning and development among both children and adult learners.

• Responsive relationships – Evidence from research and practice shows that positive interactions between teacher and student are the most important factor in improving learning (Hattie, 2008). An awareness of being valued and respected – of being seen as competent and capable – by the educator builds children's sense of self and belonging and contributes to their well-being, enabling them to be more engaged in learning and to feel more comfortable in expressing their thoughts and ideas.
• Learning through exploration, play, and inquiry – As children learn through play and inquiry, they develop – and have the opportunity to practise every day – many of the skills and competencies that they will need in order to thrive in the future, including the ability to engage in innovative and complex problem-solving and critical and creative thinking; to work collaboratively with others; and to take what is learned and apply it in new situations in a constantly changing world. (See the "Fundamental Principles of Play-Based Learning" in the following section, and Chapter 1.2, "Play-Based Learning in a Culture of Inquiry". )
• Educators as co-learners – Educators today are moving from the role of "lead knower" to that of "lead learner" (Katz & Dack, 2012, p. 46). In this role, educators are able to learn more about the children as they learn with them and from them.
• Environment as third teacher – The learning environment comprises not only the physical space and materials but also the social environment, the way in which time, space, and materials are used, and the ways in which elements such as sound and lighting influence the senses. (See Chapter 1.3, "The Learning Environment".)
• Pedagogical documentation – The process of gathering and analysing evidence of learning to "make thinking and learning visible" provides the foundation for assessment for, as, and of learning. (See Chapter 1.4, "Assessment and Learning in Kindergarten: Making Children's Thinking and Learning Visible".)
• Reflective practice and collaborative inquiry – Educators develop and expand their practice by reflecting independently and with other educators, children, and children's families about the children's growth and learning.

These pedagogical approaches, outlined in How Does Learning Happen?, are central to the discussion in Part 1 of this document. Throughout the document, they are understood to be foundational to teaching that supports learning in Kindergarten and beyond.

Fundamental principles of play-based learning

Global conversations and perspectives on learning from various fields – neuroscience, developmental and social psychology, economics, medical research, education, and early childhood studies – confirm that, among the pedagogical approaches described above, play-based learning emerges as a focal point, with proven benefits for learning among children of all ages, and indeed among adolescent and adult learners. The following fundamental principles have been developed to capture the recurring themes in the research on beneficial pedagogical approaches, from the perspective of play-based learning.

The four frames of the Kindergarten program

In the Kindergarten program, four "frames", or broad areas of learning, are used to structure thinking about learning and assessment.Children’s learning is also evaluated and communicated in terms of these four frames, as outlined in Growing Success − The Kindergarten Addendum (2016). The frames – Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours, and Problem Solving and Innovating – are designed to support an approach that aligns with the way children's learning naturally occurs and that focuses on aspects of learning that are critical to young children's development. The frames reflect the integrated way in which learning occurs during children's play and inquiry in Kindergarten.

The four frames align with the four foundational conditions needed for children to grow and flourish – Belonging, Well-Being, Expression, and Engagement. These foundations, or ways of being, are central to the pedagogy outlined in the early learning resource How Does Learning Happen? They are conditions that children naturally seek for themselves, and they apply regardless of age, ability, culture, language, geography, or setting.

The four Kindergarten frames grow out of the four foundations for learning and development. The Kindergarten frames are defined more specifically to reflect the developmental and learning needs of children in Kindergarten and beyond.

The overall expectations (OEs) of the Kindergarten program are connected with the four frames (see The Overall Expectations, by Frame). An expectation is associated with the frame that encompasses the aspects of learning and development to which that expectation most closely relates. An expectation that addresses more than one aspect of learning may be connected with more than one frameNote that the inclusion of an expectation in a frame or frames does not mean that the learning outlined in the expectation relates exclusively to that frame or frames.. (Two of the overall expectations – OE1 and OE22 – are associated with all four frames, because they relate to all aspects of learning. For example, OE1 describes the ability to communicate ideas and emotions in various verbal and non-verbal ways, which is fundamental to all learning.) The grouping of expectations within particular frames also indicates a relationship between and among those expectations.

The four frames may be described as follows:

Belonging and contributing

This frame encompasses children's learning and development with respect to:

• their sense of connectedness to others;
• their relationships with others, and their contributions as part of a group, a community, and the natural world;
• their understanding of relationships and community, and of the ways in which people contribute to the world around them.

The learning encompassed by this frame also relates to children's early development of the attributes and attitudes that inform citizenship, through their sense of personal connectedness to various communities.

Self-regulation and well-being

This frame encompasses children's learning and development with respect to:

• their own thinking and feelings, and their recognition of and respect for differences in the thinking and feelings of others;
• regulating their emotions, adapting to distractions, and assessing consequences of actions in a way that enables them to engage in learning;
• their physical and mental health and wellness.

In connection with this frame, it is important for educators to consider:

• the interrelatedness of children's self-awareness, sense of self, and ability to self-regulate;
• the role of the learning environment in helping children to be calm, focused, and alert so they are better able to learn.

What children learn in connection with this frame allows them to focus, to learn, to respect themselves and others, and to promote well-being in themselves and others.

Demonstrating literacy and mathematics behaviours

This frame encompasses children's learning and development with respect to:

• communicating thoughts and feelings – through gestures, physical movements, words, symbols, and representations, as well as through the use of a variety of materials;
• literacy behaviours, evident in the various ways they use language, images, and materials to express and think critically about ideas and emotions, as they listen and speak, view and represent, and begin to read and write;
• mathematics behaviours, evident in the various ways they use concepts of number and pattern during play and inquiry; access, manage, create, and evaluate information; and experience an emergent understanding of mathematical relationships, concepts, skills, and processes;
• an active engagement in learning and a developing love of learning, which can instil the habit of learning for life.

What children learn in connection with this frame develops their capacity to think critically, to understand and respect many different perspectives, and to process various kinds of information.

Problem solving and innovating

This frame encompasses children's learning and development with respect to:

• exploring the world through natural curiosity, in ways that engage the mind, the senses, and the body;
• making meaning of their world by asking questions, testing theories, solving problems, and engaging in creative and analytical thinking;
• the innovative ways of thinking about and doing things that arise naturally with an active curiosity, and applying those ideas in relationships with others, with materials, and with the environment.

The learning encompassed by this frame supports collaborative problem solving and bringing innovative ideas to relationships with others.

In connection with this frame, it is important for educators to consider the importance of problem solving in all contexts – not only in the context of mathematics – so that children will develop the habit of applying creative, analytical, and critical thinking skills in all aspects of their lives.

What children learn in connection with all four frames lays the foundation for developing traits and attitudes they will need to become active, contributing, responsible citizens and healthy, engaged individuals who take responsibility for their own and others' well-being.

Supporting a continuum of learning

The Ontario Early Years Policy Framework envisages early years curriculum development that helps children make smooth transitions from early childhood programs to Kindergarten, the primary grades, and beyond. All of the elements discussed above – a common view of children as competent and capable; coherence across pedagogical approaches; a shared understanding of the foundations for learning and development, leading into the four frames of the Kindergarten program; and the fundamental principles of play-based learning – contribute to creating more seamless programs for children, families, and all learners, along a continuum of learning and development.

The vision of the continuum is illustrated in How Does Learning Happen? (p. 14). That graphic is adapted here to depict the continuum from the perspective of Kindergarten.

The organization and features of this document

This document is organized in four parts:

• Part 1 outlines the philosophy and key elements of the Kindergarten program, focusing on the following: learning through relationships; play-based learning in a culture of inquiry; the role of the learning environment; and assessment for, as, and of learning through the use of pedagogical documentation, which makes children's thinking and learning visible to the child, the other children, and the family.
• Part 2 comprises four chapters, each focused on "thinking about" one of the four Kindergarten frames. Each chapter explores the research that supports the learning focus of the frame for children in Kindergarten, outlines effective pedagogical approaches relevant to the frame, and provides tools for reflection to help educators develop a deeper understanding of learning and teaching in the frame.
• Part 3 focuses on important considerations that educators in Kindergarten take into account as they build their programs, and on the connections and relationships that are necessary to ensure a successful Kindergarten program that benefits all children.
• Part 4 sets out the learning expectations for the Kindergarten program and provides tools for supporting educators' professional learning and reflection. The list of the overall expectations, indicating the frame or frames to which each expectation is connected, is presented in Chapter 4.2. Chapters 4.3 through 4.6 set out the overall expectations and conceptual understandings by frame, along with "expectation charts" for each frame. The expectation charts provide information and examples to illustrate how educators and children interact to make thinking and learning visible in connection with the specific expectations that are relevant to the particular frame.
• The appendix is a chart that lists all of the overall expectations, with their related specific expectations, and indicates the frame(s) with which each expectation is associated.

The document is designed to guide educators as they adopt the pedagogical approaches that will help the children in their classrooms learn and grow. It recognizes the transformational nature of these approaches, as well as the benefits of collaborative reflection and inquiry in making the transition from more traditional pedagogies and program planning approaches. To support and inspire educators as they reflect on and rethink traditional beliefs and practices and apply new ideas from research and proven practice, this document offers a variety of special features:

• Educator Team Reflections and Inside the Classroom: Reflections on Practice – Reflections and scenarios provided by educators from across Ontario, reflecting situations that arose in their own classrooms during the implementation of Kindergarten.
• Professional Learning Conversations – Interspersed throughout the expectation charts in Part 4 and focused on learning in relation to the overall and specific expectations, these conversations illustrate pedagogical insights gained through collaborative professional learning among educators across Ontario.
• Questions for Reflection – Questions designed to stimulate reflection and conversation about key elements and considerations related to the Kindergarten program.
• Misconceptions – Lists of the common misconceptions that abound about children's learning through play and inquiry and that are addressed throughout the chapters of this document.
• Links to Resources – Active links to electronic resources, including videos and web postings, that illustrate pedagogical approaches discussed in the text.
• Internal Links – Active links to related sections or items within The Kindergarten Program.

Children are constantly engaged in making meaning of their world and in sharing their perceptions. Play is an optimal context for enabling children to work out their ideas and theories and use what they already know to deepen their understanding and further their learning. Innately curious, children explore, manipulate, build, create, wonder, and ask questions naturally, moving through the world in what might be called an "inquiry stance". Educators observe and document the children's thinking, ideas, and learning; interpret and analyse what they have noticed; and express their own thinking and wondering as they interact with the children. In a Kindergarten classroom, the educators adopt an inquiry stance along with the children, and a culture of inquiry characterizes the learning environment.

Inquiry is an integral part of certain disciplines. For example, inquiry processes and skills are central to science and technology. However, in the Kindergarten program, inquiry is not a set of processes and skills but a pervasive approach or "stance", a habit of mind that permeates all thinking and learning throughout the day. It is not limited to a subject area or topic, a project, or a particular time of day. It is not an occasional classroom event, and it is not an approach appropriate for only some children. As noted in the curriculum policy document for each discipline in the Ontario curriculum, inquiry is "at the heart of learning in all subject areas". Educators use their professional knowledge and skills to co-construct inquiry with the children – that is, to support children's learning through play, using an inquiry approach.

Play as the optimal context for learning: Evidence from research

Play nourishes every aspect of children's development. … Play develops the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. It "paves the way for learning". (Canadian Council on Learning, 2006, p. 2)

Play is a vehicle for learning and rests at the core of innovation and creativity. It provides opportunities for learning in a context in which children are at their most receptive. Play and academic work are not distinct categories for young children, and learning and doing are also inextricably linked for them. It has long been acknowledged that there is a strong link between play and learning for young children, especially in the areas of problem solving, language acquisition, literacy, and mathematics, as well as the development of social, physical, and emotional skills (NAEYC, 2009; Fullan, 2013; Ontario Ministry of Education, 2014c).

Young children actively explore their environment and the world around them through play. When children are exploring ideas and language, manipulating objects, acting out roles, or experimenting with various materials, they are engaged in learning through play. Play, therefore, has an important role in learning and can be used to further children's learning in all areas of the Kindergarten program.

How do children learn through play?

In its "Statement on Play-Based Learning", the Council of Ministers of Education, Canada (CMEC), recognizes the educational value of play as follows:

The benefits of play are recognized by the scientific community. There is now evidence that neural pathways in children's brains are influenced by and advanced in their development through the exploration, thinking skills, problem solving, and language expression that occur during play.

Research also demonstrates that play-based learning leads to greater social, emotional, and academic success. Based on such evidence, ministers of education endorse a sustainable pedagogy for the future that does not separate play from learning but brings them together to promote creativity in future generations. In fact, play is considered so essential to healthy development that the United Nations has recognized it as a specific right for all children. …

Given the evidence, the CMEC believes in the intrinsic value and importance of play and its relationship to learning. Educators should intentionally plan and create challenging, dynamic, play-based learning opportunities. Intentional teaching is the opposite of teaching by rote or continuing with traditions simply because things have always been done that way. Intentional teaching involves educators' being deliberate and purposeful in creating play-based learning environments – because when children are playing, children are learning.

(CMEC, 2012)

The process through which learning happens in play is complex. Educators continually develop and deepen their understanding of that process through professional learning and classroom observation, interpretation, and analysis. To be effective, educators depend on their nuanced understanding of the many ways in which children learn and develop and how children's grasp of concepts is revealed during play (Trawick-Smith & Dziurgot, 2010). Educators also realize how critical their role is in helping to consolidate and further children's learning in play by making their learning visible to the children, as well as to their families.

Kindergarten classrooms make use of play and embed opportunities for learning through play in the physical environment (ELECT, 2007, p. 15; see also Chapter 1.3, "The Learning Environment"). The learning experiences are designed by the educators to encourage the children to think creatively, to explore and investigate, to solve problems, self-regulate, and engage in the inquiry process, and to share their learning with others.

Play-based learning: The connections to self-regulation

When children are fully engaged in their play, their activity and learning … [are] integrated across developmental domains. They seek out challenges that can be accomplished … Through play, children learn trust, empathy, and social skills. (Pascal, 2009a, pp. 8‑9)

Vygotsky (1978) connects socio-dramatic play ("pretend" play) to children's developing self-regulation. During socio-dramatic play, children naturally engage in learning that is in their "zone of proximal development" – in other words, learning that is at the "edge" of their capacities. Evidence may be seen in various play contexts in the classroom – children may be noticing for the first time that they can influence how water moves through a tube, that their shadow moves when they move, or how it feels to move a paintbrush over a canvas. As they notice and build on their insights, they are regulating their own learning.

In socio-dramatic play, language becomes a self-regulatory tool. Children's private speech, or self-talk, is a mode through which they shift from external regulation (e.g., by a family member or educator) to self-regulation. Children begin to assimilate adult prompts, descriptions, explanations, and strategies by incorporating them into their self-talk. As they integrate the language they have heard into their own private speech, they are activating complex cognitive processes such as attention, memory, planning, and self-direction (Shanker, 2013b). Participants in socio-dramatic play communicate with each other using language and symbolic gestures to describe and extrapolate from familiar experiences, and to imagine and create new stories. Socio-dramatic play supports children's self-regulation and increases their potential to learn as they engage with the people and resources in their environment (Pascal, 2009a).

The inquiry approach: Evidence from research

Research suggests that students are more likely to develop as engaged, self-directed learners in inquiry-based classrooms (Jang, Reeve, & Deci, 2010).

Inquiry allows students to make decisions about their learning and to take responsibility for it. [Educators] create learning contexts that allow children to make decisions about their learning processes and about how they will demonstrate their learning. They encourage collaborative learning and create intellectual spaces for students to engage in rich talk about their thinking and learning. They create a classroom ethos that fosters respect for others' ideas and opinions and encourages risk-taking. ... Collectively, these actions lead to a strong sense of student self-efficacy. (Ontario Ministry of Education, 2011, p. 4)

Asking questions and making sense of information to expand understanding are at the core of all inquiry. Through its focus on an inquiry approach, the Kindergarten program promotes the development of higher-order thinking skills by capitalizing on children's natural curiosity, their innate sense of wonder and awe, and their desire to make sense of their environment. An inquiry approach nurtures children's natural inquisitiveness. As educators give children opportunities to seek answers to questions that are interesting, important, and relevant to them, they are enabling them to address curriculum content in integrated, "real world" ways and to develop – and practise – the higher-order thinking skills and habits of mind that lead to deep learning.

Play-based learning in an inquiry stance

As noted above, educators in a Kindergarten classroom adopt an inquiry stance – a mindset of questioning and wondering – alongside the children, to support their learning as they exercise their natural curiosity. In addition to joining the children in inquiry, educators, as "classroom researchers", wonder and ask questions about the children and the children's learning (e.g., "Why this learning for this child at this time and in this context?") and about the impact of their interventions on children's learning and growth in learning (e.g., "What will be the impact on the learning of these children if I intervene in their conversation in this way at this time?", "How might changing the way we use the tables in the classroom affect the way the children collaborate?"). Being in an inquiry stance is critical to creating the conditions required for inquiry learning.

As educators question and wonder along with the children, they bear in mind the intention for learning – which, in any given context, will involve one or more of the overall expectations (OEs) set out in this document (see Chapter 4.2). The educators do not plan lessons based on predetermined topics at predetermined times (e.g., topics based on the calendar, such as Mother's Day in May, Thanksgiving in October), and they do not develop lessons or activities around the "nouns" that the children happen to use (e.g., rocks, trains, tadpoles), as was often done in the past. Instead, inquiries evolve out of reciprocal questioning and wondering. As the children express their thinking, educators think about questions they can ask that will further provoke children's thinking and continue to stimulate their curiosity and wonder.

For example, a child might bring some tadpoles to school. As the child voices questions, ideas, facts, and opinions about them, other children who are interested in the tadpoles might join in. The educators engage the children about their questions and ideas, probing for more details and clarification from them. Rather than providing information about the tadpoles, they wonder out loud about how, together, they might find answers to some of the questions. One of the children might express the idea that tadpoles turn into frogs. Through a probing question such as "How could we find out if that's what happens?", the educators can elicit ideas, and the group might decide to observe the tadpoles over a period of time and to record what they observe (OE13). Together, the educators and the children consider the many ways in which the children could represent their observations and ideas (e.g., in a drawing or a model, or by acting them out) and the kinds of tools and equipment they will need to do this. They might also discuss the care they will need to provide for the tadpoles. At this point, other children might be invited to be part of the inquiry as well. The educators might probe to find out what bigger questions underlie the children's interest – what does it mean to develop? To transform? What is happening on the inside of the tadpole while it changes on the outside? The educators might also choose to provoke further inquiry by providing opportunities for the children to explore other similar kinds of changes or stages of life that happen – for example, in seeds, in eggs, and even in humans. Once the inquiry is under way, the observations would need to be recorded – and this would become a purpose for writing and an opportunity for the children to learn about an important element of the writing process (OE1 and OE10).

The educators engage with the children in inquiries that enable the children to explore their questions and wonderings as co-learners with the educators. The educators offer provocations that build on the children's thinking or invite the children to engage in new ways of learning.

Further to the example about tadpoles above, the educators might point out to the children that scientists investigate things they are interested in, and that the children now have an opportunity to "be" scientists as well. The educators will have placed hand lenses and recording materials at a table with the tadpoles, pointing out to the children that they are using the same tools that scientists use. They might also mention that the children are using the same processes that scientists use (e.g., observing, wondering, asking questions and generating theories, communicating, working together). As the children conduct their investigation, the educators observe and document what they say and do. The educators confer about the documentation and then reflect on it with the children, negotiating what materials the children might add or take away in order to further test their theories about the tadpoles and build on their thinking.

For more information about pedagogical documentation, see Chapter 1.4, "Assessment and Learning in Kindergarten".

The following chart outlines the elements of the inquiry process in the Kindergarten classroom, describing the actions of both the children and the educators.

The Inquiry Process in the Kindergarten Classroom

The critical role of the educator team: Co-constructing inquiry and learning

[W]e must abandon our idea of a static, knowable educator and move on to a view of an educator in a state of constant change and becoming. The role of the educator shifts from a communicator of knowledge to a listener, provocateur, documenter, and negotiator of meaning. (Pacini-Ketchabaw et al., 2009, p. 103)

The examples in the previous section illustrate how educators, in their interactions with the children, constantly engage in a creative collaboration with them to co-construct thinking and learning. The process can be summarized as follows:

As educators collaborate with the children to:

• formulate questions,
• select materials,
• stimulate and support creativity,
• think aloud about various perspectives and interpretations,
• think aloud about multiple possibilities or solutions,
• solve problems, and
• document thinking and learning,

they intentionally and purposefully:

• listen,
• observe,
• document,
• analyse documentation, considering a range of possible meanings and perspectives and making connections to the overall expectations, and
• provide feedback through questions and prompts that effectively extend thinking and learning.

As the educators interact with the children, they respond to, clarify, challenge, and expand on their thinking. They negotiate the selection of a rich variety of materials and resources for them to use, and co-construct the children's inquiry with them.

As children move naturally from noticing and wondering about the objects and occurrences around them to exploring, observing, and questioning in a more focused way, the educators document their thinking, what they are wondering about, their theories, and the ideas that pique their interest. They interpret and analyse the documentation to support their own inquiry and learning about how the children learn. Their analysis, which focuses on how the children's thinking and learning relates to the overall expectations, informs the choices educators will make about how to further challenge and extend the children's thinking and learning. It also serves as a guide to the level and type of support each child needs. The educators' documentation and analysis make children's thinking and learning visible and inform the path that educators take to support individual children's learning.

For further information, see Chapter 1.4, "Assessment and Learning in Kindergarten".

How does the inquiry approach differ from theme-based or unit planning?

Traditional planning models asked educators to develop "themes" or teaching units composed of several lesson plans with stated objectives, the relevant program/curriculum learning expectations, and materials lists. Kindergarten programs were traditionally structured around monthly themes related to seasonal events and celebrations, and resource books supporting such themes have provided related activities that adults believed would appeal to early learners. Such planning models and associated resources, all based on adult perceptions of children's interests and learning, have been shown to have a negative effect on children's engagement (Edwards, Gandini, & Forman, 1998; Wells, 2001).

Traditional planning versus an inquiry-based approach

Communicating with parents and families about play-based learning

Play-based learning supports growth in the language and culture of children and their families. (CMEC, 2012)

Play-based learning is the foundation of the Kindergarten program in Ontario. The concept of learning through play means different things to different people, especially to the parents and families of the children. It is therefore important for educators to have a clear understanding of play-based learning in the Ontario context, in order to be able to explain it to families, colleagues, and community partners. A shared understanding of how learning takes place through play can encourage family members and community partners to support play at home, and in community settings as well, and can help expand children's opportunities for play and learning.

See "Fundamental Principles of Play-Based Learning", in Chapter 1.1, "Introduction".

Family members want to understand how their children develop and learn. They normally welcome and benefit from educators' observations and information about how to support their children's learning. When speaking informally to families, and during classroom visits, educators can make the links between play and learning by sharing their observations in the moment. For example:

Amalla is learning about symmetry as she builds with the blocks today. Let's ask her to tell us what she notices about her structure.

When he was playing a card game with some of the other children, Jerome learned about taking turns.

Families also have valuable insights into their own children. When educators foster a more reciprocal relationship with families, both educators and families will have a more complex understanding of the children.

Children communicate and represent their learning with one another and with the educators in the context of their play and inquiry. The educators also provide more formal opportunities – for example, in child-led family conferences – for children to share their learning with their families through the documentation they and the educators have created, shared, and discussed.

The learning environment is often viewed as "the third teacher"The environment as "third teacher" or "third educator" is central to the Reggio Emilia approach to early childhood education. Loris Malaguzzi, the founder of the approach, considered the three teachers of children to be adults, other children, and their physical environment. Others think of the learning environment as the "third teacher" after the two classroom educators (Gandini, 1998, p. 177).: it can either enhance learning, optimizing students' potential to respond creatively and meaningfully, or detract from it. Researchers and practitioners in a wide range of disciplines, including early childhood education, developmental education, psychology, cognitive science, and school architecture and design, have come to understand that a key to learning in today's world is the social space in which it occurs, more than the physical space (Fraser, 2012; Helm et al., 2007; OWP/P Architects et al., 2010).

A classroom that is functioning successfully as a third teacher will be responsive to the children's interests, provide opportunities for children to make their thinking visible, and then foster further learning and engagement. (Fraser, 2012, p. 67)

In Kindergarten the classroom environment is thoughtfully designed to invite, provoke, and enhance learning, and to encourage communication, collaboration, and inquiry. The space, with all the objects in it, including the various materials and resources for learning, is created and arranged as the children's learning process unfolds – it is constantly being negotiated by and with the children. This fluid, inclusive, and dynamic social space evolves, in part, as children express their thinking and wonderings and as ideas pique their interest. The educators' anticipation and recognition of the children's learning needs throughout the day and over time, based on their observations and analysis (assessment for learning), also drive the collaborative creation of the environment. In addition, the educators' practice of discussing, displaying, and sharing the children's work as well as documenting the children's learning through photographs, transcripts, and video clips – that is, the practice of making the children's learning visible – contributes to the creation of a learning environment that reflects and helps extend the children's interests and accomplishments.

• "A new perspective"
• "Questioning our assumptions"
• "Rethinking the space"
• "Investigating the natural world"

Rethinking the learning environment

We need to think about creating classroom environments that give children the opportunity for wonder, mystery and discovery; an environment that speaks to young children's inherent curiosity and innate yearning for exploration is a classroom where children are passionate about learning... (Heard & McDonough, 2009, p. 2)

Educators plan and begin to create the learning environment before the children arrive in the classroom, using their understanding of children, of their development, and of how they learn, and looking at the space from a child's perspective. They place materials and resources where children can see them and ensure that children have plenty of light and a view of (and if possible, access to) the outdoors. They consider how to create an environment that will support children's learning and accommodate a diversity of choices and needs in terms of space, time, and the use of materials.

Thinking about time and space

Kindergarten educators carefully consider how the use of time and space affects the children's learning. At the beginning of the year, the educators work collaboratively to set the classroom up for learning and to plan the "flow of the day". They work around daily school schedules (e.g., times for gym, lunch, recess, and library) in order to provide as much uninterrupted time as possible for children's play and inquiry, both in and out of doors, and to minimize transitions (see "A Flexible Approach to Learning: The Flow of the Day", in Chapter 3.1, "Considerations for Program Planning"). After the plan has been devised, it is adjusted in collaboration with the children, as necessary, to meet the children's changing needs. Educators strive for fluid and flexible plans in each instance, so that opportunities to respond to the children and to co-create with them can be readily accommodated.

Thinking about materials and resources

As the Kindergarten program gets under way, the educators observe the children's behaviour and make adjustments in response to what they see. They consider how materials and resources – their availability, quantity, and arrangement – affect the children's play. They take into account each child's individual perspective – based, for example, on the materials the child chooses to play with, how the child approaches print found in the environment (in books, charts created in the classroom, and various other forms), and the sorts of things the child thinks, wonders, and asks questions about.

Co-constructing the learning environment

Educators report that children become much more engaged in their learning when the learning environment is planned and designed in negotiation with the children – that is, when "the children's voice" is heard in planning the environment and organizing and selecting materials for learning.

Many physical features in the environment are fixed. Such constraints call for problem solving by the educators and the children together to find ways to create a flexible and dynamic learning environment.

Educators find creative ways to support children in making independent and informed choices within the learning environment. For example, educators consider how the nature, placement, and quantity of materials in the environment might affect the children's play, taking into account the intent of the learning. They engage children in negotiating the organization of the materials. They discuss how and where the materials might be stored so that children can access them readily. Educators can put in place various kinds of supports, such as photos and labels, to help children make and act on independent choices as they play and interact in the learning environment.

The learning environment and beliefs about children

The following reflective questions can guide educators as they rethink traditional practices in the learning environment and move towards practices that reflect our current understanding of how children learn best.

See "The Learning Environment and Self-Regulation" in Chapter 2.2, "Thinking about Self-Regulation and Well-Being".

Learning in the outdoors

The learning environment extends to the outdoors. A growing body of research suggests that connecting to the natural world contributes to children's mental, physical, emotional, and spiritual health and well-being (Louv, 2005). Children's natural curiosity and sense of wonder can be fostered by providing them with many opportunities to learn outdoors. The learning that takes place in classroom experiences can be explored in the "extended classroom" that nature provides. Similarly, the natural environment can be reflected in the indoor learning environment.

For many reasons, including the prevalence of electronic media, children today spend relatively little time in natural environments. This "nature deficit" has been linked to disturbing trends such as childhood obesity, attention disorders, and depression. Outdoor spaces offer valuable learning opportunities, and natural settings can inspire the kind of thinking, learning, leadership, and innovation that may be inhibited in children in the classroom but that, once revealed, can be incorporated back into the classroom environment.

In the Kindergarten program, learning in the outdoors is included as part of the instructional day, and the educators play an active role, engaging with children in an inquiry stance as they play, explore, and learn together outside the classroom.

Assessment is the process of gathering and interpreting information that accurately reflects the child's demonstration of learning in relation to the knowledge and skills outlined in the overall expectations of The Kindergarten Program. The primary purpose of assessment is to improve learning and to help children become self-regulating, autonomous learners. (Growing Success – The Kindergarten Addendum, 2016, p. 6)

Assessment is the key to children's learning in Kindergarten. It takes place concurrently with instruction and is an integral part of learning.

Young children reveal their understanding in what they say, what they do, and what they depict, or represent. Educators observe, listen, and ask probing questions in order to document and interpret the children's thinking and learning and, in their interactions with the children, to develop a shared understanding of what they are learning and what the next steps in their learning should be.

Pedagogical documentation: What are we learning from research?

Documenting the evidence of learning is the most important aspect of assessment in Kindergarten and is, indeed, an integral part of all assessment approaches. (Growing Success – The Kindergarten Addendum, 2016, p. 8)

The term "pedagogical documentation" is currently used to refer to the process of gathering and analysing a wide range of evidence of a child's thinking and learning over time and using the insights gained to make the child's thinking and learning visible to the child and the child's family. The process enables educators to support further learning for each child in the most effective way possible.

Information about children's learning is gathered from observations, notes, photos, videos, voice recordings, work samples, and interactions with children.Educators should be aware of any school board policy or guidelines related to storing, sharing, or disseminating print or digital images or recordings of children. Educators are expected to comply with any such policies. That information, or evidence of learning, is analysed and interpreted by the educators in collaboration with the children and their parents or other family members to gain insights into the children's learning paths and processes. The insights gained are the basis for determining next steps in the child's learning.

The monograph "Pedagogical Documentation", in the ministry's Capacity Building Series, cites educational research in describing the benefits of reviewing and analysing evidence of learning:

One of the greatest predictors of new learning is prior knowledge and understanding. William (2011) outlines how educators can harness this predictive power by eliciting and interpreting evidence of students' thinking. He suggests that assessing student learning [to support] instruction has proven to have "unprecedented power to increase student engagement and to improve learning outcomes" [p. 13]. Other researchers support this claim. Earl and Hannay (2011) suggest that through the rigorous use of evidence of student learning... educators are becoming "knowledge leaders", pushing our understanding of teaching and learning to the frontiers of innovation [p. 191]. (Ontario Ministry of Education, 2012, p. 1)

These findings are relevant for students from Kindergarten to Grade 12. Gathering and analysing evidence of children's learning supports pedagogical decision making about a variety of questions, including what approaches and materials are most likely to help the child learn, what contexts for learning will suit the child best, which groupings of children will allow for individual learning needs to be addressed effectively, and what level of support to offer as the child engages in new learning.

Rinaldi (2006) refers to documentation as the "pedagogy of listening" and "visible listening" (pp. 65, 68). Pedagogical documentation is not a form of summative assessment and should not be reserved for the end of a given period of time. Instead, it is done on an ongoing basis, and it may involve revisiting and rethinking evidence, as part of a cyclical process that promotes children's growth and learning.

Using pedagogical documentation to best effect

Helm, Beneke, and Stenheimer (2007) argue that documentation is of limited value if it is not used to gain further insights into children's thinking and learning and to determine where to go next in learning. "As long as teachers remember that documentation is a tool meant to inform their teaching, their time learning these new skills will have been well spent" (p. 40).

Only after considerable analysis of what the documentation reveals, in terms of children's theories, understandings, and misunderstandings, will teachers be in a position to formulate hypotheses, predictions, and projections about future learning experiences that have continuity with children's current thinking, and that will challenge and engage a particular group of learners at a particular time and place. (Brenda Fyfe in Gandini and Kaminsky, 2004, p. 7, citing the ideas of John Dewey, 1938)

When a piece of documentation seems puzzling, educators gain important insights into the child's thinking and learning by taking the time for deep analysis and interpretation from multiple perspectives – the child's, the parents', and that of other educators – and by going back to obtain additional evidence. Recognizing that learning is a complex process, educators understand the importance of "slowing down" – of taking the time to listen and observe, in an "inquiry stance" (see Chapter 1.2, "Play-Based Learning in a Culture of Inquiry"). They ask questions and reflect on the impact that their pedagogical decisions and approaches are having on a child's learning. In this way, educators deepen their understanding and adapt practice to respond more precisely to the child's needs and readiness to learn, as part of "assessment for learning" and "assessment as learning" (see the section "Co-constructing Learning with the Children: Assessment for Learning and Assessment as Learning", below).

From traditional note taking to pedagogical documentation

Traditionally, early primary educators used what was known as an observation note or anecdotal note. For example:

Pedagogical documentation differs from the observation note in that it includes the thinking – both the child's and the educator's – that accompanied the action. For example:

While educators are gathering evidence of children's thinking, it is important for them to have a method in place for organizing it and for identifying trends, patterns, and next steps. Many educators emphasize the value of technology in collecting information, both to analyse the children's thinking and learning and to assess their own approaches. "Technology allowed us to go back and examine our use of prompts... We were able to reflect on the type of questions we were asking students" (Ontario Ministry of Education, 2012, p. 7).

The importance of educator self-awareness in pedagogical documentation

According to Rinaldi (2006, p. 196), an educator's documentation of a child's learning is deeply influenced by his or her own ideas, concepts, and knowledge, as well as by the quality of the educator's relationship with, and perception of, the child.

The choices educators make about what to document reveal their values and what they deem important to notice about children. As educators document children's learning, they must be aware of their own subjectivity and biases – that is, they must recognize that they are capturing and representing children's learning through the lens of their particular perspective on children and on how children learn.

When educators view the child through an "asset lens" – that is, with a focus on what the child brings to the learning (strengths, interests, previous learning and experience) rather than on what the child does not know or cannot do – they are able to capture the child's unique learning processes. Seeing all children as competent and capable of complex thinking and learning promotes effective documentation.

In their observations and interpretations, educators must also be "particularly careful not to assume that children see situations, problems, or solutions as adults do. Instead, good teachers interpret what the child is doing and thinking and attempt to see the situation from the child's point of view" (Clements & Sarama, 2009, p. 4).

In all aspects of pedagogical documentation, educators must also recognize their responsibility to represent others in ways that are ethical and respectful.

Co-constructing learning with the children: Assessment for learning and assessment as learning

Through pedagogical documentation, educators connect learning and teaching as they share, review, and interpret evidence of the children's learning with the children. The children reflect on the documentation with the educators, and the educators provide descriptive feedback that helps the children understand what they are learning and provides guidance about where they can go next in their learning. Working in an inquiry stance, educators engage in questioning and dialogue with the children to understand what they are thinking and wondering, and consider possible adaptations in their practice to meet the child's learning needs. The educators and children arrive at a shared understanding of what has been learned and negotiate next steps in learning – that is, they co-construct the children's learning.

Assessment for learning

As educators analyse and interpret the information that they have collected, they are able to assess children's developmental progress and use the insights gained to inform instruction – that is, to design contexts for new learning that are appropriate to each child's observed strengths and that occur at the "edge" of the child's learning. This process is part of assessment for learning, providing insights and information about the children's current thinking and learning. Ongoing observation, documentation, and assessment then reveal new learning – a shift in the child's thinking that demonstrates that learning has occurred. Assessment for learning is ongoing and drives instruction. It occurs in all contexts of children's play and inquiry.

The interpretation and analysis of the evidence gathered, based on an understanding of the child's development and of what is within the range of things the child can do, with and without guidance (that is, of what is within the child's zone of proximal development), is the starting point for making thinking and learning visible.

As the documentation accumulates over time and educators and children reflect on it daily, children begin to internalize the learning and apply it in other contexts. Educator teams analyse the documentation to determine the growth of the child's learning in relation to the knowledge and skills identified in the overall expectations set out in The Kindergarten Program.

They focus their observations on concepts, skills, applications, and characteristics that are described in the Kindergarten program expectations.

See Chapter 1.2, "Play-Based Learning in a Culture of Inquiry" for more information about co-constructing learning.

Sustained shared thinking

As part of assessment for learning, educators engage children in sustained shared thinking through ongoing conversation focused, for example, on solving a problem, evaluating a situation, or extending a narrative (ADEEWR, 2009, p. 15). In the process, the children's thinking is extended, and the educators and children gain insight into the children's learning.

Sustained shared thinking involves the use of strategies such as the following during interactions with children:

• acknowledging, noticing, and naming what the child is doing or saying (e.g., "I watched you push the counters to one side as you counted them")
• clarifying (e.g., "Did you mean that the animals might like to be in the pasture?")
• prompting the child towards further thinking and learning ("How will I know how to drive safely in the town you've built?")

Educators offer descriptive feedback as they notice and name the learning and guide children towards appropriate next steps.

Assessment as learning

Educators engage in assessment as learning when they support children in setting individual goals, monitoring their own progress, determining next steps, and reflecting on their thinking and learning, to help them become confident, autonomous learners. (Growing Success – The Kindergarten Addendum, 2016, p. 6)

Assessment as learning – the process that involves children in thinking about and understanding their own learning and that helps them become autonomous learners – is part of making thinking and learning visible. In the past, metacognition was not considered to be within young children's capacity. However, children show evidence of such thinking often and in various contexts. Children contribute to their own assessments through their reflections on the documentation. As children reflect on and analyse evidence of their own learning with the educators, they learn to identify for themselves what they need to do to further their own learning. The children also engage in peer assessment – building on one another's views, perspectives, ideas, and wonderings – and learn more about their own learning in the process.

Noticing and naming the learning: The link to learning goals and success criteria

As educators and children interact during play, the educators make the children's thinking and learning visible to them by "noticing and naming" what they are learning. As the educators provide descriptive feedback, they create a picture for children of what and how they are learning – for example, "I see you've put down two blue blocks and one green block, then two blue ones and one green one again. We call that a pattern." They share the language that enables children to identify and understand what they are doing.

Noticing and naming the learning serves as a vehicle for sharing learning goals and success criteria with the children. Educators articulate broad learning goals – representing subsets or clusters of the knowledge and skills outlined in the expectations – and share them in conversation with the children in terms and language that the children will understand. They also "notice and name" the success criteria – the accomplishments that relate to the learning goals.

The following examples illustrate what educators and children in Kindergarten might say as they describe learning goals and success criteria connected with the program's overall expectations (OEs) and conceptual understandings. Children grasp learning goals readily when they think of themselves as taking on a new role or identity – and as being competent to do so:

• I am learning about patterns. [Relates to OE18, OE20]
  • I can identify a pattern.
  • I can describe a pattern.
• I am a communicator. I can express my thoughts and ideas and feelings to others in lots of different ways. [Relates to OE1, OE22]
  • I showed how I was feeling in this painting.
  • I can talk about how I built my tower.
• I am a member of our class community. [Relates to OE3]
  • I share and take turns.
  • I can listen when other children say what they are thinking.
• I am a problem solver. [Relates to OE4, OE23, and OE24]
  • I identified what the problem was first.
  • I thought about whether our solution worked or whether we needed to solve the problem another way.

Learning goals articulated in this way enable children to think about and to begin to direct their own learning. Together, learning goals and success criteria help children focus their learning efforts, understand what comes next, and begin to make decisions about their learning. With the educators' scaffolded support, they can identify how their learning aligns with the learning goals. The strategy of noticing and naming can be used to support children as they move forward, regardless of their developmental level. "As the children participate in and reflect on a variety of learning experiences, they develop and deepen their understanding of what their learning looks like and what their next steps in learning might be" (Growing Success – The Kindergarten Addendum, 2016, p. 8).

Considerations in assessment of learning: Children's demonstration of learning

Assessment of learning involves summarizing a child's key learning and growth in learning in relation to the overall expectations at a given point in time, and outlining next steps in learning. As educators assess children's learning, they must bear in mind that children enter the Kindergarten program at different stages of development and with diverse backgrounds and experiences – and that they will leave it at different stages and at different points in their growth in relation to the program expectations.

Educators must also take into consideration that the period of adjustment to school is longer for some children than for others. Children should therefore be given ample time to demonstrate their learning through varied learning opportunities that are appropriate for their stage of development and within their zone of proximal development.

Young children will demonstrate their learning in many different ways. Factors that influence whether and how children will demonstrate what they know and are able to do include the following:

• the time of day
• the situation
• the kinds of questions that are asked
• the child's previous experience and familiarity with the content
• the child's facility with the language of instruction
• differences in cultural norms, values, and practices regarding learning and ways of demonstrating learning
• the child's capacity for social interaction

To allow for and come to understand the range of influences that may affect a child's learning at any given time, educators should observe and document the child's learning on an ongoing basis in the context of everyday experiences, using a variety of strategies and tools.

Collaborating with parents to make thinking and learning visible

Parents contribute to the documentation by sharing their understanding of learning that happens at home. (Pascal, 2009a, p. 13)

Ongoing, reciprocal communication with children and their families throughout the processes of assessment for, as, and of learning is essential to support children's learning. Educators provide parents and families with information to assist them in understanding the assessment process, including the ways in which assessment helps to identify a child's strengths and how best to proceed with the child's learning. Parents should be invited to participate and observe their child in the classroom setting as often as they can, to review documentation of the child's learning with the educators and the child, and to discuss their observations with the team. Involving parents in the review of documentation will enrich the educators' analysis and understanding of the child's learning, provide insights about the child's background and behaviour at home, and contribute profoundly to the child's learning.

Growing Success – The Kindergarten Addendum (2016) provides details about communicating the child's learning to parents formally, at three points during the school year, using the provincial Kindergarten Communication of Learning templates.

See "Parents and Families" in Chapter 3.2.

Belonging and contributing: What are we learning from research?

What we're learning is that social interaction – the building of the brain through relationships - is an absolutely crucial, essential part of healthy development. Relationships are nutrients for the brain. (Clinton, 2013b, video transcript, opening statement)

The personal, social, and emotional development of young children lays the social and cognitive groundwork that fosters a love for school, engages children in the process of learning, and supports their future success in school and in life. Early learning programs focus on helping children discover who they are and encourage and support children in reaching their full potential. Relationships are fundamental to children's personal, social, and emotional development – to the development of a positive sense of self and self-confidence – and relationships within the classroom community provide a critical early environment for that development (Bowlby, 1988; Birch & Ladd, 1997; Hamre & Pianta, 2001; Bilmes, 2012; Shanker, 2013b). Educators who are aware of the importance of these relationships adopt a style, in their interactions with children, that builds connections (Clinton, 2013a, p. 4).

In partnership with the home, the school plays a vital role in developing children's social competence and well-being, providing the foundational tools and knowledge needed for them to play a constructive and contributing role as citizens in the future.

Children enter early learning programs with a diverse range of strengths and experiences. The rate at which individual children adapt to the school environment varies, and educators, in their relationships with the children and their families, play an essential role in facilitating each child's unique transition. Educators and family members also collaborate with other significant partners, such as school and community resource teams, to ensure the best possible transition to the school environment for every child. With this support, and through connection-building interactions with educators, children develop meaningful relationships that help foster a positive sense of self and a sense of belonging and contributing.

The deepest language of all … is the language of relationships. It goes much deeper than more easily measured skills like logical thinking and problem solving. Learning is about making relationships, and this is the language that enables us to absorb information and process it at a deep level. (Fraser, 2012, p. 304)

Emotional development through relationships

Developing a sense of belonging and contributing through relationships is tied closely to children's emotional development and ability to self-regulate (see Chapter 2.2, “Thinking about Self-Regulation and Well-Being”). Educators nurture children's emotional development – their development of a sense of identity, positive self-concept, self-reliance, and ability to self-regulate – by creating a warm and responsive environment that contributes to children's ability to experience success.

Through a variety of experiences in which they are supported in demonstrating their competence, children further develop the capacity to understand their own emotions and to express them with consideration and respect for others, to delay gratification, and to adapt their responses. They recognize their uniqueness and their ability to make significant contributions. As they develop self-confidence, children become more receptive to relating to others and take pleasure in learning new skills. Children need regular opportunities throughout the day to learn and value the interpersonal skills required to communicate and cooperate with others.

A young child's environment of relationships plays an important role in the development of executive capacities [self-regulation]. Environments that foster executive functioning are characterized by adult-child relationships (both within and outside the home) that guide children from complete dependence on adult support to gradual assumption of the “executive” role for themselves. (Center on the Developing Child at Harvard University, 2011, p. 6)

Educators support children's development of emotional maturity and social competence in various ways – for example, by documenting the children's strategies for navigating social situations, by modelling problem solving and alternative ways of managing conflict, and by affirming positive choices. They provide the scaffolding that individual children need as they learn to self-regulate, with the understanding that children's ability to regulate emotions varies from individual to individual – for example, that there are differences in children's emotional reaction times and in the duration and intensity of their emotional responses.

The educators should use their understanding of self-regulation to become attuned to individual differences in children. When educators pay attention to differences in individual children's ability to manage incoming sensory stimulation and challenges, for example, they are better able to establish nurturing relationships with the children. Similarly, educators should be attuned to cultural differences in the expression of emotion. At home, children learn when to express emotions, and how – for example, through gestures or facial expressions, by making eye contact or avoiding it. By being attuned and responsive to these differences, educators are better able to support the children's development of a positive sense of self, and to help strengthen their capacity for developing relationships and for learning.

[P]ositive emotions create energy. Positive emotions create … resources for dealing with stressors. So the more the child is experiencing a positive emotion, the greater the reserves, the greater the resources for tackling … challenge[s]. (Dr. Stuart Shanker, transcript from the video clip “What strategies and practices
 are educator teams repeating, rethinking, and removing to support
 children's self-regulation? What does self-regulation look like and sound like?”)

Laying the foundations for citizenship and environmental stewardship

As children's sense of belonging and contributing develops, they begin to experience their role in relation to both community and place.

Throughout their learning in Kindergarten and beyond, children are given opportunities to learn about what it means to be a responsible, active citizen in the community of the classroom and the diverse communities to which they belong within and outside the school. It is important for children to understand that they belong to many communities and that, ultimately, they are all citizens of the global community.

Hand in hand with their experience of positive, caring, and respectful relationships, children develop an awareness of their connection to the world around them. When children have opportunities to make and maintain connections to others and to the world in which they live, they also develop a sense of place, which has a profound influence on their developing sense of identity. Sense of place refers to the human experience in a landscape and grows from identifying oneself in relation to a particular piece of land on the surface of planet Earth (The Sense of Place, 2015). Belonging and contributing to the social and cultural world they share with others becomes intertwined with a sense of belonging and contributing to their environment.

Children's developing sense of place, combined with their awareness of caring for the environment, is sometimes referred to as “ecological identity”:

An ecological identity allows us to experience the earth as our home ground, and leaves us determined to live in honorable relationship with our planet. (Pelo, 2009, p. 1)

The Kindergarten program provides numerous opportunities for educators to support children in developing an awareness of their relationships with the local environment, and of how those relationships can be mutually supportive (see “Learning in the Outdoors” in Chapter 1.3, “The Learning Environment”). It is important for educators to:

• ensure that children have extended interactions with the natural world;
• engage children in endeavours designed to appropriately enhance or restore land and place (e.g., establish and maintain a native species garden);
• support children's inquiries involving natural materials and promote their use of various resources to further learning about the natural world.

Developing a sense of place and an awareness of our role and responsibility in caring for the planet and understanding our impact on the places where we live, work, and play are consistent with the following fundamental principles of Indigenous education:

1. Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
2. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
3. Learning involves recognizing the consequences of one's actions.

(First Nations Education Steering Committee, n.d.)

Educators who bring Indigenous peoples' environmental traditions into the classroom as contemporary ways of connecting with place, rather than as something from the past, enable children to develop relationships with the natural world that can enhance their sense of belonging and contributing.

Supporting children's sense of belonging and contributing through collaboration, empathy, and inclusiveness

The Kindergarten classroom is an environment in which children are affirmed as individuals and as members of a diverse community of learners. The learning and teaching program provides opportunities for children to express their ideas, discover their strengths and the unique contributions that they make, collaborate with others, and develop relationships. Educators observe the children throughout the day to determine how best to adjust the learning environment, contexts for learning, and pedagogical strategies to meet the particular needs of each child and to support children's learning through relationships.

Children's sense of belonging and contributing grows as they:

• interact with others in many contexts and for many purposes;
• learn about themselves and their culture;
• develop the ability to empathize and get along with other living things;
• begin to understand that all people share similar needs, feelings, and aspirations;
• make decisions collaboratively and develop a sense of community;
• develop the ability to work and learn with others;
• develop an appreciation of the ways in which they can make contributions to groups and to group well-being;
• develop the self-confidence to stand up for themselves and others when they encounter biased ideas and discrimination;
• engage in learning opportunities that increase their awareness of others and foster respect for individual differences;
• develop an appreciation of diversity and an understanding of the concepts of equity, equality, fairness, tolerance, respect, and justice.

Understanding how social and cultural factors influence learning enables educators to support children from diverse backgrounds in developing their competence. The educators include learning opportunities that reflect the children's diverse backgrounds – for example, they introduce stories, poems, songs, dances, and games that reflect the children's backgrounds, and they have the children bring items from home into the classroom. They also make sure that children have opportunities to express or demonstrate their curiosity, their ideas and interests, and their accomplishments in various different ways.

Developing a sense of belonging and contributing through the arts

In the Kindergarten program, the arts provide a vehicle through which children can express their growing sense of self and their interpretations of the world. The arts transcend any single subject or discipline. Visual arts, dance, music, and socio-dramatic play contribute in many ways to the development of children's thinking and communication skills while enabling them to explore who they are and to experience the unique contributions that they make.

Providing children with opportunities to express themselves through the arts:

• develops decision-making skills;
• stimulates memory;
• facilitates understanding;
• develops skills in symbolic communication;
• promotes sensory development;
• encourages creative thinking;
• stimulates and develops the imagination;
• fosters empathy;
• promotes the development of relationships;
• builds identity, self-esteem, and a sense of accomplishment;
• supports self-regulation;
• promotes a sense of wonderment;
• fosters understanding of various cultures as well as of ways to express and explore their own culture;
• supports the development of literacy and mathematics.

To watch a child completely engaged in an arts experience is to recognize that the brain is on, driven by the aesthetic and emotional imperative to make meaning, to say something, to represent what matters. (Booth & Hachiya, 2004, p. 1)

Creativity does not occur in a vacuum. Art making is a process requiring both creativity and skill, and it can be cultivated by establishing conditions that encourage and promote its development. Teachers need to be aware that the atmosphere they create for learning affects the nature of the learning itself. A setting that is conducive to creativity is one in which students are not afraid to suggest alternative ideas and take risks. (The Ontario Curriculum, Grades 1–8: The Arts [2009], p. 19)

All areas of the arts are of equal importance for children's cognitive, social, and emotional development. Children need ready access to a wide variety of materials, resources, and experiences that offer different ways for them to demonstrate their thinking and learning. The creative process is the focus of the arts. Children's thinking is revealed when they negotiate where, why, and how materials are arranged and organized and when they try out new theories and ideas. Children need time and opportunities to revisit materials and experiences in order to consolidate or further their learning. Carefully planned experiences and organization of materials in the learning environment enable children to explore visual arts, music, drama, and dance throughout the day. Various learning contexts should be available where children can apply and extend their learning, both in the classroom and outdoors – including in the dramatic play area, the art studio, the school grounds, the blocks, and areas in which sand or clay can be used.

It is important for young children to see themselves as artists, sculptors, musicians, dancers, and actors. When arts experiences are embedded in meaningful contexts, children become deeply involved in the artistic process. Generic art activities – for example, having children work with pre-cut shapes – should be avoided: they are rarely effective because their focus is narrow and they provide only limited assessment information about the child's level of understanding. Children need time to imagine, create, and explore in a non-threatening environment where they know that their individual choices and responses are respected and valued.

Dramatic play enables children to explore personal narratives and experiences. Educators provide various opportunities and contexts for children to play out their narratives, such as the following:

• a fishing trip
• riding on the elevators in their building
• presenting an innovation on a television show
• an imaginary or lived trip on a bus, sled, train, or airplane
• an outdoor experience
• a car chase scene
• an imaginary castle scene

Children who may be experiencing stress or trauma can express their emotions and thoughts through drawing and dramatizing.Educators need to be aware of relevant board policies and guidelines in the event that a child discloses information that may indicate abuse or neglect (e.g., the obligation to report; guidelines regarding the educator's initial response to the child). Providing children with varied opportunities to express themselves through the arts also supports and facilitates their diverse learning styles, interests, and abilities. It promotes the development of self, builds a sense of belonging and contributing, and furthers growth in all areas of learning.

For a wide range of practical examples of how children and educators interact to make thinking and learning about self-regulation and well-being visible, in connection with related overall and specific expectations in the Kindergarten program, see the expectation charts in Chapter 4.4.

Self-regulation: What are we learning from research?

Self-regulation is central to a child's capacity to learn. It is the cornerstone of development and a central building block of early learning (Pascal, 2009a, p. 4). Children's ability to self-regulate – to set limits for themselves and manage their own emotions, attention, and behaviour – allows them to develop the emotional well-being and the habits of mind, such as persistence and curiosity, that are essential for early learning and that set the stage for lifelong learning. Self-regulation involves attention skills, working memory, and cognitive flexibility – qualities that provide the underpinning for essential skills needed throughout life, such as planning and problem-solving skills (Pascal, 2009a, p. 4). Self-regulation skills also allow children to have positive social interactions and help establish constructive patterns of behaviour that will be useful to them throughout their lives (Ponitz et al., 2009).

Research has shown that the ability to self-regulate is essential to the development of learning skills and work habits (Baumeister & Vohs, 2011), which are critically important to student success throughout the grades. The foundations for those skills and habits, identified in Growing Success (Ontario Ministry of Education, 2010, pp. 9-14), are rooted in early childhood and are supported through the Kindergarten program.

Dr. Stuart Shanker (2013b, p. xiii) identifies the following as six critical elements required for optimal self-regulation:

• when one is feeling calmly focused and alert, the ability to know that one is calm and alert
• when one is stressed, the ability to recognize what is causing that stress
• the ability to recognize stressors both within and outside the classroom
• the desire to deal with those stressors
• the ability to develop strategies for dealing with those stressors
• the ability to recover efficiently and effectively from dealing with those stressors

Domains of self-regulation

Dr. Shanker discusses the development of self-regulation in five domains: biological, emotional, cognitive, social, and prosocial. Note that the domains of self-regulation listed here are related but not identical to the domains of development discussed later in this chapter and elsewhere in this document. The following overview is adapted from Shanker's Calm, Alert and Learning: Classroom Strategies for Self-Regulation (2013b, pp. xii-xvi) and his “The Development of Self-Regulation” (2010).

Biological, emotional, cognitive, social, and prosocial self-regulation and the ability to communicate with others are foundational to all forms of learning and have been shown to be best developed in play-based environments.

Supporting the development of self-regulation

It has been shown that children's ability to self-regulate is not enhanced by “compliance with external authorities”. According to researchers in the field,

It is about establishing one's own internal motivation for adapting to, and understanding, emotional and social demands. In fact, for many children, requiring compliance undermines their own abilities to self-regulate. (Pascal, 2009a, p. 4)

Self-regulation is a deep, internal mechanism that enables children as well as adults to engage in mindful, intentional, and thoughtful behaviours. (Bodrova & Leong, 2008, p. 1)

Every child responds to incoming sensory stimulation and various challenges in his or her own way, and learns to manage these responses on an individual timetable. Being attuned to individual differences in children's development of self-regulation – in the way each child manages sensory stimulation and responds to challenges – enables educators to establish the kind of nurturing relationships that strengthen children's capacity for learning (see Chapter 2.1, “Thinking about Belonging and Contributing”).

The abilities of children to regulate their own emotions, behaviours, and attention increase over time with maturation, experience, and responsive relationships. Supporting self-regulation is a central focus of early development because self-regulation skills lead to physical, social, emotional, behavioural, and cognitive competence. (Ontario Ministry of Education, 2014b, p. 2; emphasis added)

Some children will have begun to develop self-regulation skills before coming to Kindergarten, but many will not. Through their interactions with peers and adults in connection-building relationships in the classroom, however, children will begin – or will continue – to develop self-awareness and a stronger sense of self. As part of this process, they will monitor and adapt their own emotions and behaviour, and become aware of and accommodate the thinking and feelings of others. In order to effectively support the development of self-regulation, it is important for educators to observe each child's development and to encourage and support the child in individualized ways. To do this, educators need to understand what self-regulation looks and sounds like. For example, children may look away in the midst of an interaction, or they may become distracted from what they are doing, but they will often return their attention to the interaction at hand in a short time. Intervening too soon to draw the child back into the moment may interfere with, rather than support, the child's progress towards self-regulation. Educators who understand this are able to give the child a little time.

In an inquiry stance, the educator observes and listens, and supports the child's development by noticing and naming when the child is demonstrating self-regulation – for example, by saying, I noticed that you refocused. How did that help you? Educators report the benefits of waiting before they intervene to help children manage behaviour and emotions – they have seen that stepping back makes room for the gradual emergence and consolidation of children's ability to self-regulate. When educators notice that a child's inability to focus or to manage emotions persists over time, they consult the parents and, where appropriate, the school's special education support team, to determine whether a physical issue, such as an auditory processing problem, may be involved.

The learning environment and self-regulation

A regimented classroom climate, in which all children are required to do the same thing at the same time in the same way, reduces feelings of control and discourages self-regulation. (Bronson, 2000, p. 234)

Providing children with choice in the learning environment is a key to supporting their emerging ability to self-regulate. When children have access to a variety of materials, tools, and spaces in the classroom, they gradually learn to select the ones that provide stimulation or a calming effect, as needed.

In addition, an environment of caring, kindness, and cooperation in the classroom supports the development of social and prosocial self-regulation in children. Initially modelled by the educators, practices such as making time for conversation, checking in with one another, helping out, and solving problems with friends become part of the culture of the classroom and of the accepted behaviour of the children.

Well-being: What are we learning from research?

Research suggests that children who experience a greater sense of well-being are more able to learn and assimilate information in effective ways; more likely to engage in healthy and fulfilling social behaviours; more likely to invest in their own and others' well-being and in the sustainability of the planet as they take up their social, professional and leadership roles in adulthood. (Awartani, Whitman, & Gordon, 2008, p. 54)

Well-being addresses the importance of physical and mental health and wellness. It incorporates capacities such as self-care, sense of self, and self-regulation skills. (Ontario Ministry of Education, 2014c, p. 7)

Promoting the healthy development of all children, as well as enabling all children 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 their learning in turn contributes to their overall well-being.

Educators play an important role in promoting children's well-being by creating, fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive, and accepting. A learning environment of this kind supports not only children's cognitive, emotional, social, and physical development but also their mental health, their resilience, and their overall state of well-being. All this helps children focus on learning and achieve their full potential in school and in life.

Determinants of health
The World Health Organization (WHO) declared in the preamble to its constitution, which came into force in 1948, that health is a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity. Today, Health Canada includes the following, among other factors, in its list of determinants of health – that is, factors and conditions that can have a significant influence on a person's health:For detailed current information on determinants of health, see the website of the Public Health Agency of Canada.

• family income and social status
• education and literacy
• physical and social environment
• culture (customs and traditions) and beliefs
• personal (family) health practices and coping skills
• availability and quality of health services
• gender

Together, such factors affect an individual's overall well-being. They influence not only whether a person stays healthy or becomes ill but also the extent to which the person possesses the physical, social, and personal resources needed to identify and achieve personal aspirations, satisfy needs, and cope with the environment. These factors also have an impact on learning at all ages, and particularly at early stages of development. Although children have little or no control over these factors, it is important to be aware of them as contributing elements in a child's development and ability to learn. It is also important to recognize the value of personal strategies that can be learned and practised, starting early in life, to foster well-being in the face of stressful and challenging life circumstances.

Developmental domains as components of overall well-being

An educator's awareness of and responsiveness to children's cognitive, emotional, social, and physical development is critical to children's overall well-being and ability to learn. A number of research-based frameworks, including those described in Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (Best Start Expert Panel on Early Learning, 2007) and Stepping Stones: A Resource on Youth Development (Ontario Ministry of Children and Youth Services, 2012), identify developmental stages that are common to the majority of children from Kindergarten to Grade 12. At the same time, these frameworks recognize that individual differences, as well as differences in life experiences and exposure to opportunities, can affect development, and that developmental events are not specifically age-dependent.

The framework described in Stepping Stones is based on a model that illustrates the complexity of human development. Its components – the cognitive, emotional, physical, and social domains – are interrelated and interdependent, and all are subject to the influence of a person's environment or context. At the centre is an enduring (yet changing) core – a sense of self, or spirit – that connects the different aspects of development and experience (p. 17).

Source: Ontario Ministry of Children and Youth Services, 2012, p. 17

Educators who have an awareness of a child's development take each component into account as part of the whole, with an understanding of and focus on the following elements:

• cognitive development – brain development, processing and reasoning skills, use of strategies for learning
• emotional development – emotional regulation, empathy, motivation
• social development – self-development (self-concept, self-efficacy, self-esteem); identity formation (social group identity, gender identity, spiritual identity); relationships (peer, family)
• physical development – physical activity, sleep patterns, changes that come with growth, body image, nutritional requirements

Supporting development to enhance overall well-being

Developing child and student well-being means supporting the whole child – not only the child's academic achievement but also his or her cognitive, emotional, social, and physical well-being. (Ontario Ministry of Education, 2014a, p. 14)

In the knowledge that developmental domains are interrelated and interdependent and that overall well-being depends on healthy development in each one, educators recognize the importance of holistically supporting children's cognitive, emotional, social, and physical development in a variety of ways.

Cognitive development is enhanced when educators provide opportunities for children to:

• co-construct their learning, based on their questions and needs and things that pique their interest;
• contribute ideas and identify interests;
• experiment to find answers to their questions, try new things, and take risks;
• make their thinking and learning visible in a variety of ways.

Educators support children's emotional development by providing them with opportunities to:

• identify feelings and emotions in themselves and others, explain why they might be feeling that way, and use words to identify the meaning of their own and others' expressive  language (e.g., body language, facial expression);
• practise kindness towards other people and all living things, show concern for their well-being, act with empathy and sympathy towards them, and practise including others;
• use strategies to help them manage strong emotions and regulate the way in which they express those emotions;
• develop a positive self-concept and sense of self-esteem;
• develop a “growth mindset” about learning (e.g., believe that they can develop their abilities if they work hard and persevere).

Children's social development is supported when school boards, schools, and educators create and sustain a warm and supportive environment in which:

• children's thinking and learning are valued;
• cooperation with others is modelled and promoted;
• open communication is modelled and encouraged;
• thoughtful decisions and the use of respectful words are valued;
• all children are given equal opportunities;
• bullying, harassment, violence, and physical punishment are discouraged, and when instances do occur, they are addressed;
• the diverse backgrounds and cultures of the children are respected (e.g., children's first languages are brought into the classroom);
• strong and respectful relationships are nurtured and developed;
• children have opportunities to collaborate with peers and educators in various ways and in various contexts throughout the day.

Physical development is promoted in children when they:

• reap the benefits of healthy schools (i.e., schools that promote healthy choices related to physical activity, healthy eating, learning in the outdoors, and other aspects of everyday living); 
• are encouraged to take increasing responsibility for their own health and physical well-being (knowing when to eat, rest, and increase or decrease their level of activity);
• are given frequent opportunities to demonstrate and apply their knowledge and skills related to healthy eating and safety, and to share their learning about establishing and maintaining safe practices with their peers, family, and community;
• are safe from harm in the school and classroom environments, including the school grounds  (e.g., when bullying-prevention strategies are in place; when materials and equipment used by children and educators are reliable and safe);
• can get to and from school safely (e.g., when the community is engaged in helping to ensure their safety).

Children and students who have strong relationships and a positive sense of self – and who can understand and manage their own health and emotions – are in a better position to reach their full potential in the future. Their sense of well-being supports their learning because it makes them more resilient and better able to overcome challenges. (Ontario Ministry of Education, 2014a, p. 14)

The role of mental health

Mental health touches all components of development. Mental health is much more than the absence of mental illness. Well-being is influenced not only by the absence of problems and risks but by the presence of factors, at the individual, family, and community level, that contribute to healthy growth and development. Educators help promote positive mental health in the classroom by providing children with opportunities to learn adaptive, management, and coping skills; communication skills; and relationship and social skills – the personal and interpersonal skills they need to develop resilience, a secure identity, and a strong sense of self. In the process, educators may also be able to identify children who need additional support and connect them with the appropriate services.

What happens at school can have a significant influence on a child's well-being. With a broader awareness of mental health, educators can adopt instructional strategies that contribute to a supportive classroom climate for learning, build awareness of mental health, and reduce the stigma associated with mental illness. When educators take children's well-being, including their mental health, into account when considering instructional approaches, they help to ensure a strong foundation for learning. For example, when educators allow children to self-regulate – to cope with stressors, and recover – they are enabling them to develop resilience, a powerful protective factor with respect to positive mental health and emotional well-being.

For a wide range of practical examples of how children and educators interact to make thinking and learning about literacy and mathematics visible, in connection with related overall and specific expectations in the Kindergarten program, see the expectation charts for this frame in Chapter 4.5.

See also the section “The Role of the Arts in Kindergarten” in Chapter 3.1 for important information related to this frame.

Literacy behaviours: What are we learning from research?

In the knowledge economy, memorization of facts and procedures is not enough for success. Educated workers need a conceptual understanding of complex concepts, and the ability to work with them creatively to generate new ideas, new theories, new products, and new knowledge. They need to be able critically to evaluate what they read, be able to express themselves clearly both verbally and in writing, and understand scientific and mathematical thinking. They need to learn integrated and usable knowledge, rather than the sets of compartmentalised and de-contextualised facts. They need to be able to take responsibility for their own continuing, life-long learning. (OECD/CERI, 2008, p. 1)

“Literacies” is a broad term used to describe the development of the physical, emotional, social, creative, linguistic and intellectual means of communication among young children. (British Columbia Ministry of Education, 2009, p. 29)

We know more about the capabilities of young children than ever before. There is much evidence demonstrating that children are becoming literate in a wide variety of ways (Wien, 2005; Luke, 2007; Dickinson & Neuman, 2005; Sulzby & Teale, 1991). Thinking about literacy in the broadest possible way is therefore critical to helping children develop their ability to understand and communicate – for example, the ability to understand verbal and non-verbal aspects of communication (including emotional, social, and physical cues); to think critically about what they see, hear, and read; and to express themselves by using language in a variety of creative ventures. The development of this broad literacy in young children provides them with a strong basis for successful learning throughout their lives.

Literacy behaviours are evident in virtually everything we do, say, and represent. According to literacy scholar and educator Allan Luke, the challenge for today's students is that they are being asked to read not just the text, but the world. Children need to [shape] and [master] a repertoire of capabilities (Luke & Freebody, 1999, p. 2) to enable them to move beyond basic comprehension skills to understanding and using texts on several levels for a range of purposes in a range of technologies. To help meet this challenge, it is important for educators to give children many opportunities to use and develop literacy behaviours – for example, to use language to describe, to give reasons, to ask questions, or to negotiate – in a wide variety of contexts. It is equally important for educators to learn to use many “languages” both expressively and receptively, to broaden their understanding of what it means to be “literate”.

Children's prior engagement with literacy outside the school

The foundations of language development, literacy, and the capacity for relationship begin to be established at birth. Infants just a few hours old communicate by using facial expressions and responding to adult facial expressions and by using cries and other sounds that vary with context and need. Children continue to develop their ability to communicate, both non-verbally and verbally, through interaction with adults and children at home, in child care, and in the community before they go to school, and they do so in a wide variety of ways.

Children beginning school may demonstrate a prior knowledge of literacy from their daily experiences by, for example:

• asking questions and expressing their thoughts, feelings, and opinions;
• retelling or dramatizing familiar events or stories;
• saying “I knew it said ‘spider” because I used the picture”, or “It's a ‘T”, because it starts just like my name”;
• noticing and naming non-verbal communications (e.g., “I saw by her face that she was angry”).

In addition, before they begin Kindergarten many children may also be able to:

• talk about stories that they have read with a family member (e.g., provide predictions in answer to a parent's questions, such as “Where do you think they might be going on the bus?” or “What do you think they will do when they get to the park?”);
• read a wide variety of materials such as environmental print (e.g., traffic signs, stop signs, street signs, logos, signs in stores and restaurants and on the subway or bus), children's books and magazines, instructions, and labels on boxes and cans in the grocery store;
• write for a variety of purposes (e.g., shopping lists, notes to others, labels, recipes, instructions);
• use non-verbal communication to share thoughts, feelings, and emotions.

In any case, it is essential for Kindergarten programs to build on the knowledge and experiences that children already have when they come to school. It is also essential to keep in mind that children come to school with vastly different experiences and kinds of exposure to literacy. All young children need learning experiences that help them understand the world around them and enable them to develop their ability to communicate. It is therefore important for children to have rich and engaging learning experiences that are relevant to their lives and that provide opportunities for them to develop their capacity to listen, observe, and think and their ability to express themselves.

To help maintain reciprocal relationships between home and school, educators can encourage parents and other family members to continue to engage their children in literacy opportunities at home, and to share those experiences with the educators. Educators can communicate with children's families in various ways (for example, through telephone calls or e-mail, or through translators) about the importance of support from adults or siblings who listen and respond to what young children say, who read to them frequently, who have discussions with them, and who model reading and writing in any language. Listening to someone reading stories and other kinds of texts enables children to learn new words; to become familiar with the patterns, rhythms, and structures of a language; and to extend their experiences.

Supporting the development of literacy behaviours

Literacy is essential to enable a child to succeed in school and in later life. The educators should become familiar with the stages in the process of learning to read and write, and should use this knowledge when thinking about possible literacy experiences for young children and when observing and assessing their learning to help them continually acquire literacy skills.

All children can benefit from classroom experiences that focus on literacy development. To maintain high expectations for all children, it is important for the educators to build on a child's strengths and focus on what the child is already able to do – that is, to see all children through an “asset lens”. It is also important for the team to make adjustments to learning opportunities on the basis of ongoing observation, conversations, documentation, and analysis of their observations in order to maintain a zone of proximal development for the child.

Literacy behaviours are evident in virtually every aspect of human behaviour. Young children may demonstrate literacy behaviours by, for example:

• sharing their ideas, feelings, interests, and experiences;
• looking at name tags to figure out who class visitors may be;
• asking and responding to questions;
• noticing letters and words no matter where they appear;
• showing an interest in print;
• initiating, responding to, and engaging in both verbal and non-verbal communication with others.

In the earliest stages of literacy development, children:

• ask simple “what” and “where” questions;
• mimic the reading process;
• begin to understand what reading is and how it works;
• learn that what they say can be written down;
• use simple vocabulary to describe things;
• engage in pretend play that includes language;
• listen to stories.

As they assimilate this understanding, children:

• learn to pay attention to the way print and books work;
• learn that printed letters and words represent the sounds and words of oral language;
• listen to each other with attention and engage in give-and-take conversations (turn taking);
• become aware that some words rhyme or start or end in the same way, and thus begin to develop phonological awareness;
• begin to share their ideas and responses to texts in a variety of ways;
• learn that writing can communicate a message;
• begin to explore different purposes for writing;
• represent their thinking graphically by drawing, painting, dramatizing, sculpting, building, and gesturing;
• express their thoughts and ideas with increasingly extensive and specialized vocabulary;
• ask and respond to questions that demonstrate and require predicting, making inferences, connecting, and critiquing.

In their written representations children demonstrate literacy behaviours by, for example:

• including pictures and symbols;
• matching spoken words to written words;
• using familiar or high-frequency words;
• using approximate spellings of words, based on their ability to hear, identify, and manipulate sounds (phonological and phonemic awareness) and on their knowledge of letter-sound correspondence (phonics);
• leaving spaces between words, thus showing an understanding of the concept of words;
• revealing a developing sense of “voice”.

When thinking about possible learning experiences, educators consider children's cognitive, communication/language, physical, social, and emotional development. The most successful learning takes place when the educators provide literacy experiences that are based on an understanding of the child's total development. For example, the child may become frustrated and discouraged if the literacy learning is beyond his or her cognitive ability or if the demands of the learning call for greater social or emotional maturity. It may be necessary to scaffold some aspects of the learning experience to make it suitable for particular children. The educators therefore need to document the strategies used for communication by and among children, determine a learning opportunity that is appropriate for the child, and decide when and how to intervene to make thinking and learning visible to both the child and the educator.

Children need to experience language and literacy concepts in depth through repeated investigations over a long period of time. Such concepts include the following:

• Letters are used in different ways (e.g., to make words; to create patterns; to label things; to identify something in combination with numbers, such as an apartment number [Apt. 2A]).
• Letters that appear in personal names appear also in other words. They may be pronounced in the same way or in a different way.
• Vocabulary used in conversation may differ from vocabulary used in books.
• Readers use the words, the illustrations, and their prior experience to make sense of text.
• Readers use different strategies (e.g., look at the picture, look for a little word in a bigger word, use letter-sound recognition, think about the context) to decode words.
• Some words that are used frequently in speaking, reading, and writing are words that everyone has to know from memory.
• What a person thinks and says can be written down for other people to read.
• Writers use different sources to support their writing (e.g., word walls; environmental print; help from a friend; their own knowledge of letters, sounds, and words they have in their own memory).
• Speaking and listening involve respect and reciprocity in order to be satisfactory for each person involved.

It is important that learning experiences in language and literacy allow children to see themselves as individuals who talk, listen, read, write, and view media texts, whether the experiences are intended for small groups or individual children or for use in the classroom or the outdoors. Children need to understand that all forms of communication help them to make sense of their world.

Understanding the importance of first languages

The language worlds of young immigrant children are rich and varied. They do not enter the classroom as blank language slates. … [T]hey arrive in the classroom as active language learners and users. (Chumak-Horbatsch, 2012, pp. 3, 24)

It is important for educators and children's families to work together to support the continued development of a child's first language. Educators can encourage families to continue to use their own language at home as a foundation for language and literacy development in English – for example, family members can tell or read stories to their children in their own language. It is also important to find opportunities to bring children's first languages, including sign language, into the classroom – for example, by reading dual-language books in class or inviting family members or other speakers of the language in the community to act as resources. Knowing about one's heritage and culture reinforces not only the value of maintaining the first language but also the development of a positive cultural identity and an increased sense of self-esteem and security.

The following are some additional reasons for children to continue to develop proficiency in their first language:

• Continued use of the first language allows children to develop age-appropriate vocabulary related to their knowledge of the world around them without having to wait until they have learned enough English to engage with such topics.
• A rich store of knowledge gained in the first language will transfer readily into the second; for example, it is much easier for children to learn vocabulary connected with the ways in which certain objects “match” if they already know the vocabulary in their first language.
• Reading and storytelling in the first language – including languages with non-alphabetic writing systems – strengthen children's understanding of fundamental and universal literacy processes. For example, children learn that thoughts and ideas can be written down, and that when they are written down they can be read by others. When listening to storytellers, children absorb the structure of the language, and this knowledge can then help them to make sense of unfamiliar written texts.
• Children who see their previously developed skills acknowledged in school are more likely to feel confident and take the risks involved in learning in their new environment.
• Children can see English as an addition to their first language, rather than as a substitute for it.
• Children who know another language have already learned the important lesson that words are not the things or actions themselves but represent those things or actions. Knowing this results in mental flexibility and makes it easier for children to acquire further languages.
• All children who continue to develop a strong foundation in their first language as they learn other languages are well prepared for participating in a global society.

Using critical literacy to develop children's critical thinking

Preparing young children to be literate in their fast-paced, technological and multiple text world requires educators to reflect upon and challenge their own beliefs of literacy. The learning of functional literacy skills is important, but it cannot overshadow the opportunities presented from incorporating critical literacy pedagogy. (Harwood, 2008, p. 9)

In recent years, critical literacy has increasingly been seen as a skill that will enable children to navigate a text- and media-saturated world in order to meet the challenges of an ever-more-complex society. Critical literacy involves looking beyond the literal meaning of a text in order to analyse and evaluate the text's complete meaning and the author's intent. It is considered an essential skill based on the awareness that language, including literacy, is a key means through which we construct, understand, and express our world view – that is, our view of ourselves and of others (Luke & Freebody, 1997). It cannot, therefore, be seen as a piece of knowledge but must become a central approach, or a stance or culture of thinking (Hadjioannou & Fu, 2007, p. 47), in early years classrooms.

Proponents of critical literacy embrace the notion that children need both basic literacy and critical literacy to help them come to terms with the many forms and types of text that surround them. For this to happen, children must see their classroom as a place where they can safely ask questions, examine their own and others' viewpoints, clarify their thinking, and take a stand on the issues and relationships that are important to them and their future. A learning environment that is respectful and that is co-created with the children promotes the development of skills such as risk taking and inquiry that are fundamental to critical literacy and critical thinking.

Young children have proven time and time again that they are capable and competent in discussions. They have shown themselves to be willing to participate in conversations about topics that are meaningful to them and that have an impact on their lives. It is sometimes the adults who feel challenged when approaching “difficult” issues with young children, perhaps because they feel uncertain about how to talk about such topics with young children. In a Kindergarten classroom, use of a broad range of “languages” can engage children in exploring and examining issues such as bias, point of view, fairness versus unfairness, and the related equity and social justice concepts that naturally arise, while acknowledging that some issues may be more sensitive for some children than for others

Keeping all these considerations in mind, educators can provide multiple opportunities for children to develop critical literacy skills by:

• providing entry points for discussion of the children's questions and wonderings;
• reading aloud with the children and asking questions to stimulate discussion;
• noticing and naming behaviours in the classroom that can provoke discussion (e.g., “We've noticed that more boys than girls play with the blocks. Why is that? What can we do about it?”).

For example, after reading about a social issue that is important to the children, the educators may ask questions to focus and scaffold discussion, such as, “Someone wrote this story. Who do you think it's written for?”; “Let's look at it from the point of view of J. ...”; “Whose voice is missing?”; “How could the story be told differently?” By engaging children in such discussions, and encouraging them to ask questions, educators provide them with opportunities to question their understanding of issues that arise in the classroom, in a storybook, or among their classmates. Such discussions can take place not only during a read-aloud or shared or guided reading but also in other contexts where similar issues arise, such as in the blocks area or at the sand table.

Literacy learning throughout the day

The development of literacy through literacy behaviours is not limited to a particular time in the day. Literacy learning is incorporated throughout the day – it can be made visible, or explicit, to the children in any context, and can be observed by the educators at any time.

By focusing on literacy behaviours, educators can find many experiences throughout the day that can be used to develop children's literacy. The literacy behaviours of using language to describe, to give reasons, to ask questions, and to negotiate are observable in multiple contexts – for example, negotiating during a block construction, discussing plans at a sand table, describing intentions while painting, asking questions during a conversation, giving reasons for moving an object to another table, modelling behaviour during a read-aloud, or discussing options during interactive writing with a small group.

The educator team members play a critical role in engaging children in literacy behaviours throughout the day by creating a supportive environment (including varied contexts and materials) for using language throughout the learning areas in the classroom. The following are some examples of ways in which the educators can engage the children:

• providing frequent opportunities to listen to poems, songs, and rhymes and to read stories and non-fiction texts together by noticing and naming specific literacy behaviours (e.g., “Isabel, I notice that you put periods at the end of your sentences. That is what good writers do.”)
• asking the children questions that elicit descriptions or explanations of their thinking processes (e.g., “Why do you think that …?”; “What should we do next …?)
• asking questions that help the children make connections between what they already know and what they are seeing, reading, or learning at the moment
• encouraging the children to talk about what they notice or give reasons for what they prefer
• asking questions that encourage discussion and/or negotiation between the children (e.g., discussion of reasons why a block tower fell, negotiation about taking turns reading a picture book)
• inviting children to pose their own questions and/or to investigate the ideas that they are proposing
• modelling beginning reading and writing strategies by “thinking aloud” in all areas of the classroom; for example, at the sand table or in the blocks area, or during read-alouds, shared or guided reading experiences, or interactive writing experiences
• showing the connection between talking and writing in practical examples that arise from inquiries that the children are pursuing (e.g., turning a list of items they are discussing into a written list)
• incorporating literacy materials in all areas of the classroom to help the children see that reading and writing, and talking about them, are all meaningful aspects of their daily lives
• including the children in negotiations about choosing literacy materials that are interesting to them
• giving the children time to explore their experience of language throughout the day rather than at a specific time in the day

In order to provide meaningful literacy experiences for the children, the educator team members also do the following:

• discuss and reflect on the impact of their teaching approaches throughout the day
• observe the children's literacy behaviours, document them, and analyse the documentation
• regularly review the pedagogical documentation (e.g., watch videos to check for progress)
• determine where to go next in the learning on the basis of observations of the children's interests, strengths, and areas for improvement (assessment for learning)

Making decisions on level of support

In order to make thinking and learning more visible to the child and to others, educators have shifted away from considering that “gradual release of responsibility” for learning takes place at a specific time in the day; instead, educators have moved towards thinking about the “level of support” that the child or group of children requires, and then finding an appropriate context in which to offer the support. For example, in the case of literacy learning, the responsibility for learning about an aspect of literacy could be gradually released to children at any time in the day, such as when the children are playing with blocks or engaged in an inquiry about worms. In other words, modelled, shared, guided, or independent learning opportunities are provided according to the level of support that the learner needs, regardless of the context in which the learning is taking place.

The provision of appropriate levels of support does not always unfold in a linear way from modelled through to independent learning contexts – for example, educators may use a shared learning context to give support to children who bring a significant level of prior knowledge to their learning. In the case of literacy learning, the educators can determine the level of support needed by the children by observing what the children already know. The educators can then use a variety of levels of support throughout the day for individual children, small groups, or large groups, and in learning areas inside the classroom or in the outdoors.

Educators make decisions about the provision of appropriate levels of support many times throughout the day. The analysis of the pedagogical documentation is critical to the decision-making process. Educators collaborate with each other and with the children to analyse their observations, and then negotiate the context and timing of learning opportunities with the children. Often, as a result, the same child may receive different levels of support in different contexts.

Decisions on the level of support needed are also based on the level of development of each child. The goal is to offer support within the zone of proximal development for that child – at a level that makes the task neither too challenging nor too easy – and to provide the scaffolding that will enable the child eventually to demonstrate the learning independently.

For more information about pedagogical documentation, see Chapter 1.4: “Assessment and Learning in Kindergarten”.

Educators use their professional judgement when selecting appropriate tools to help in decision making about next steps and level of support for children. Developmental continua and learning trajectories are common observational tools used by educators. For example, to help make decisions about how much support to provide in reading, educators can gain insights into children's reading by using an observational tool that places emphasis on the process, since the process can be as important as the result, particularly for children who have gained some experience in reading (Clay, 2000).

Literacy and the learning environment

Educators and children co-create a responsive literacy learning environment in all learning areas. Together they pose questions, share theories, communicate ideas, and reflect on their observations throughout the day. An effective literacy learning environment in Kindergarten is responsive to the needs, interests, and wonderings of the children, builds on their strengths and preferences, and provides opportunities for them to share their thinking in many different ways. When educators are aware of and able to understand and respond to the many “languages” children use to communicate, they give every child a “voice”.

In Kindergarten, literacy learning thrives in an environment that:

• fosters positive attitudes and beliefs (a “growth mindset”) about learning and literacy development;
• involves co-construction of a safe place for expressing opinions, questioning, taking risks, innovating, and establishing agreed-upon ways of learning together so that every voice is heard;
• ensures that all learners see themselves – their interests, values, cultures, and perspectives – represented in the learning environment;
• provides a variety of ways for children to communicate their thinking and learning;
• includes spaces where children can talk, listen, read, and write;
• makes materials for communicating accessible to the various learning areas.

See Chapter 1.3, “The Learning Environment”.

Mathematics behaviours: What are we learning from research?

High quality instruction in mathematics and high quality free play need not compete for time in the classroom. Engaging in both makes each richer, and children benefit in every way. (Sarama & Clements, 2009a, p. 331)

Research supports the understanding that mathematics experiences occur naturally as children play. During play, young children spontaneously measure, sort, classify, estimate, pattern, count, and more (Ginsberg, 2006; Sarama & Clements, 2008; Seo & Ginsberg, 2004; Hunting 2010). However, the presence alone of mathematics in play is insufficient for rich learning to occur. Intentional, purposeful teacher interactions are necessary to ensure that mathematical learning is maximized during play (Baroody, Lai, & Mix, 2006; deVries, Thomas, & Warren, 2007; Balfanz, 1999; Ginsburg, Lee, & Boyd, 2008).

Research indicates that supporting the development of young children's mathematical knowledge plays a crucial role in their long-term success in school. In 2007, it was found that mathematics skills among children in Kindergarten were the best predictor of later school achievement, regardless of gender or socio-economic status (Duncan et al., 2007). Further studies confirm this finding (Claessens, Duncan, & Engel, 2009; Claessens & Engel, 2011), and additional work regarding the specific skills needed to be successful indicates that spatial thinking skills and geometric reasoning play a critical role in the development of problem-solving skills, mathematical learning, and reading comprehension (Clements & Sarama, 2011; Wheatley, Brown, & Solano, 1994; Casey et al., 2008).

Numeracy and mathematics share an inherent relationship. On the one hand, such skills as critical thinking and problem solving, applying technology, and understanding the use of data require a solid grounding in mathematical concepts and procedures. On the other hand, knowledge of mathematical concepts and procedures alone is not enough to guarantee numeracy (State of Victoria Department of Education and Early Childhood Development, 2009, p. 6). Some researchers suggest that it is helpful to think of mathematics as a well-established discipline and numeracy as necessarily inter-disciplinary. Steen suggests that numeracy, like writing, must permeate the curriculum. When it does, it will enhance [children's] understanding of all subjects and their capacity to lead informed lives (Steen, 2001, p. 115).

It has also been found that intentionally introducing ideas and materials connected with mathematics in the classroom – or mathematizing the learning environment – can create a wide variety of opportunities for children to learn about mathematics (Clements & Sarama, 2013, p. 136).

Children's prior engagement with mathematics outside the school

Before the onset of formal schooling, young children do not only memorize … and they do not only employ mechanical skills. They deal spontaneously and sometimes joyfully with mathematical ideas. This is what real mathematicians do. (Ginsburg & Ertle, 2008, p. 55)

Young children come to school already knowing a great deal about mathematics. Children bring with them an intuitive knowledge of mathematics that they have developed through curiosity about their physical world and through real-life experiences. It could also be said that, upon entering school, most children are interested in learning to persist, to try something new, and generally to engage in problem solving. Educators play a critical role in fostering a positive attitude towards mathematics by valuing a child's early attempts at problem solving, by sharing and celebrating the child's learning, and by encouraging in each child a love of mathematics.

The following are some examples of ways in which children bring to school their conceptual understanding of mathematics from their daily experiences:

• manipulating objects (e.g., fitting different sizes and shapes of a construction toy together, fitting toys onto a shelf, sorting household items and clothing)
• making comparisons (e.g., “I'm taller than you”; “I'm older than my baby brother”; “I live on the fourth floor and he lives on number ten”)
• making observations (e.g., “This bag is really heavy”; “There are so many rocks”; “I have ten fingers”; “There is a square on my building”)
• asking questions (e.g., “Who is taller?”; “Who has more cookies?”; “How big is it?”)
• solving problems (e.g., “We can make all of these toys fit in this basket”; “Let's see how many steps we have”)

It is essential for Kindergarten programs to build on the prior knowledge and experiences of children. Also, to help maintain the continuity between home and school, educators can encourage parents and other family members to continue to engage their children in similar experiences connected with mathematical thinking at home. Educators can:

• consider including the mathematics involved in the daily school lunch or milk programs in children's exploration of numbers;
• invite children's families to discuss the kinds of mathematics that their children engage in both at school and outside school;
• set up “family math” nights for which children across the school not only plan the mathematics content but also design the program schedule as a mathematics problem-solving task;
• post children's inquiries on the class website or blog, or on a classroom wall or window, and invite parents to respond;
• invite parents to attend a “math circle” at the school;
• create a blog asking a mathematics “question of the week”, such as, “Did you know your children are learning math when they ...?”

Supporting the development of mathematics behaviours

Mathematics in the Kindergarten program builds on children's desire to make sense of their world, and helps them develop and demonstrate their mathematical understanding. Young children use mathematics intuitively and develop their understanding of mathematics through their individual approaches to learning, as well as through their prior experience of their linguistic, family, cultural, and community backgrounds. It is therefore important for children's existing conceptual understanding of mathematics to be valued and for children to be introduced to mathematical concepts in an appropriate manner and at an appropriate time in their development. Children also need to be given learning experiences that are within the range of things they can do with and without guidance, that is, in their zone of proximal development.

When designing learning experiences, educators should consider the children's cognitive, communication/language, physical, social, and emotional development. The most successful learning takes place when the educators provide mathematical experiences that are based on an understanding of the child's total development. The child needs to:

• have the cognitive ability to do the mathematics;
• be able to understand the language of instruction, including the mathematical vocabulary;
• have sufficient fine-motor control to manipulate the materials;
• be emotionally mature enough to deal with the demands of the learning experience so that frustration does not set in.Adapted from ideas in C. Sophian (2004), “A Prospective Developmental Perspective on Early Mathematics Instruction”; also cited (from proofs) in Ontario Ministry of Education, Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario, 2003, p. 8.

Since all children will demonstrate a developmental progression in the understanding of foundational mathematical concepts, the educators need to ask themselves, “Why have we chosen this learning for this child at this time in this context?”, observe each child, and use their observations to gain insights to negotiate and plan the learning.

The following chart contains some examples of developmental progression in children's understanding of mathematics. Under “Initially”, the examples indicate what a child might say or do at the beginning of the learning process. Under “Eventually”, the examples indicate a more complex understanding of the concept or skill that develops with time and experience.

When children demonstrate knowledge or skills related to such developmental aspects of learning mathematics, they are demonstrating understanding of the seven fundamental mathematical processes. The mathematical processes are described in the following chart (and illustrated with examples in the chart for overall expectation 20 in Chapter 4.5). They can be seen as the processes through which children acquire and apply mathematical knowledge and skills. The processes are interconnected and are integrated with both the overall and specific expectations in the Kindergarten program. The need to highlight these processes arose from the recognition that children should be actively engaged in applying them throughout the program rather than only in connection with particular groups of expectations (e.g., expectations for number sense and numeration, measurement, or geometry and spatial sense). The mathematical processes provide the foundation for mathematical thinking in the Kindergarten program and beyond.

It is important to understand that children are highly capable of complex thinking. In order to avoid limiting the children's thinking, and to help them extend their learning, educators provide challenges that are at the “edge” of the children's learning. An example follows.

This thinking process is not described as an actual expectation for Kindergarten children, but it is a complex example involving understanding of concepts of whole-part relationships, of composing and decomposing quantities, and of interpreting and drawing conclusions from data. It is therefore important to be attuned to children's mathematical thinking – that is, to regard young children as being capable of potentially complex thinking. Keeping in mind the question “Why have we chosen this learning for this child at this time in this context?” will help educators provide differentiated ways of supporting children's learning.

Understanding the importance of connecting mathematics to relevant contexts

Problem solving and reasoning that involve conceptual understandings of mathematics are the foundations of mathematics in Kindergarten classrooms. Rich and relevant mathematical problems involve important mathematical ideas and arise out of real-life situations, and can be approached in a variety of ways so that all children can be involved in exploring solutions. Solving such mathematical problems requires persistence, flexibility in thinking, and multiple perspectives, since there may not be a single, easy-to-find, correct answer. Through mathematics investigations in a wide variety of contexts, children develop their ability to use mathematics as a way of making sense out of their daily experiences. Through these investigations, they also develop increasing confidence along with the knowledge, skills, and attitudes needed to be numerate. Some examples of contexts for investigations are the following:

• in the blocks, sand, or water areas
• at a computer or tablet
• in a small or large group
• during transitions or routines
• in the outdoors

Children can bring more of their current thinking and learning to mathematics materials, questions, and problems when the contexts are relevant and meaningful to them. Attempting to solve problems engages children in posing their own questions and finding a variety of solutions. Throughout the day children should have opportunities to explore and engage in mathematical investigations and to communicate in meaningful ways with the educators and with their peers. When the mathematical problems children are exploring are shown to be connected and relevant to their daily life, the problems provide a vehicle for the children both to apply what they know and to develop new strategies.

A learning opportunity such as the one described above can be thought of as an opportunity for children to engage in a mathematical inquiry if:

• a provocation (e.g., a collection of different kinds of seeds) is provided to engage children's thinking;
• children's questions and theories about the provocation are considered in determining the direction in which their learning will go;
• prompts that continually encourage observation and inquiry are used, such as “What do you notice?”; “What do you think will happen?”; “How could we test your theory?”;
• prompts that encourage making connections between the real world and mathematics are used, such as “Where are other places you see plants growing?”.

The learning opportunity can also make children aware of mathematical processes (see overall expectation 20) if they are asked such questions as the following:

• “How will we show what we found out about our plant's growth?” [communicating; representing; problem solving]
• “In what other ways could we show what we found out?” [communicating; representing; selecting tools and strategies]
• “What did you expect would happen? Why do you think it didn't happen that way?” [reflecting; reasoning and proving; problem solving]
• “How did using mathematics help you learn about the plant?” [connecting; reflecting]

Reading books aloud and in shared reading contexts provides real links between literature and mathematical ideas, since some stories use mathematical terminology and/or contain illustrations of mathematical concepts. Reading can also give children a sense of how mathematics is connected with other aspects of life, such as science and the arts. Because mathematics is potentially relevant and connected to so many areas of inquiry, children should be given many opportunities to demonstrate their understanding in a variety of ways – for example, by constructing concrete models, by describing their understanding in their first language, and/or by making drawings to illustrate a mathematical concept.

The educators can connect mathematics to authentic contexts by:

• developing learning experiences that build on children's intuitive knowledge of mathematics and making use of authentic and culturally and linguistically relevant contexts (e.g., thinking about the role that “number” or “quantity” plays in their lives, such as the number of floors indicated on their apartment building elevator, the number of steps at the front door of the school, the numbers on houses);
• thinking aloud with the children about the mathematical ideas involved when they are putting two blocks together to make one block, making two sides of a painting equivalent, or thinking about how many books will fit on a shelf and why;
• connecting mathematical ideas to literacy, such as patterns in songs, stories, and cumulative texts;
• identifying, exploring, and discussing mathematics in books that they read, in situations that occur in the classroom (e.g., finding ways of making sure that all children have a place to put their boots), and in situations outside the classroom (e.g., comparing sizes of insects found during a schoolyard exploration);
• modelling daily the formulation of mathematical problems, posing questions, and providing opportunities for children to pose questions, and then providing time for investigating possible answers and solutions;
• introducing mathematics into the learning environment – for example, by displaying number lines and hundreds charts; including measuring cups, rulers, measuring tapes, scales, play money, and magnetic numbers; and making explicit connections between using them and doing mathematics.

Mathematics learning throughout the day

The development of understanding of mathematical concepts is not limited to a particular time in the day. Mathematics learning is incorporated throughout the day – it can be made visible, or explicit, to the children in any context, and can be observed by the educators at any time.

Young children have the curiosity and the capability to engage in complex mathematical thinking and learning. Children need to experience mathematics concepts in depth through revisiting and repeating investigations over a long period of time (e.g., the idea of “five” can be represented by the numeral “5” [numerality] to indicate the number of items [quantity] or the fifth person in a line [ordinality]). Enabling children to revisit and think about mathematics in multiple contexts allows their current thinking to be demonstrated and new thinking and learning to be revealed and made visible.

To become proficient, [children] need to spend sustained periods of time doing mathematics – solving problems, reasoning, developing understanding, practicing skills – and building connections between their previous knowledge and new knowledge. (Kilpatrick, Swafford, & Findell, 2001, p. 135)

Educator team members play a critical role in engaging children in mathematics behaviours throughout the day, revealing their thinking and consolidating their learning. The following are some examples of ways in which the educators can engage the children:

• noticing and naming specific mathematics behaviours as they occur (e.g., “Zain, I notice that you used a lot of different shapes to build your structure. How did you decide what shapes to use?”)
• asking the children questions that elicit explanations of their mathematical thinking processes in various contexts
• inviting the children to suggest and negotiate approaches to solving a problem
• encouraging the children to rethink a structure (e.g., offering suggestions for removing or adding materials to make a block tower more secure)
• asking the children to demonstrate, describe, and/or explain their solution to a problem
• helping the children to make connections between what they already know about mathematics and what they are learning at the moment
• identifying mathematical relationships with the children (e.g., two of their small blocks make one large one; different shapes can be combined to make a more complex pattern)
• reviewing children's learning using pedagogical documentation (e.g., watching videos to observe progress), discussing it with the children, and negotiating with the children further opportunities that interest them

Since mathematical concepts are interconnected, learning about relationships between concepts and applications of concepts can take place in multiple contexts. For example, in several expectations related to number sense and numeration (see OE15, and SEs 15.1 to 15.10), key concepts of counting are introduced either as the focus for the expectation (“a number's position in the counting sequence determines its magnitude”, “one-to-one correspondence”, “stable order”, and “order irrelevance”) or in examples (“conservation”, “cardinality”, and “abstraction”). The key concepts of counting are interrelated, and are not necessarily developed in a linear fashion – for example, a child might learn some aspects of one concept, move on to another concept, and then return to work on other aspects of the first concept. Children demonstrate their understanding of these counting concepts in all five areas of mathematics – for example, a child might demonstrate his or her understanding of one-to-one correspondence while analysing data on a graph made by the class.

Throughout the day, the educators can create an effective environment to support young children's learning of mathematics by providing mathematics experiences that focus on particular mathematical concepts and by identifying and embedding significant mathematics learning experiences in play, daily routines, and classroom experiences.

It is important for the educators to use the following approaches when providing learning experiences in mathematics – whether for a large or small group of children or in a classroom learning area or the outdoors. These approaches are interconnected and related to each other, and they are an ongoing part of the educators' interaction with the children. They are not “stand alone” processes nor should they be used in a timed way (i.e., 30 minutes = 10 minutes for each element) or in a linear fashion.

• Observing how children apply their prior knowledge

Educators observe and listen for ways in which children use their prior knowledge to solve a problem, use and manipulate materials, and communicate both verbally and non-verbally. By observing how the children proceed, the educators gain insight into what the children already know, so that they can provide learning opportunities that are challenging but not too challenging (to assess for learning) to ensure that the children will have the necessary tools to develop an understanding of the concept being investigated. Young children reveal their prior knowledge in multiple ways and at different times – not only during an initial encounter with a material or concept. Often children's prior knowledge is revealed in their play and through their actions and conversations, and this unfolding takes place over time and is connected to the learning experience at hand. Educators need to be flexible and to observe continually in order to detect children's prior knowledge and understand how they are applying it in a new context.

• Engaging the children in mathematics

Learning experiences should reflect the children's questions and interests and be embedded in a developmentally appropriate context. For example, with regard to the counting concept that a number's position in a counting sequence determines its magnitude, when a child says “I am four now and I am going to be five”, educators might ask the child, “Are you going to be older or younger on your next birthday?” The learning experiences should also support children in making connections between their ideas/questions/wonderings and the conceptual understandings in the overall expectations. Children need to be able to explore and investigate materials and concepts in concrete ways. By providing opportunities that are interesting to the children, the educators can invite them to engage in such complex explorations as reasoning, investigating mathematical ideas, extending their understanding, reflecting, and making generalizations. Individual learning is supported and extended by both the educators and the children's peers.Adapted from ideas in C. Sophian (2004), “A Prospective Developmental Perspective on Early Mathematics Instruction”; also cited (from proofs) in Ontario Ministry of Education, Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario, 2003, p. 9.

• Reflecting on the process of children's learning

Reflecting on the process of children's learning creates a mathematics “community” for building understanding of mathematical concepts and thinking about how and where mathematics occurs in our world. The community provides an environment in which individual mathematical ideas can be expressed and tested against others' ideas. ... This enables learners to become clearer and more confident about what they know and understand (Fosnot, 2005a, p. 10). In such a context, educators think flexibly about when, where, with whom, and why to reflect on mathematics. For example, they are attuned to the children's development and think about whether a particular time or place is appropriate for intervention in a child's learning.

Mathematics and the learning environment

Mathematically literate students demonstrate the capacity to “formulate, employ and interpret mathematics” (Brochu et al., 2013, p. 15). They view themselves as mathematicians, knowing that mathematics can be used to understand important issues and to solve meaningful problems, not just in school but also in life. By extension, the physical environment for mathematics learning should include spaces and places for mathematics learning throughout the classroom.

For a wide range of practical examples of how children and educators interact to make thinking and learning about problem solving and innovating visible, in connection with related overall and specific expectations in the Kindergarten program, see the expectation charts for this frame in Chapter 4.6.

Problem solving and innovating: What are we learning from research?

Play … is the genesis of innovation, and allows us to deal with an ever-changing world. (Brown, 2009, p. 199)

We don't have to teach [children] to ask “why?” because inside each human being is the need to understand the reasons, the meaning of the world around us and the meaning of our life. … But children not only ask “why?” They are also able to find the answers to their whys, to create their own theories. … Observe and listen to children because when they ask “why?” they are not simply asking for the answer from you. They are requesting the courage to find a collection of possible answers. (Rinaldi, 2004, p. 2)

Researchers acknowledge that the need to engage in problem solving and critical and creative thinking has “always been at the core of learning and innovation” (Trilling & Fadel, 2009, p. 50). Children in Kindergarten are growing up in a competitive, globally connected, and technologically intensive world. Educators need to provide opportunities, explicitly and intentionally, for children to develop the knowledge, skills, and attitudes they will need for solving a wide variety of problems. It is therefore essential for children to develop the skills required for problem solving, creative and critical thinking, and innovating; confidence, curiosity, and the willingness to take risks and to see mistakes as opportunities for learning; and the ability to collaborate and to build and maintain relationships. Through the exploration and inquiry that are part of play, young children develop these skills. For example, every time children ask “why” questions, look for a tool that will help them with their task, ask questions about how something works, or create a game and explain how to play it to their friends, they are showing an essentially creative approach to the world around them.

Children entering Kindergarten bring with them the capacity to wonder and imagine and the ability to discover and experiment as means of finding answers. When children are able to explore the world around them with their natural curiosity and exuberance, they are fully engaged and see themselves as contributing members of their world. This creative approach is a central aspect of both problem solving and innovating.

Children's engagement with problem solving

Children develop problem-solving strategies from first-hand explorations and from exchanging ideas with other children and with adults, all of which can help them to see things from different points of view. Children develop “working theories” as answers to their questions by observing and listening, and by exploring, discussing, and representing. Their theories become increasingly useful for making sense of the world and for giving them some control over the problem-solving process.

Children's innate capacity to ask questions and recognize problems may in fact encourage them to make connections that lead to innovative thinking and solutions that are meaningful and relevant to them. Their resilience and initiative develop as they persevere through many attempts at solving a problem. “As children gain greater experience, knowledge, and skills, the theories they develop become more widely applicable and have more connecting links between them” (New Zealand Ministry of Education, 1996, p. 44). They approach problems with the optimistic attitude that a solution is possible and with the confidence that they are able to create that solution.

Children's engagement with innovating

Education, for most people, means trying to lead the child to resemble the typical adult of his society. … But for me, education means making creators. … You have to make inventors, innovators, not conformists. (Bringuier, 1980, p. 132, citing Piaget)

Making things and then making those things better is at the core of humanity. Ever since early man started his first fire or clubbed his first seal, humans have been tinkerers. … Throughout history there has been an acceptance of the intuitive sense that peak learning results from direct experience. (Libow Martinez & Stager, 2013, p. 11)

Innovating may be described as creating, or improving upon, a product or a process. For example, innovation may result in the following:

• a product that is more efficient, compact, interesting, or aesthetically pleasing; safer; or less fragile
• a process that is easier to understand, more accessible, safer, more environmentally responsible, or more accurate

Kindergarten children are engaging in innovative thinking when they do any of the following:

• ask or respond to “what if …?” and “what would happen if …?” questions
• take the risk to try something they have never done before
• try a different approach to solving a problem after making a mistake or finding that something does not work
• use materials or tools from one play area for a different purpose in another area
• modify a structure or building procedure to meet their needs better or make it safer
• test a structure such as a marble run and make changes to improve how it works
• explain their thinking regarding a change or adaptation
• make changes to materials or resources in the classroom to meet their needs (e.g., move chairs, recreate a name wall when writing in the dramatic play area)
• design and make a tool for a specific purpose
• create music, visual art work, or dances, and make improvements to them
• design and create items to use in their dramatic play, and create unique names for unusual shapes or imaginary animals
• test their theories, and persevere in their attempts to solve a problem
• use a variety of attributes when sorting or patterning, or re-sort items using a different attribute
• transfer skills learned in one context to another
• collaborate with peers to create and modify things, using their own ideas and building on the ideas of others
• consider someone else's perspective when making adaptations

Supporting children's development in problem solving and innovating

Teaching shifts from focusing on covering all required content to focusing on the learning process, developing students' ability to lead their own learning and to do things with their learning. [Educators] … are partners with students in deep learning tasks characterised by exploration, connectedness and broader, real-world purposes. (Fullan & Langworthy, 2014, p. 7)

Educators who are in an inquiry stance recognize that learning occurs in social contexts and that interactions and conversations are vitally important for learning. They also actively support children's learning by providing opportunities for children to engage in hands-on investigations that are relevant to the children. They use strategies such as modelling and conjecturing, and engage in shared thinking with the children so that the children can learn to identify problems and propose innovative solutions (ADEEWR, 2009, p. 15).

When educators take a purposefully curious approach to new experiences and ideas rather than acting as the experts, children are more likely to engage in creative problem solving and more complex play and inquiry (Gopnik, 2011). Posing questions such as the following can provoke children to ask additional questions, to think logically when solving the problem, and to use both language and non-verbal means to represent their thinking:

• “How can we make the building stronger?”
• “How can we attract more birds and butterflies to our school garden?”
• “How can we explain what snow is to someone who lives in a hot part of the world?”
• “How can we help someone who doesn't speak English understand what happened in the story?”
• “Why does our modelling clay keep drying out?”
• “How can we arrange our picture books so that you can look at them more often?”
• “How can we keep the dramatic play area from getting so messy all the time?”

Similarly, explicitly identifying innovations in the world around them will enable children to recognize the impact of others' innovations on their own environment and experiences. For example, educators can ask such questions as the following to provoke children to consider the value of creativity in a range of areas:

• “How do you suppose people got a drink of water at school before the water fountain was invented?”
• “What do you think the artist was trying to do when she created this sculpture?”
• “I wonder what winter coats were like before zippers were used.”
• “I used to send a letter to your parents on paper, but now I send them an e-mail. Why do you think I made that change?”

Innovation requires the ability to look at something in a new and interesting way. Innovation in Kindergarten may not result in a new and unique product or process, but it is an important experience for the children to see that they can create something new and different. Educators can support and encourage Kindergarten children in innovative thinking in such ways as the following:

• begin with the curiosity, questions, wonderings, and interests of the children
• engage children by asking questions, such as “I wonder why …?” or “What if …?”
• provide an open and flexible learning environment where children can apply their skills to improve some aspect of their immediate world
• encourage children to take creative risks during play
• model the use of language associated with problem solving and innovating
• listen to children's hypotheses and make their thinking visible through conversation
• encourage children to use language and non-verbal means, such as drawing diagrams, to explain their hypotheses to others
• scaffold children's learning intentionally throughout an exploration project
• support the use of multiple attempts to solve a problem
• provide opportunities for children to become aware of the creative significance of the innovation process (e.g., the process of mixing paints to create a new colour, or of exploring the design and possible adaptation of a stable structure)
• emphasize the importance of perseverance, and encourage children to see “failures” and “mistakes” as rich learning opportunities

The role of play in inquiry, problem solving, and innovating

Our [Kindergarten] program promotes the development of self-regulation, social-emotional learning, inquiry skills, and play-based learning that fosters creativity, imagination and problem solving. (Fullan, 2013, p. 11)

Play is a vehicle for learning and lies at the core of innovation and creativity. When playing, children for generations have used their abundant imagination to create new and different uses for such things as a stick, a rock, or a box. Children engaged in play begin to wonder and experiment as they interact with materials, the learning environment, and their peers. During play, they test initial ideas, ask more questions, and retest their new thinking. Their theories are validated or challenged all through this process. The educators observe and wonder along with the children, and ask further questions to help the children clarify and test their theories.

However, educators are also aware that an over-reliance on questions can create a context of “interrogation”, where children have to stop what they are doing and verbalize. Educators know that many times, if they observe in silence and document their observations, their questions will be answered through the children's actions. They use this silent time to consider which questions (probably only one or two) are most relevant in order to deepen children's engagement, and often wait to offer these questions to the children when revisiting the documentation.

In response to a child's play, questions, and representations of thinking and learning, educators may ask open-ended and probing questions such as the following:

In the blocks area:

• “What is your goal for this structure? What do you want it to do?”
• “What isn't working? What do you need to make it work?”
• “What are you investigating?”
• “What materials are you thinking of using?”
• “Which tools will you need?”
• “What are you predicting will happen?”
• “I noticed that you …. Why did you do that? What was your plan?”
• “Did things turn out the way you thought they would? Why? Were there any surprises?”
• “What would happen if …? Why?”
• “Who else could help you with this?”

In the dramatic play area:

• “How did your friend show you what she was feeling without using words?”
• “What did you use to create the shelves for your market stand?”
• “How will people know who is the chef in the bakery and who is going to take their orders?”
• “What kind of voice would you use if you were sad? How would you change your voice if you were angry?”

In the visual arts area:

• “What gave you the idea for this picture?”
• “What changes have you made to improve it?”
• “What was your first idea? How has it changed? Why has it changed?”

See Chapter 1.2, “Play-Based Learning in a Culture of Inquiry”.

This whole creative process also presents abundant opportunities to document children's learning as it takes place. The educators and the learners are researchers in the inquiry in which they are involved. The educators record the child's attempts at solving a problem, including changes or adaptations the child has made. Together they interpret and reinterpret theories and events and, in doing so, they make the learning visible. The educators and the child can reflect together on the learning.

See Chapter 1.4, “Assessment and Learning in Kindergarten”.

The role of learning in the outdoors in problem solving and innovating

Outdoor play also supports children's problem-solving skills and nurtures their creativity, as well as providing rich opportunities for their developing imagination, inventiveness and resourcefulness. (Council for Learning outside the Classroom, 2009, p. 1)

A rich integrated curriculum, the kind that needs the reality of the outdoors, serves children well. When we serve children well, we predicate a better future. (Rivkin, 1995, p. 81)

See “Laying the Foundations for Citizenship and Environmental Stewardship” in Chapter 2.1, “Thinking about Belonging and Contributing”.

The outdoor world offers an abundance of resources and materials for supporting problem solving and innovating. Educators and children can interact in a variety of learning environments, including the schoolyard, fields, and trails in the school neighbourhood. Plants and animals (e.g., an insect) that are found in the outdoors can give rise to many wonderings and discoveries. For example, the opportunity to observe the changes in the seasons from the perspective of a tree can lead to rich questions, discussion, and further learning. Children's imaginations are activated as they try to use natural materials for various purposes and to explore and care for the natural environment.

Learning in the outdoors provides opportunities for exploration through play. Dyment and Bell (2006) reported that there was a significant increase in children's engagement in learning opportunities such as investigating insects, exploring rocks, and looking at plants after their asphalt and turf-based playgrounds were modified with more diverse landscaping and design features. In addition, play and interactions in nature develop the capacity for creativity, problem solving, and intellectual development in children (Kellert, 2005).

Educators can pose questions such as the following to assist children in their inquiries in the outdoors:

• “How do you think a tree knows it is spring?”
• “What are your thoughts about why a tree loses its leaves in the fall?”
• “What do you think a tree needs to grow big and strong?”
• “In your view, what can we do to help and protect our tree?”
• “If you could have a conversation with a tree, what would you like to ask it?”

A flexible approach to learning: The flow of the day

Providing children with a full day of learning in Kindergarten gives educators time to support and enhance the children's learning, and allows children time to become absorbed more deeply in what they are exploring and investigating.

The "flow of the day" refers to a flexible and fluid plan that includes a variety of contexts for learning and a minimum of transitions, resulting in a more integrated and connected day for the children. The flow of the day can also be adapted to meet the changing needs of the children in the class.

The flow of the day is based on a schedule for the days of the week, which the educators develop together, with a focus on meeting the needs of the children in the best way possible. While the schedule has to accommodate various administrative and practical needs and functions, it must also be designed to allow for the large blocks of time for play that are necessary for deep learning, and to minimize transitions for the children. Educators reflect on the flow of the day at all times, and make adjustments to the schedule as necessary to ensure that it effectively responds to children's needs and makes the best use of the knowledge, skills, and experience of the Kindergarten educators, as well as of planning-time teachers and the volunteers in the classroom. The flow of the day may change to suit the season – for instance, the task of putting on coats and boots in winter becomes a feature of the day for which time has to be allowed.

The following are some important criteria to consider when creating an effective Kindergarten schedule:

• Large uninterrupted blocks of time are devoted to play- and inquiry-based learning in indoor and outdoor settings, and the children and educators negotiate and co-construct the learning that happens during these blocks of time. Transitions are kept to a minimum – for example, consideration should be given to how many times during the day children are asked to "stop and tidy up".
• Learning related to all four frames is fully integrated throughout the day. This integrated learning means, for example, that literacy development and mathematics learning occur throughout play and inquiry, and not within isolated blocks of time.
• When the whole class is brought together, the meeting has a specific focus and lasts for a minimum amount of time.
• Educators provide opportunities for children to engage in individual and small-group learning during play (e.g., to address particular needs or interests; to review documentation; to co-construct a learning area) and use various learning and teaching strategies (e.g., shared reading, interactive writing, explicit instruction in mathematics) as opportunities arise from play.

It is essential that the flow of the day be flexible, to allow the children to:

• have a rest or some quiet time or a snack when they need it;
• become deeply absorbed in an inquiry and extend their explorations as their engagement requires;
• sit or stand in a way or location that best allows them to focus on what is happening.

Educators often co-create visual schedules with the children, which the children can consult throughout the day. The visual schedule may consist of detachable segments, which can be moved around if the group co-constructs an alternative flow of the day.

Supporting transitions

Transitions are milestone events for children … They are times of exciting change … and times of new opportunities and growth for every child. They can also be times of uncertainty where surroundings are not the same, expectations and procedures different and faces as yet unfamiliar. … Transition should be viewed as a process rather than an event that involves children, [educators] and parents together. Transition has been described as an ongoing journey rather than a destination. (Early Years Matters, 2016)

By the time they come to Kindergarten, many children will have experienced such transitions as the following:

• from being an only child to being a sibling
• from one home to another home
• from home to a child care setting
• from one aspect of daily life to another (e.g., from playing inside to playing outdoors)
• from a preschool program to Kindergarten

Fundamental to a smooth transition are relationships that serve as a bridge between the family and school and provide continuity from preschool to kindergarten. These relationships can be found among parents, teachers, family workers, other school staff, and the child's peers. (Kraft-Sayre & Pianta, 2000, p. 2)

In their relationships with families, educators play an essential role in facilitating the transitions that children face. They plan for ways to support smooth transitions in such circumstances as the following:

• across early years settings (e.g., between child care and Kindergarten)
• between the home and Kindergarten
• from one learning experience or daily routine to another in Kindergarten

Because children enter Kindergarten with a diverse range of experiences, abilities, and needs, the rate at which children adapt to the school environment will vary. To facilitate this adaptation, educators collaborate with families and other significant partners, such as school and community resource teams, to ensure the best possible transition to the school environment.

As part of making children's transition to Kindergarten easier, educators endeavour to maintain a sense of calm in the classroom and provide large blocks of time to engage children's attention in sustained, complex play and inquiry. Educators also strive to cultivate authentic, caring relationships and connections and a sense of belonging among children, adults, and the world around them. "When a child is involved in and surrounded by supportive relationships, the transition to Kindergarten occurs more smoothly" (Kraft-Sayre & Pianta, 2000, p. 2).

For more information on making transitions from early childhood programs to Kindergarten smoother for children, see the following:

• Ontario Early Years Policy Framework (2013)
• How Does Learning Happen? (2014)
• The Early Learning Framework website

For information on supporting transitions for children and families who speak a language other than English, see the following:

• Supporting English Language Learners in Kindergarten: A Practical Guide for Ontario Educators (2007), pp. 33–38
• "English Language Learners", in this chapter
• For information on transition planning for children with special education needs, see the following section.

Children with special education needs

Kindergarten educators are the key educators of children with special education needs. They have a responsibility to help all children learn, and they work collaboratively with special education teachers, where appropriate, to achieve this goal. They commit to assisting every child to prepare for living with the highest degree of independence possible.

Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013) describes a set of beliefs, based on evidence from research, that guide program planning for integrated assessment and instruction for children with special education needs. Educators pay particular attention to these beliefs, which are as follows:

• All childrenOntario Ministry of Education, Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013), p. 7. For the purposes of this document, the word "student" in this list has been replaced with "child". can succeed.
• Each child has his or her own unique patterns of learning.
• Successful instructional practices are founded on evidence-based research, tempered by experience.
• Universal designThe goal of Universal Design for Learning (UDL) is to create a learning environment that is open and accessible to all students, regardless of age, skills, or situation. Instruction based on principles of universal design is flexible and supportive, can be adjusted to meet different needs of children, and enables all children to have the fullest possible access to the curriculum. and differentiated instruction Differentiated instruction is effective instruction that shapes each student's learning experience in response to his or her particular learning preferences, interests, and readiness to learn. See Learning for All, p. 31. are effective and interconnected means of meeting the learning or productivity needs of any group of children.
• Classroom educators are the key educators for a child's literacy and numeracy development.
• Classroom educators need the support of the larger community to create a learning environment that supports children with special education needs.
• Fairness is not sameness.

These beliefs are also aligned with the principle that children are "competent, curious, capable of complex thinking, and rich in potential and experience".

See "Fundamental Principles of Play-Based Learning", in Chapter 1.1, "Introduction".

In any given classroom, children may demonstrate a wide range of strengths and needs. Kindergarten educators plan programs that recognize this diversity and design tasks and challenges that respect the children's particular abilities so that every child can derive the greatest possible benefit from the learning process. Integrated assessment and instruction that are suited to the characteristics of a diverse group of children but are also precisely tailored to the unique strengths and needs of each child can be achieved using the principles of Universal Design for Learning, differentiated instruction, and a tiered approach.

In planning Kindergarten programs for children with special education needs, educators begin by examining both the program expectations and the individual child's strengths and learning needs to determine which of the following options is appropriate for the child:

• no accommodations"Accommodations" refers to individualized teaching and assessment strategies, human supports, and/or individualized equipment. or modified expectations;
• accommodations only;
• modified expectations, with the possibility of accommodations;
• alternative expectations, which are not derived from the program expectations.

If the child requires accommodations and/or modified or alternative expectations, the relevant information, as described in the following paragraphs, must be recorded in his or her Individual Education Plan (IEP). More detailed information about developing and implementing IEPs for children with special education needs can be found in The Individual Education Plan (IEP): A Resource Guide, 2004 (referred to hereafter as the IEP Resource Guide, 2004). A detailed discussion of the ministry's requirements for IEPs is provided in Individual Education Plans: Standards for Development, Program Planning, and Implementation, 2000 (referred to hereafter as IEP Standards, 2000).

Children requiring accommodations only
Providing accommodations to children with special education needs should be the first option considered in program planning. Accommodations allow the child with special education needs to access the program without any changes to the expectations. Many children with special education needs are able, with certain accommodations, to participate in the Kindergarten program and to demonstrate learning independently. The accommodations required to facilitate the child's learning must be identified in his or her IEP (IEP Standards, 2000, p. 11). A child's IEP is likely to reflect the same accommodations for many, or all, frames.
There are three types of accommodations:

• Instructional accommodations are changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia. Some examples include the use of large print, Braille, or sensory toys or equipment.
• Environmental accommodations are changes that the child may require in the classroom and/or school environment, such as special lighting, individual quiet space, or a visual schedule.
• Assessment accommodations are changes in assessment procedures that enable the child to demonstrate his or her learning, such as the use of speech-to-text software.

If a child requires "accommodations only" to support learning, the IEP box on the Kindergarten Communication of Learning: Initial Observations report and on the Kindergarten Communication of Learning report will not be checked. Reporting provided under Key Learning, Growth in Learning, and Next Steps in Learning in both reports will be based on the expectations in this document.

Children requiring modified or alternative expectations
Modified expectations for most Kindergarten children with special education needs will be based on the Kindergarten program expectations, with changes in the number and/or complexity of the expectations. Modified expectations must represent specific, realistic, observable, and measurable learning, and must describe specific knowledge and/or skills that the child can demonstrate independently, given the appropriate assessment accommodations.

Modified expectations must indicate the knowledge and/or skills that the child is expected to demonstrate independently and that will be assessed in each reporting period (IEP Standards, 2000, pp. 10 and 11). Modified expectations should be expressed in such a way that the child and parents can understand not only the key learning the child is expected to demonstrate independently but also the basis on which his or her performance will be evaluated, resulting in comments that are recorded on the reports. The learning expectations for the child must be reviewed in relation to the child's progress at least once every reporting period, and must be updated as necessary (IEP Standards, 2000, p. 11).

If a child requires modified expectations, assessment and evaluation of his or her key learning will be based on the learning expectations identified in the IEP. On the Kindergarten Communication of Learning reports, the IEP box must be checked for any frame in which the child requires modified expectations, and the following statement must be inserted: "Program expectations have been modified to meet the needs of the child." The educators' comments should include relevant information on the key learning and on the child's demonstrated growth in learning related to the modified expectations, as well as next steps for the child's learning.

For the majority of children, alternative expectations would be additional to modified or regular Kindergarten program expectations. If a child requires alternative expectations, assessment and evaluation of his or her key learning will be based on the learning expectations identified in the IEP. On the Kindergarten Communication of Learning reports, the IEP box must be checked for any frame in which the child requires alternative expectations, and the following statement must be inserted: "Key learning, growth in learning, and next steps in learning are based on alternative learning expectations in the IEP."

Transition plans for children with special education needs
For children with special education needs, transition planning is critical for a smooth and successful entry to school. A transition plan must be developed for a child who has an IEP, and may also be developed for a child who is receiving special education programs and/or services but does not have an IEP.

The transition plan should be responsive to the child's physical, emotional, and learning needs, and should be developed in collaboration with parents and members of the school's special education team, community agencies, and other professionals, as required, to determine the nature and extent of the transition support that the child requires. The plan must identify specific transition goals, the actions required to achieve the goals, the kind of support needed, roles and responsibilities, and timelines for the implementation and/or completion of each of the identified actions.

For further information about transition planning, see "Policy/Program Memorandum No. 156: Supporting Transitions for Students with Special Education Needs" (2013).

English language learners

Ontario schools have some of the most multilingual student populations in the world. Among them are many English language learners – students whose first language is a language other than English, or is a variety of English that is significantly different from the variety used for instruction in Ontario's English-language schools, and who may require focused educational supports to assist them in attaining proficiency in English. English language learners may be Canadian-born or recently arrived from other countries. They come from diverse backgrounds and school experiences, and have a wide variety of strengths and needs.

Children who are English language learners may require additional supports as they make the transition to Kindergarten. Educators consider the instruction that might be necessary in their play- and inquiry-based learning environments that will maximize English-language acquisition.

Canadian-born English language learners
Many English language learners were born in Canada and raised in families or communities in which languages other than English are spoken. They may include, for example:

• First Nations, Métis, or Inuit children whose first language is a language other than English;
• children who were born in communities that have maintained a distinct cultural and linguistic tradition and who have a first language that is not English;
• children who were born in immigrant communities in which languages other than English are primarily spoken.

Newcomers from other countries
Newcomers arrive from countries around the world at various stages in their educational careers. Young children may arrive in their preschool years or at the age when they can begin Kindergarten. They may arrive at the beginning of the school year or at any time during the school year. Depending on their age and country of origin, they may have had some educational experiences prior to their arrival in Canada (e.g., preschool, private school). Newcomers from other countries may include:

• children who have arrived in Canada with their families as part of a voluntary, planned immigration process, some of whom may have some knowledge of English as a foreign language;
• children who have arrived in Canada as a result of a war or other crisis in their home country, and who may have left their homeland under conditions of extreme urgency. These children have often suffered traumatic experiences, and may also be separated from family members.

Children who require modified expectations
When a child's learning and growth in learning are based on expectations modified from the expectations in The Kindergarten Program to support English language learning needs, educators will check the "ESL" box for the frame.

Educators will not check the "ESL" box to indicate only:

• that the child is an English language learner; or
• that accommodations have been provided to support learning.

For more information, see: English Language Learners – ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007).

Equity and inclusive education in Kindergarten

The Ontario Equity and Inclusive Education strategy focuses on respecting diversity, promoting inclusive education, and identifying and eliminating the discriminatory biases, systemic barriers, and power dynamics that limit the ability of children to learn, grow, and contribute to society. Antidiscrimination education continues to be an important and integral component of the strategy.

In an environment based on the principles of inclusive education, all children in Kindergarten, their parents, other family members, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected. Diversity is valued, and all members of the school community feel safe, comfortable, and accepted.

Every child in Kindergarten is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all children see themselves reflected in the program, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences.

The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all children to work to high levels of achievement, affirms the worth of all children, and helps all children strengthen their sense of identity and develop a positive self-image. It encourages staff and children alike to value and show respect for diversity in the school and the broader society. Antidiscrimination education promotes fairness, healthy relationships, and active, responsible citizenship.

Early childhood settings can be pro-active in identifying strategies that will respect families' diverse linguistic, cultural, ethnic and religious backgrounds and value this diversity as an asset that enriches the environment for everyone. ... Preconceived notions about children's ethno-cultural backgrounds, gender, abilities or socioeconomic circumstances create barriers that reduce engagement and equitable outcomes (Bernhard, Freire, & Mulligan, 2004). Addressing prejudices increases the involvement of all children. Early childhood practitioners can take actions to avoid prejudice and to counteract bias when it occurs in early childhood settings. (ELECT, 2007, p. 12)

Children bring to school traditional practices, values, and the beliefs and experiences of their families and communities. Ontario is a province of many cultures and languages, and Kindergarten programs strive to reflect those differences. Environments that promote attitudes and beliefs that support equity, diversity, and democracy, and that are inclusive of children with special needs, help children develop empathy and a strong sense of self in relation to others.

Educators can give children a variety of opportunities to learn about diversity and diverse perspectives. They can enable children from a wide range of backgrounds to see themselves reflected in the program by drawing attention to the perspectives of various ethnocultural, religious, and racial communities, the contributions of women, and the beliefs and practices of First Nations, Métis, and Inuit peoples. By doing so, they also give children the opportunity to learn about the diversity of people and perspectives in their local community. It is essential that learning opportunities and materials used to support the Kindergarten program reflect the diversity of Ontario society.

Kindergarten programs, including assessment practices, should take into account the wide variety of backgrounds and experiences, interests, aptitudes, and learning needs of all children. Learning experiences, resources, and materials used in Kindergarten must be free from bias and stereotyping so that children can make meaningful connections between what they are learning and their own backgrounds, experiences, and learning styles. Books should include fairy tales, stories from mythology, and tales about children and adults from diverse social, cultural, spiritual, and family contexts. Books in children's first language, or in the language they speak at home, should also be available, so that family members at home can see what the children are learning, and can participate in their learning.

School-community interactions should reflect the diversity of both the local community and the broader society. A variety of strategies can be used to communicate with and engage parents and community members from diverse communities, and to encourage their participation in and support for school activities, programs, and events. Schools may consider offering assistance with child care or making alternative scheduling arrangements in order to help caregivers participate. Children can also help by encouraging and accompanying their families, who may be unfamiliar with the Ontario school system. Special outreach strategies and encouragement may be needed to draw in the parents of English language learners and First Nations, Métis, or Inuit children, and to make them feel more comfortable in their interactions with the school.

Healthy relationships and Kindergarten

Every child is entitled to learn in a safe, caring environment, free from violence and harassment. Research has shown that children learn and achieve better in such environments. A safe and supportive social environment in a school is founded on healthy relationships – the relationships between children, between children and adults, and between adults. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, children need to be involved in healthy relationships with their peers, educators, and other members of the school community.

Several provincial policies, programs, and initiatives, including Foundations for a Healthy School, the Equity and Inclusive Education strategy, and the Safe Schools strategy, are designed to foster caring and safe learning environments in the context of healthy and inclusive schools. These policies and initiatives promote positive learning and teaching environments that support the development of healthy relationships, encourage academic achievement, and help all children to reach their full potential.

In its 2008 report, Shaping a Culture of Respect in Our Schools: Promoting Safe and Healthy Relationships, the Safe Schools Action Team confirmed "that the most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum" (p. 11). Educators can promote this learning in a variety of ways. For example, by giving children opportunities to apply critical thinking and problem-solving strategies and to address issues through group discussions, role play, and other means, they can help them develop and practise the skills they need for building healthy relationships. Educators can also have a positive influence on children by modelling the behaviours, values, and skills that are needed to develop and sustain healthy relationships, and by addressing immediate relationship issues that may arise among children.

An emphasis on developing the skills that are needed to build and support healthy relationships can be found throughout the Kindergarten program. For example, expectations that focus on belonging and contributing introduce children, in age-appropriate ways, to the knowledge and skills they will need to maintain healthy relationships throughout their lives.

Environmental education

Ontario's education system will prepare students with the knowledge, skills, perspectives, and practices they need to be environmentally responsible citizens. Students will understand our fundamental connections to each other and to the world around us through our relationship to food, water, energy, air, and land, and our interaction with all living things. The education system will provide opportunities within the classroom and the community for students to engage in actions that deepen this understanding. (Ontario Ministry of Education, Acting Today, Shaping Tomorrow, 2009, p. 6)

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools (cited above) outlines an approach to environmental education that recognizes the needs of all Ontario learners and promotes environmental responsibility in the operations of all levels of the education system.

The three goals outlined in Acting Today, Shaping Tomorrow are organized around the themes of teaching and learning, student engagement and community connections, and environmental leadership. The first goal is to promote learning about environmental issues and solutions. The second is to engage children in practising and promoting environmental stewardship, both at school and in the community. The third stresses the importance of providing leadership by implementing and promoting responsible environmental practices throughout the education system so that staff, parents, community members, and children become dedicated to living more sustainably.

The Kindergarten program offers many opportunities for accomplishing these goals. The learning environment includes the outdoors – the schoolyard, fields and trails in the vicinity of the school, and various other outdoor venues. Helping children develop appreciation and respect for the environment is an integral part of providing learning opportunities in these spaces. Experiences that allow children to appreciate and understand the value of fresh air and outdoor spaces, the environmental benefits of active transportation (e.g., walking and biking), the environmental implications of various food choices, the impact of using trails, and the health risks associated with exposure to direct sunlight and air pollution are all components of environmental education that can be integrated with learning in the Kindergarten program. To facilitate these connections, educators are encouraged to make the outdoors an integral part of their learning environment in order to help children observe, explore, and appreciate nature.

As children learn more about themselves through the development of personal and social skills, learn to work effectively and respectfully with others through the development of self-regulation skills, and acquire the capacity for systems thinking through the development of critical and creative thinking skills, they increase their capacity to make connections with the world around them and to become environmentally responsible citizens.

See "Laying the Foundations for Citizenship and Environmental Stewardship" in Chapter 2.1, "Thinking about Belonging and Contributing".

The role of the arts in Kindergarten

The exciting "brain" news is that participating in art, music, movement, and storytelling ... not only develops language, mathematics, science, and social skills, but also strengthen[s] the synapses between brain cells. Research shows that these synapses grow stronger through active participation in the arts. (Booth Church, n.d.)

Experiences in the arts foster creative thinking in a variety of areas, not only within the arts themselves. When the learning environment provides opportunities for children to create art in any form, communication between various parts of the brain is stimulated.

Along with the development of skills in the arts, participation in the arts provides children with opportunities to experience the satisfaction of contributing something of their own within their social sphere, which helps them develop a sense of belonging. For that reason, the arts-related learning expectations are included in the Belonging and Contributing frame of the Kindergarten program.

See "Developing a Sense of Belonging and Contributing through the Arts" in Chapter 2.1, "Thinking about Belonging and Contributing".

Engagement in learning through the arts also supports the development of children's self-regulation skills. As children observe the art works of others, work independently on their own creations, or take the risk to try something new with an idea, they are learning to self-regulate. As they share their ideas and listen to the diverse views and opinions of others, they are also developing respect for others and the ability to collaborate. In addition, their ability to deal with stressors is increased.

By being actively engaged in arts activities, students become motivated and can develop the ability to be persistent in tasks; through their successes, they develop self-confidence. In addition, participation in the arts gives them opportunities to develop social skills, such as skills in conflict resolution, self-control, and collaboration, as well as social tolerance and empathy. They can also learn to take creative risks in a safe environment. (The Ontario Curriculum, Grades 1–8: The Arts, 2009, p. 50)

The arts provide children with a vehicle to explore and express their thoughts and feelings. Communication happens through creative expression. When children manipulate materials, explore music and movement, create symbols, and engage in imaginative expression (e.g., visual art, storytelling), and dramatic play, they are communicating. Creating and designing fuse together the cognitive, emotional, and physical domains – thinking, feeling, and doing. The creative expression of ideas, feelings, and interpretations using a variety of materials also helps consolidate children's learning; enhances their creative, problem-solving, and critical-thinking skills; and strengthens their memory and sense of identity.

In addition to providing opportunities for literacy development, the arts program also builds on, reinforces, and enhances mathematical literacy. For example, clear, concise communication often involves the use of diagrams, charts, tables, and graphs, and many components of the arts curriculum emphasize students' ability to interpret and use symbols and graphic texts. (The Ontario Curriculum, Grades 1–8: The Arts, 2009, p. 52)

There are many types of patterns, rhythms, and relationships in the world around us, and the human brain inherently finds enjoyment in seeing or hearing them (Dartnell, n.d.). The development of an understanding of pattern in the arts not only supports children's appreciation of visual arts, music, and dance and drama, but also enhances their understanding of various types of patterns and relationships in the context of mathematics.

Educators who see children as capable and competent provoke children's awareness of their own innate creativity and that of others in a wide variety of ways in order to stimulate their imagination further. Educators provide a variety of tools, materials, and opportunities to enable the children to give expression to their ideas and feelings as they make use of their prior knowledge and experiences and take creative risks to develop new ideas in every aspect of their learning.

The role of information and communications technology

Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich the educators' instructional strategies and support children's learning. ICT tools include multimedia resources, databases, the Internet, digital cameras, and an extensive array of specialized software. ICT can also be used to connect children to other schools, at home and abroad, and to bring the global community into the local classroom.

The integration of information and communications technology into the Kindergarten program represents a natural extension of the learning expectations, as does the use of other technological devices. Whenever appropriate, therefore, children should be encouraged to use ICT to support and communicate their learning. Current technologies are useful both as research tools and as creative media. Educators should be critical consumers of educational software to ensure that the software offers opportunities for higher-level thinking. Programs that promote only rote repetition of facts and information should be avoided.

Although the Internet is a powerful learning tool, all children must be made aware of issues of privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

The role of the school library in Kindergarten programs

The school library program can help to build and transform children's knowledge to support a lifetime of learning in an information- and knowledge-based society. The school library program supports success by encouraging children to read and use many forms of text for understanding and enjoyment, and by helping them to gather and use information effectively. The school library program enables children to:

• develop a love of reading for learning and for pleasure;
• begin to acquire an understanding of the richness and diversity of artistic and informational texts produced in Canada and around the world;
• begin to appreciate and value the role of public library systems as a resource for lifelong learning.

The school library program plays a key role in the development of information literacy and research skills. In collaboration with educators, teacher-librarians design, teach, and provide children with authentic information and research tasks that foster learning, including the ability to:

• access, select, gather, process, critically evaluate, create, and communicate information;
• use the information obtained to explore and investigate issues, solve problems, make decisions, build knowledge, create personal meaning, and enrich their lives;
• communicate their findings for different audiences, using a variety of formats and technologies;
• use information and research with understanding, responsibility, and imagination.

In addition, teacher-librarians can work with educators to help children to:

• develop literacy in using non-print forms, such as the Internet, CDs, DVDs, and videos;
• design inquiry questions;
• document and reflect on their learning;
• create and produce single-medium or multimedia presentations.

Health and safety in Kindergarten

Educators are responsible for ensuring the safety of the children, both in and out of doors. Educators also strive to develop in children an awareness of the importance of staying healthy and safe. In Kindergarten, children begin to develop a sense of responsibility for their health, well-being, and safety. They learn about the importance of playing, exploring, and investigating in safe ways to prevent injury to themselves and others.

Children learn by observing the practice of adults and other children. Educators must therefore model safe practices at all times and communicate safety requirements to children in accordance with school and school board policies. Children must be made aware that health and safety are everyone's responsibility – at home, at school, and in the outdoors.

To ensure the safety of children, learning areas need to be equipped with appropriate materials and resources – for example, art materials need to be non-toxic, and educators need to be aware of any possible danger that could arise from inappropriate use.

Routines provide opportunities for children to learn about health and safety. Children must be aware of any required safety drills and of ways of interacting with one another to ensure that they are not putting themselves or their peers in danger.

In a safe learning environment, the educators will:

• be aware of up-to-date safety information and follow board policies and guidelines related to health and safety;
• discuss health and safety issues with the children;
• plan the learning environment with safety as a primary consideration, and involve the children in devising ways to make the environment safe for all;
• observe children to ensure that safe practices are being followed;
• have plans in place in case of an emergency.

Health and safety issues not usually associated with Kindergarten may be important when the learning involves field trips. A field trip can provide an exciting and authentic dimension to children's learning experiences, but it also takes the educators and children out of the predictable classroom environment and into an unfamiliar setting. Educators must preview and plan these experiences carefully to protect children's health and safety. For example, for field trips in the outdoors, educators need to determine whether appropriate protection is required (e.g., sunscreen, hats, rain gear) and assess risks related to plants and animals (e.g., poison ivy, mosquitoes).

The school principal must ensure that parents have informed the school of any medical conditions that might affect their children, either in the regular classroom or during field trips. Educators must take children's medical conditions into consideration when planning learning opportunities both inside and outside the classroom.

Children’s relationships influence their well-being, development, and learning. Trusting, loving, two-way relationships with adults and other children in their families and in the community are essential to early learning and to the sharing of knowledge from one generation to the next. Consistent, secure, responsive, and respectful relationships with caring adults are vital to children’s well-being. (British Columbia Ministry of Education, 2008, p. 15)

Since young children’s learning and development take place in the context of social relationships, responsive relationships are of central importance in their early learning experiences. Young children make sense of the world around them through interactions with other children, their parents and other family members, educators, and members of the community in which they live. All of the relationships in which children engage affect their learning and, in particular, their sense of belonging and well-being. Positive, respectful, and reciprocal relationships therefore provide children with a strong foundation for their continued development.

Collaboration at all levels is also of central importance in children’s learning. In the Kindergarten program, collaborative inquiry is carried out by all involved – children, educators, parents and other family members, and members of the community who have an interest in children’s learning. Educators – for example, the principal, special education resource teachers, the school librarian, and the Kindergarten educators – collaborate in various ways to ensure that all children receive the support they need. Kindergarten educators also collaborate continually with one another, engaging in critical reflection and inquiry, testing theories, and discussing and questioning approaches.

Children

Children’s responsibilities with respect to their own learning develop gradually and increase over time as they progress through Kindergarten and elementary and secondary school. With appropriate instruction and through experience, children come to see how an applied effort can enhance learning and improve achievement and well-being. Over time and with ongoing practice, children develop the dispositions, strategies, and skills that support learning. As they mature and as they develop the ability to persist, to manage their behaviour and impulses, to take responsible risks, and to listen with understanding, children become better able to take more responsibility for their learning and progress. There are some children, however, who are less able to take responsibility for their learning because of unique challenges they face. The attention, patience, and encouragement of educators can be extremely important to the success of these children. Learning to take responsibility for their achievement and improvement is an important part of every child’s education, regardless of his or her circumstances.

To help children develop their capacity for learning,the educators create a warm and accepting learning environment that supports creative and complex thinking, while also giving the children opportunities "to extend their ideas and actions through sensitive, informed, well-judged interventions and support" (New Zealand Ministry of Education, 1996, p. 43).Through play-based inquiry, children learn about themselves and the world around them. Interactions with other children, with the educators, and with other adults provide a rich social world for children, where they will have varied opportunities to learn through responsive relationships and to experience points of view that differ from their own. In this learning environment, educators support the children in their interactions and inquiries by:

• focusing on the children’s strengths to help them develop a sense of their capabilities and potential (a "growth mindset");
• providing opportunities to develop the skills, strategies, and attitudes connected with the Kindergarten program;
• encouraging children to try new activities;
• co-constructing learning and acting as co-learners with the children;
• scaffolding learning for the children;
• supporting children’s inquiries by providing materials (including cultural materials representing the classroom community) that change as the children’s needs and wonderings change;
• co-constructing the learning environment with the children.

Parents and families

Allowing parents to make choices about what is best for their children is a powerful method of building a good working partnership with families. … A strength-based approach considers the skills, knowledge and resources that parents and families already have and builds upon them. (Best Start Resource Centre, 2010, p. 6)

Parents play an important role in their children’s learning. Studies show that children perform better in school if their parents are involved in their education. By becoming familiar with the Kindergarten program, parents can better appreciate the value of play-based learning and learn about the attitudes, skills, and strategies that their children are developing. This awareness will enhance parents' ability to discuss their children’s learning with them, to communicate with educators, and to ask relevant questions about their children’s development. Knowledge of the program will also help parents understand their children’s growth in learning and will enhance their ability to work with educators to improve their children’s learning and development.

Parents are the first and most powerful influence on their children’s learning, development, health, and well-being. Parents bring diverse social, cultural, and linguistic perspectives and are their children’s first role models with respect to learning about values, appropriate behaviour, and ethnocultural, spiritual, and personal beliefs and traditions. It is therefore important for schools and parents to work together to ensure that home and school provide a mutually supportive framework for children’s education.

Parents offer learning opportunities that are based on the deep knowledge they have of their children. Children’s learning and development occur within the context of their daily lives in families and communities. Parents and other caregivers nurture and teach children at home and in the community, supporting the dynamic process of early learning.

Parents are an integral part of the Kindergarten program, and are often present in the school and classroom. Knowing their child as well as they do, parents are able to provide educators with important information that allows the educators to meet the child’s individual learning needs better. At the same time, parents can "learn by watching and listening to educators working with their children – responding to the preferences and observed development of individual children, guiding care routines, negotiating conflicts, extending play opportunities, using teachable moments, and encouraging emerging literacy, informal mathematical thinking and inquiry skills" (Pascal, 2009a, p. 14).

Families bring with them rich knowledge and varied viewpoints about child-rearing practices, childhood, and development. When they are encouraged to share that knowledge, as well as their understanding of their child, with educators, they are often more supportive of their child’s learning (Pascal, 2009a, p. 5). Mutual respect and reciprocal learning between parents and educators can only benefit the children in the program.

It is important to understand that families' level of comfort with the school develops over time. While the goal is to engage parents and family members in the life of the school, it needs to be recognized that some families may be reluctant to engage for various reasons – for example, their own past experience or cultural beliefs may make them see schools as an authority. Families should be able to expect that educators will be culturally aware and sensitive to the school-community relationship and that they will support family involvement in school life. The starting point is a welcoming environment for all parents in all families – "raising their comfort level is a prerequisite to involving them in the program" (Pascal, 2009a, p. 14).

Educators and administrators can nurture family and community involvement by maintaining a warm, friendly, and welcoming atmosphere, one in which the customs, languages, and teachings of the cultures of people within the school community are respected and reflected. When parents and other family members feel comfortable about sharing their children’s home and community experiences and understand the value of their input, they come to view the school more positively and are eager to sustain the high quality of the Kindergarten program.

The principles of ELECT, as well as findings from recent research, highlight the importance of strong, respectful, and reciprocal relationships with families. Creating an environment that welcomes families into the space, inviting their perspectives and providing opportunities for families to participate in meaningful ways (that they are most comfortable with) on an ongoing basis, supports their sense of belonging. (Ontario Ministry of Education, 2014c, p. 18)

The following resources can provide support for educators when they are talking with parents about their children in Kindergarten.

The following resources may be of interest to parents and are available in a variety of languages.

Information for parents on what they can do to help their children once school starts can be found on the ministry website and other related sites.

Educators

Educators are the key to children’s growth in learning at school. Educators are knowledgeable, caring, reflective, and resourceful professionals who bring diverse social, cultural, and linguistic perspectives to their understanding of children’s development within the Kindergarten program. Educators support children and families in high-quality, intentional, play-based learning environments, using varied learning and teaching strategies and assessment approaches to address individual children’s needs and ensure meaningful learning opportunities for every child.

In Kindergarten classrooms that have an educator team, with a teacher and an early childhood educator, the team members have the benefit of a collaborative and reflective partnership. Educator team members have complementary skills that enable them to create a nurturing and stimulating learning environment that supports the unique needs of each child. While an educator team will reflect the uniqueness of its members, the hallmark of all successful partnerships is an atmosphere of mutual respect, trust, and open communication.

Teachers and early childhood educators work togetherSee s. 264.1 of the Education Act for requirements pertaining to the teacher and the designated early childhood educator in Kindergarten. to plan and implement the program and to maintain a healthy physical, emotional, and social learning environment. They collaborate in observing, monitoring, and assessing the progress and development of the children in Kindergarten and in communicating with families. The teacher ensures that the appropriate Kindergarten Communication of Learning templates are fully and properly completed and processed (Ontario Ministry of Education, 2016, p. 13).

In all Kindergarten classrooms, educators provide numerous and varied opportunities for children to develop and refine their learning strategies, attitudes, skills, and knowledge. They continually engage the children in critical reflection and inquiry, in testing theories, and in discussing and questioning approaches. They use a variety of instructional, assessment, and evaluation strategies to meet the needs of individual children. The learning experiences they provide enable children to make meaningful connections between what they already know and can do and their new learning. Educators reflect on the impact of the learning opportunities they provide to determine next steps in the learning, so that every child can reach his or her full potential.

Strong connections between the home and the school support children’s learning and overall sense of well-being. As a part of good practice, educators communicate with parents about what their children are learning, through ongoing formal and informal conversations, special events, and other means of regular communication (see the previous section, "Parents and Families"). Communication enables parents to work in partnership with the school, promoting discussion, follow-up at home, and learning in a family context.

Kindergarten educators provide children with frequent opportunities to communicate their understanding, practise their skills, and apply new learning. Through ongoing assessment, they give children the specific, descriptive feedback they need in order to further develop and refine their learning. By creating a learning environment that promotes the development of collaborative skills and critical and creative thinking skills, educators also help children become thoughtful problem solvers and effective communicators. Opportunities to relate what they know and can do in Kindergarten to contexts beyond the classroom and the school motivate children to learn and to become lifelong learners.

Reflective educators constantly test traditional views and accepted routines or approaches and consider new ways of thinking about their work. In the same way that children learn by questioning and testing their theories, educators engage in research to explore and test new ideas and adjust their practice to best meet the needs of children and families. In this way, educators engage in both formal and informal collaborative inquiry. Information on the critical function of the educator as researcher can be found in the resource given below.

Principals

The principal works in partnership with educators and parents to ensure that each child has access to the best possible educational experience. The principal is a community builder who plays an important role in creating and sustaining a positive school environment that is welcoming to all, and who ensures that all members of the school community are kept well informed.

The principal is an integral part of the Kindergarten team, working in partnership with the educators, families, and caregivers to ensure that every child has access to the best possible early learning experiences. The principal ensures that the Kindergarten program is being properly implemented in all classrooms and learning environments, and that teaching approaches align with the research-informed, pedagogically sound, and developmentally appropriate practices outlined in this document. The principal also ensures that appropriate resources are made available for educators and children.

Principals play an important role in building a collaborative school environment. They facilitate educators' participation in professional learning communities and other professional learning opportunities that promote partnerships, reflection, and growth, and that enhance continuity of learning and teaching in all areas of early learning programs from Kindergarten to Grade 2.

Principals are also responsible for ensuring that every child who has an Individual Education Plan (IEP) is receiving the modifications and/or accommodations described in his or her plan – in other words, for ensuring that the IEP is properly developed, implemented, and monitored.

Principals support and value the development, implementation, and evaluation of coherent programs, and provide leadership in developing a vision and philosophy to guide pedagogy. They create a positive school climate by implementing school-wide policies and practices that respect all educators and children and their families. Principals also ensure that the work environment throughout the school is one in which the practice of both Kindergarten teachers and early childhood educators is valued and supported, and that the benefits of play-based learning and learning through inquiry are recognized and supported.

Working together with the Kindergarten educators, the principal should ensure that open lines of communication exist between the school, families of children in the program, child care providers, and the community. Ongoing communication between all education partners will help to ensure that families see themselves as valued members of the school community and will encourage them to participate in their children’s education.

The local community

Community partners are an important resource for a school’s Kindergarten program. Relationships with community organizations that provide high-quality child care and early years programs for children and families can provide valuable support and enrichment for learning. These organizations can provide expertise, skills, materials, and programs that are not available through the school or that supplement those that are.

Partnerships with such organizations benefit not only the children and their families but also the life of the community. For example, children and families can develop a sense of belonging to the larger community through engagement with members of the local community, and the community can be enriched through learning about the young children and their families who live in the neighbourhood. Community support for children’s engagement with the outdoors in their local environment contributes to the children’s ability to value the natural world.

Schools and school boards can play a role by coordinating efforts with community partners. They can involve community volunteers in supporting and promoting a focus on play and inquiry-based learning both inside and outside the school. For example, community partners can be included in events held at the school, such as meetings or programs to help ensure children’s smooth transition to Kindergarten. Educators may also find opportunities for children to participate in community events, such as programs offered in public libraries, community centres, museums, and provincial parks and conservation areas. Such opportunities are especially beneficial when they support children’s learning in the Kindergarten program, are designed for educational purposes, and provide descriptive feedback to the children. In choosing community partners, schools should build on existing links with their local communities and create new partnerships in conjunction with ministry and school board policies.

Children’s learning in the Kindergarten program is described in terms of the following elements, which are key components of the expectation charts:

• the overall and specific expectations that relate to each of the four frames (see Chapters 4.3, 4.4, 4.5, and 4.6)
• the conceptual understandings, which are associated with the overall expectations
• examples of ways in which thinking and learning are made visible

The sections that follow explain how each of the above elements can be used to support professional learning. In addition, examples of educators’ professional learning conversations and reflections are interspersed throughout the expectation charts, and are important elements intended as further support for educators.

The learning expectations

Two sets of expectations – overall expectations and specific expectations – describe children’s learning in the Kindergarten program. Each expectation is associated with one or more of the frames, or broad areas of learning, of the program. All program expectations must be accounted for in instruction and assessment (see Growing Success – The Kindergarten Addendum, 2016, p. 10).

Children’s growth in learning over the two years of the Kindergarten program is assessed in relation to the knowledge and skills described, in general terms, in the overall expectations (OEs) in each frame. Educators focus on the overall expectations when co-constructing learning with the children. They also develop learning goals and success criteria with the children in relation to the overall expectations and conceptual understandings (see “Noticing and Naming the Learning: The Link to Learning Goals and Success Criteria” in Chapter 1.4, “Assessment and Learning in Kindergarten”).

While the overall expectations are broad in nature, the specific expectations (SEs) describe in greater detail the knowledge and skills related to the overall expectations. The specific expectations identify a range of ways in which children might reveal and apply learning. The specific expectations are intended to assist educators in observing and describing the range of behaviours, knowledge, understanding of concepts, skills, and strategies that children demonstrate as they make progress in their learning in relation to the overall expectations. In addition, as stated in Growing Success – The Kindergarten Addendum (2016, p. 10), “Educators will use their professional judgement, supported by information provided in The Kindergarten Program, to determine which specific expectations will be used to evaluate growth and learning in relation to the overall expectations within each frame, and which ones will be accounted for in instruction and assessment but not necessarily evaluated.”

Conceptual understandings

Conceptual understandings are statements of essential ideas that accompany each of the overall expectations. Conceptual understandings include concepts, skills, attitudes, and habits of mind.

Children discover information and learn concepts, skills, strategies, and processes as they think, learn, and inquire in a play-based environment. They also make connections and construct meaning as they engage in play-based explorations and inquiries. For some children this learning process happens slowly, and for others more quickly, but all children are capable of understanding a wide range of concepts. Knowledge of a variety of broad concepts helps children make sense of what they learn and helps them apply it in new contexts. Educators play a critical role in making this thinking and learning visible to the children, the children’s families, and colleagues in the school system.

The conceptual understandings are presented in a variety of styles to allow educators the flexibility to adapt them for use in their classrooms and with families. Some are expressed as learning goals, some are ideas that could be integrated with other conceptual understandings, and some are expressed from the children’s point of view (e.g., “I can use language ... to express thoughts” [OE3]).

Educators can use conceptual understandings by, for example:

• focusing on specific concepts in response to children’s observations, ideas, theories, and wonderings;
• asking the children related questions as they co-construct learning with them (e.g., “Where are all the places you see people reading?” [OE9]; “Where can we find numbers?” [OE15]);
• using relevant concepts as focal points when discussing children’s learning with parents or other family members;
• engaging in discussion with other educators about the meaning or significance of children’s observations and explorations (e.g., the complexity of thinking that a child’s wonderings or observations suggest).

Professional learning conversations and reflections

Reflective practitioners integrate theoretical frameworks, research findings and their own daily experiences to guide their interactions with young children and their families. Reflective practitioners figure out how the children in their program think, learn and make sense of the world. (Ontario Ministry of Education, 2014b, p. 13)

Educators are responsible for implementing a program that is thoughtfully planned, challenging, engaging, integrated, developmentally appropriate, and culturally and linguistically responsive, and that promotes positive outcomes for all children. Examples of professional learning conversations provided in the expectation charts in Chapters 4.3 to 4.6 illustrate the kinds of conversations that enable educators to accomplish these goals. The conversations are drawn from Ontario educators’ collaborative professional learning sessions. These examples are models of the kinds of discussions that educators might have as they focus on particular challenges that arise during a day. They illustrate the insights and innovations that collaborative reflection can provide to support children’s learning and encourage families’ involvement. They are intended only to serve as a guide, not to limit the scope of the professional learning conversations in which educators engage.

All professional learning conversations appear at the end of the expectation chart to which they relate. Conversations that relate broadly to both an overall expectation and its related specific expectations are referenced after the overall expectation (see, for example, OE29 in Chapter 4.3, “Belonging and Contributing”). Those that relate to a specific expectation are referenced after that expectation (see, for example, SE11.8 in Chapter 4.5, “Demonstrating Literacy and Mathematics Behaviours”).

The examples of reflections (“Inside the Classroom”) are likewise intended as guides that educators might find helpful in thinking about issues.

Ways in which thinking and learning are made visible

The expectation charts in Chapters 4.3 to 4.6 are designed to provide concrete examples of the pedagogy that has been outlined in Parts 1 and 2 of this document. The examples show how educators make thinking and learning visible in practice, as they interact with children to co-construct learning.

The columns in the expectation charts entitled “Ways in Which Children Might Demonstrate Their Learning” and “The Educators’ Intentional Interactions” provide illustrations of the multiple learning connections that occur in an effective Kindergarten program. The examples illustrate in a variety of contexts how children show what they are thinking and learning, how children learn from and with each other, how educators can respond to children’s thinking, and how educators can challenge the children and extend their learning. The examples also indicate relationships between the children and the learning materials. The contents of the two columns are described in more detail in the following sections. The diagram below shows various types of interactions.

Ways in which children might demonstrate their learning

The material in this column provides examples of ways in which children make their thinking and learning visible to themselves and others – saying, doing, and representing – within various contexts and relationships. Children are not required to demonstrate their learning in all three ways. While the examples given within each frame under “Saying” and “Doing” happen within the school day, there are some examples under “Representing” of ways in which learning may be demonstrated at home and shared with the educators by parents and other family members. When parents and families are invited to share stories about their children’s learning at home, they become more active and engaged partners in their children’s learning.

Saying

These are examples of what a child might say when engaged in learning alone or with others. They illustrate ways in which children might articulate observations or explain their thinking related to the knowledge and skills outlined in the expectation. The examples emphasize that there are multiple ways in which children demonstrate what they know and can do, what they wonder about, and what their working theories are.

These examples emphasize the importance of encouraging children to communicate their learning, and they provide some guidance for educators on how to model language use and the processes of thinking and reasoning for the children. As a result, the examples given may not always reflect the language actually used by the children.

Educators record examples of children’s talk as part of their ongoing pedagogical documentation process. In addition, they use examples of children’s talk to report to parents. It is essential that the children’s home language is valued and encouraged.

Doing

Four- and five-year-old children learn through active engagement, building on prior experiences, observations, experimentation, and social interaction. The social and physical environment invites their active participation and provides concrete challenges to think deeply about and problems to solve. These examples illustrate how learning happens for young children in a differentiated learning environment. Children’s learning can be observed in very nuanced movements and non-verbal communication (e.g., gestures, positions, facial expressions, proximation). It is important to value these expressions of learning – that is, to see children as capable of complex thinking that can be revealed in unique ways (see Chapter 1.4, “Assessment and Learning in Kindergarten”).

Representing

Children are engaged in multiple inquiries in the Kindergarten program. They are naturally curious and try to make sense of their world through an inherently inquiring mindset. Their learning often involves formulating questions and trying to devise and communicate their working theories or solutions. Representation involves describing phenomena to oneself or communicating descriptions or ideas to others. When young children are engaged in their inquiries, they inevitably develop skills and understanding of concepts that are associated with more than one frame, or learning area. The examples provided illustrate how children represent their thinking in different contexts and in different ways (e.g., painting, talking, creating a structure, writing).

The educators’ intentional interactions

The material in this column provides examples that illustrate how educators engage with children’s learning and develop their own professional capabilities as researchers into children’s learning.

Responding

In the sample responses provided, the educators purposefully consider possible avenues of exploration for the children, basing them on analysis of assessment information gleaned from observations. They often adjust their practice moment by moment in response to immediate events or conversations in their classrooms, following up on something a child has said or done to help the child make connections to prior knowledge. For example, the educators may respond by:

• adding or taking away a material, after negotiating with the children;
• asking a probing or clarifying question of the child;
• saying something to the child such as “I notice that you ...”;
• gathering and recording assessment information.

In addition, the sample responses provide examples of children’s actions and contexts for learning that principals and family members can look for and carefully observe.

Challenging

The planning of children’s learning is based on professional inquiry. Educators challenge individual children in order to support not only their development but also the development of all of the children in the class. As they respond to the children and develop further learning experiences, educators closely observe and document each child’s progress. The examples under “Challenging” illustrate how educators use this information to scaffold the children’s learning either by presenting new learning opportunities or by adding another element to the learning. For example, educators might do the following:

• ask a question that involves critical thinking, such as “How did you figure that out?”
• add a new material and observe and document its effect on the children’s learning
• invite the children to explain or share their learning with others

Extending

Educators play a critical role in extending the children’s learning. They meet the children “at the edge” of their learning and support them in gradually applying their thinking in different contexts. For example, they provide opportunities for children to extend their learning at a different learning area, in a different group, with a different text, with different children, or in multiple contexts.

The educators analyse and interpret the evidence that they have collected. They are able to assess children’s developmental progress and design future contexts for learning. Parents and families also contribute to the documentation by sharing their understanding of learning that happens at home.

Educators continually gauge children’s progress and make connections that recognize and expand children’s learning. If a child is struggling, educators who understand child development are able to identify specific strategies or seek out other resources and supports.

The expectations and the frames

The overall expectations (OEs) in the Kindergarten program are listed in the following chart, and the frame or frames with which each one is associated are indicated in the four right-hand columns. (See “The Four Frames of the Kindergarten Program”, in Chapter 1.1.) In some cases, an overall expectation is connected with more than one frame.

The expectations are numbered from one to thirty-one (OE1 to OE31) to allow for quick reference in professional learning conversations. The numbering does not suggest an order of learning or development, or a hierarchy of importance or priority. It is important to bear in mind that the various aspects and areas of learning are interconnected. The approach taken in the organization of overall and specific expectations in this document reflects the integrated way in which learning occurs in children’s play and inquiry in Kindergarten.

After the list of overall expectations there are four chapters (4.3 to 4.6) – one dedicated to each of the four frames – that illustrate pedagogy in connection with the overall expectations and specific expectations (SEs) that relate to the frame.See the appendix for a complete list of the SEs that are related to each OE. The appendix provides an expanded chart, modelled on the chart in this chapter that lists only the OEs. Educators may find the appendix chart useful for quick reference, as it shows at a glance the frame or frames with which each of the SEs related to an OE is most closely associated. Each chapter begins with a list of the OEs associated with the frame, followed by a chart for each OE and the conceptual understandings that are associated with it. Each chart provides examples illustrating how children and educators, as observers and inquirers, “make thinking and learning visible” in the context of the frame. (The examples are intended only as illustrations and as a guide for educators; they are not descriptions of required interactions.)

When an overall expectation relates to more than one frame – for example, OE1: communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts – it appears in each of the relevant frames, along with the specific expectations that relate to that frame. So, when OE1 is discussed in Chapter 4.4, “Self-Regulation and Well-Being”, the relevant specific expectations are included and the examples and discussion reflect communication as it relates to self-regulation and well-being; when it appears in Chapter 4.5, “Demonstrating Literacy and Mathematics Behaviours”, the specific expectations and examples included reflect communication as it relates to literacy and mathematics behaviours.

In the following chart, the four frames are represented by the four columns on the right, as follows:

BC

Belonging and Contributing

SRWB

Self-Regulation and Well-Being

DLMB

Demonstrating Literacy and Mathematics Behaviours

PSI

Problem Solving and Innovating

An x in a column indicates that the expectation is associated with that frame. An expectation may be associated with one or more frames. Clicking on an x takes the reader directly to the overall expectation (and its expectation chart) in the chapter for that frame (Chapter 4.3, 4.4, 4.5, or 4.6).

The feeling of belonging, in the widest sense, contributes to inner well-being, security, and identity. Children need to know that they are accepted for who they are. They should know that what they do can make a difference and that they can explore and try out new activities. … [The program] should recognise, acknowledge, and build on each child’s special strengths and allow each to make a contribution or to “make his or her mark”, acknowledging that each child has the right to active and equitable participation in the community.

(New Zealand Ministry of Education, Te Whāriki: Early Childhood Curriculum, 1996, pp. 54, 64)

Overall expectations

As children progress through the Kindergarten program, they:

1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts
3. identify and use social skills in play and other contexts
4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts
5. demonstrate an understanding of the diversity among individuals and families and within schools and the wider community
22. communicate their thoughts and feelings, and their theories and ideas, through various art forms
25. demonstrate a sense of identity and a positive self-image
26. develop an appreciation of the multiple perspectives encountered within groups, and of ways in which they themselves can contribute to groups and to group well-being
27. recognize bias in ideas and develop the self-confidence to stand up for themselves and others against prejudice and discrimination
28. demonstrate an awareness of their surroundings
29. demonstrate an understanding of the natural world and the need to care for and respect the environment
30. demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts
31. demonstrate basic knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts

Expectation charts

OE1

OE3

OE4

OE5

OE22

OE25

OE26

OE27

OE28

OE29

See the Professional Learning Conversation following the chart.

OE30

See the Professional Learning Conversation following the chart.

OE31

Dr. Stuart Shanker, Canada's leading expert on self-regulation, defines self-regulation as the ability to manage your own energy states, emotions, behaviours, and attention in ways that are socially acceptable and help achieve positive goals such as maintaining good relationships, learning, and maintaining well-being. Shanker draws on research to show how self-regulation lays the foundation for a child's long-term physical, psychological, behavioural, and educational well-being. (Ontario Ministry of Education, "Understanding the Whole Child and Youth – a Key to Learning: An Interview with Dr. Lise Bisnaire, Dr. Jean Clinton and Dr. Bruce Ferguson," In Conversation, 4, 4[2014]: p. 8)

For people in my field, self-regulation is as important as oxygen. It's really at the heart of social and emotional learning and healthy development. (Dr. Jean Clinton, Associate Professor, Department of Psychiatry and Behavioural Neuroscience at McMaster University and Children's Hospital, quoted in Ontario Ministry of Education, "Understanding the Whole Child and Youth", p. 8)

Overall expectations

As children progress through the Kindergarten program, they:

1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts
2. demonstrate independence, self-regulation, and a willingness to take responsibility in learning and other endeavours
3. identify and use social skills in play and other contexts
4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts
6. demonstrate an awareness of their own health and well-being
7. participate actively and regularly in a variety of activities that require the application of movement concepts
8. develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts
22. communicate their thoughts and feelings, and their theories and ideas, through various art forms

Expectation charts

OE1

OE2

OE3

OE4

OE6

OE7

OE8

OE22

Children's play is representational and provides the foundation for literacy and numeracy. (Council of Ministers of Education, Canada, Statement on Play-Based Learning, 2012, p. 14)

Play is how children learn. What we want to do in our play-based approach to learning is fire a child's imagination.  Fire a child's curiosity.... Children learn by becoming fascinated, and the more fascinated they are, ... [the] more they will be driven to learn how to read... Their reading will be driven by their desire to learn about what they are captivated by. (Dr. Stuart Shanker, speaking in the video "Self-Regulation")

Young children engage in significant mathematical thinking and reasoning in their play... Combining free play with intentional teaching, and promoting play with mathematical objects and mathematical ideas, is pedagogically powerful. (D.H. Clements & J. Sarama, "The Importance of the Early Years", in R.E. Slavin [Ed.], Science, technology & mathematics [STEM], 2014, p. 5)

Overall expectations

As children progress through the Kindergarten program, they:

1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts
9. demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts
10. demonstrate literacy behaviours that enable beginning writers to communicate with others
11. demonstrate an understanding and critical awareness of a variety of written materials that are read by and with their educators
12. demonstrate an understanding and critical awareness of media texts
14. demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings
15. demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships
16. measure, using non-standard units of the same size, and compare objects, materials, and spaces in terms of their length, mass, capacity, area, and temperature, and explore ways of measuring the passage of time, through inquiry and play-based learning
17. describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation
18. recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next
19. collect, organize, display, and interpret data to solve problems and to communicate information, and explore the concept of probability in everyday contexts
20. apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts
21. express their responses to a variety of forms of drama, dance, music, and visual arts from various cultures
22. communicate their thoughts and feelings, and their theories and ideas, through various art forms

Expectation charts

OE1

See the Professional Learning Conversation following the chart.

OE9

See the Professional Learning Conversation following the chart.

OE10

See the Professional Learning Conversation following the chart.

OE11

OE12

OE14

OE15

See also OE20: SE20.1 and SE20.2

OE16

See the Professional Learning Conversation following the chart.

For more perspectives, see the clip: "Why Remove the Calendar Routine? One Educator Team's thinking and connections to the FDELK document".

OE17

See the Professional Learning Conversation following the chart.

See also OE20: SE20.3 and SE20.4

OE18

See the Professional Learning Conversation following the chart.

OE19