Principles guiding programming

Requirement:

School board-operated programs complement what happens during the regular school day and are guided by How does learning happen: Ontario’s pedagogy for the early years (HDLH). Consistent with HDLH it is expected that school board-operated programs are guided by the following principles:

  • View of the child: All students are competent, capable of complex thinking, curious and rich in potential. Environments and experiences allow students to exercise choice and responds to individual abilities and interests.
  • Positive interactions: Programs support students in making connections with their peers and staff in structured and unstructured interactions as well as provide opportunities for students to engage in independent activities. All students, including students with differing abilities feel valued, connected to others and are able to make positive contributions to the group, community and natural world.
  • Developmentally responsive: All students are able to participate fully in ways that are most comfortable for them. Programs support physical and mental health and wellness and are rooted in an understanding of child development and the broader contexts within which this development is happening (for example, local, social, cultural, economic).
  • Safe, inclusive spaces: Programs establish and maintain positive, harassment/discrimination free environments for optimal participant growth so that students, each with differing abilities, interests and perspectives feel that their experiences and strength are valued.

How does learning happen? Ontario’s pedagogy for the early years

How does learning happen: Ontario’s pedagogy for the early years provides a comprehensive framework to guide program development and pedagogy in early years settings and support Ontario’s vision of high quality programs and services centered on the child and family with a view of children as competent and capable of complex thinking, curious and rich in potential.

How does learning happen: Ontario’s pedagogy for the early years helps move Ontario towards increasingly integrated programs and services for children and families whether in child care, child and family programs, or Kindergarten, with a shared view of the child, common pedagogical approaches and foundations of belonging, well-being, engagement and expression that are aligned with the Kindergarten program.

Staffing ratios

Requirement

  • The maximum allowable child to adult staffing ratio for a school board-operated program shall be 15:1
  • Where a program unit size exceeds a child to adult ratio of 15:1, the school board shall appoint another staff person to that program unit.footnote 4
  • Each group of children shall not exceed a maximum size of 30 students (this maximum size does not refer to the total number of children served by a program. There may be multiple groups of children, in separate areas, served by one program)

Staff qualifications and adult supervision

Requirement

As set out under Part IX.1 of the Education Act, school board-operated programs must have at least one Registered Early Childhood Educator (RECE) to lead the program unit.

For programs only serving children nine years of age or older, there must be at least one adult to lead the program unit who meets one of the following criteria:

  • has a diploma or degree in child and youth care
  • has a diploma or degree in recreation and leisure services
  • is a member in good standing with the Ontario College of Teachers
  • is a member in good standing with the College of Early Childhood Educators

Programs must have adult supervision on-site at all times. Additionally, where a program is the sole occupant of the premises, there must be a minimum of two adults onsite at all times.

Considerations

Programs may wish to exceed the minimum ratio and staffing requirements. Research suggests that smaller group sizes support more meaningful and positive interactions between children. This may also permit greater capacity to support children with higher levels of need.

Active play

Requirement

School board-operated programs are required to offer a minimum of 30 minutes of active play in daily programming to provide opportunities for increased physical activity for children and youth. Activities should be developmentally appropriate and accommodate fitness levels and interests of students. Emphasis should be on participation and enjoyment and can include introducing participants to a range of developmentally appropriate physical activities such as sports, dance, free gym time, and active games.

This requirement aligns with the Public Health Agency of Canada’s guidelines recommending 60 minutes of daily moderate to vigorous physical activity for children aged 5-17. It is also consistent with the principles outlined in How does learning happen? Ontario’s pedagogy for the early years, which include creating opportunities for children to engage in active play that allow them to connect with the natural world and their community.

Outdoor play

Considerations:

How does learning happen? Ontario’s pedagogy for the early years notes that children thrive where they can engage in vigorous physical play in natural outdoor spaces. In addition to providing physical benefits, active play outdoors strengthens functioning in cognitive areas such as perception, attention, creative problem solving, and complex thinking.

Optional activities and programs

Considerations

School boards may wish to offer specific programming based on the needs and interests of the community and participants in the program. This programming can include:

  • unstructured time to allow children to develop interests, engage with their peers, play independently, and make choices and decisions for themselves
  • academic assistance or time for students to complete schoolwork
  • arts and cultural activities that promote inclusion, knowledge of other cultures, or creative pursuits
  • personal health and wellness education (such as, anti-bullying, body image, fostering resilience)
  • community involvement
  • providing snacks for students participating in the program. All food should meet recommendations set out in Canada’s Food Guide

Developmentally responsive spaces

Considerations

Programs should ensure spaces are clean and in a good state of repair. Environments should be inviting and designed together with students based on their abilities and interests, allowing for a variety of activities that are responsive to individual development. Spaces should allow for both independent and small group experiences.

Furnishings and materials should support a range of interests that provide for learning, creative expression, recreational activities and relaxation.

Footnotes