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.

1.1 Introduction

  • Vision, Purpose, and Goals
  • The Importance of Early Learning
  • A Shared Understanding of Children, Families, and Educators
    • Pedagogy and Programs Based on a View of Children as Competent and Capable
  • Pedagogical Approaches
  • Fundamental Principles of Play-Based Learning
  • The Four Frames of the Kindergarten Program
  • Supporting a Continuum of Learning
  • The Organization and Features of This Document

1.2 Play-Based Learning in a Culture of Inquiry

  • Play as the Optimal Context for Learning: Evidence from Research
    • How Do Children Learn through Play?
    • Play-Based Learning: The Connections to Self-Regulation
  • The Inquiry Approach: Evidence from Research
  • Play-Based Learning in an Inquiry Stance
    • The Critical Role of the Educator Team: Co-constructing Inquiry and Learning
    • How Does the Inquiry Approach Differ from Theme-Based or Unit Planning?
  • Communicating with Parents and Families about Play-Based Learning

1.3 The Learning Environment

  • Rethinking the Learning Environment
  • Thinking about Time and Space
  • Thinking about Materials and Resources
  • Co-constructing the Learning Environment
  • The Learning Environment and Beliefs about Children
  • Learning in the Outdoors

1.4 Assessment and Learning in Kindergarten: Making Children’s Thinking and Learning Visible

  • Pedagogical Documentation: What Are We Learning from Research?
  • Using Pedagogical Documentation to Best Effect
    • From Traditional Note Taking to Pedagogical Documentation
    • The Importance of Educator Self-Awareness in Pedagogical Documentation
  • Co-constructing Learning with the Children: Assessment for Learning and Assessment as Learning
    • Assessment for Learning
      • Sustained Shared Thinking
    • Assessment as Learning
  • Noticing and Naming the Learning: The Link to Learning Goals and Success Criteria
  • Considerations in Assessment of Learning: Children’s Demonstration of Learning
  • Collaborating with Parents to Make Thinking and Learning Visible