Early Learning-Kindergarten team members need to be flexible in their planning and delivery of The Kindergarten Program. The diverse backgrounds of children will contribute to their variations in knowledge, skills and attitudes. Early Learning-Kindergarten team members need to recognize each child’s uniqueness and adjust their teaching strategies so that all children can achieve the learning expectations.
In planning teaching/learning opportunities for the child, team members should do the following:
- provide hands-on, relevant and stimulating activities and experiences;
- employ movement exploration, guided discovery, problem-solving and critical-thinking strategies;
- use strategies that promote integrated learning;
- allow children to handle, explore and experiment with materials/equipment;
- include class, small-group and individual activities;
- strike a balance between Early Learning–Kindergarten team-initiated and child-initiated activities;
- consult with parents, caregivers, resource teachers, etc., to identify and seek ways to accommodate the needs, interests, abilities and learning styles of all children in the class; and
- provide frequent and meaningful opportunities to practise and develop movement skills.
Learning Through Play
The Kindergarten Program describes the strong link between play and learning, and discusses the importance of play in the early learning program. Through play, children can learn and develop problem-solving skills, language acquisition, literacy and numeracy, as well as social, physical and emotional skills. They can explore their environment and become immersed in activities in which they can learn about themselves and others. Children need to be able to explore with their bodies and acquire developmentally appropriate physical skills in a positive learning environment. Play provides opportunities for learning in contexts where children are most receptive.
Through play and physical activities, children can:
- participate willingly in creative movement, dance and other daily physical activities;
- use different types of equipment and materials with ease;
- demonstrate balance, ease and flexibility in movement;
- demonstrate body and spatial awareness; and
- identify and apply basic safety rules.
Teachers and Early Childhood Educators (ECEs) need to understand how children learn through play by observing and analyzing their play. Teachers need to monitor the play activities for safety and appropriateness and also to assist and/or extend the learning opportunities.
Play and physical activities can take place in a variety of settings, both indoors and outdoors, including classrooms, hallways, gymnasiums, parks, community facilities and other appropriate spaces. In planning the physical activity program, teachers and ECEs should ensure the learning environment is comfortable and safe.
Fundamental Principles
There are five fundamental principles of play-based learning. The 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 five fundamental principles are as follows:
- Play is recognized as a child’s right, and it is essential to the child’s optimal development.
- All children are viewed as competent, curious, capable of complex thinking, and rich in potential and experience.
- A natural curiosity and a desire to explore, play, and inquire are the primary drivers of learning among young children.
- The learning environment plays a key role in what and how a child learns.
- In play-based learning programs, assessment supports the child’s learning and autonomy as a learner.
Copied from The Kindergarten Program, Ontario Ministry of Education, © Queen’s Printer for Ontario, 2016.
Foundations for a Healthy School
Ontario’s Foundations for a Healthy School resource promotes and supports child and student well-being. It encourages the integration of healthy schools policies, programs and initiatives into school and school board planning and implementation processes. The resource aligns with the K – 12 School Effectiveness Framework (K-12 SEF) by including five interconnected areas:
- Curriculum, Teaching and Learning: Curriculum, teaching and learning is an area that offers a wide range of opportunities for students to learn, practise and promote positive and healthy behaviours, and to practise how to lead healthy, active lives.
- School & Classroom Leadership: School and classroom leadership focuses on creating a positive classroom and school environment by identifying shared goals and priorities that are responsive to the needs of the school community.
- Student Engagement: Student engagement refers to the extent to which students identify with and value their learning; feel a sense of belonging at school; and are informed about, engaged with and empowered to participate in and lead academic and non-academic activities.
- Social & Physical Environments: Healthy, safe and caring social and physical environments support learning and contribute to the positive cognitive, emotional, social, and physical development of students.
- Home, School & Community Partnerships: Home, school and community partnerships engage parents, extended family/caregivers, school staff, child care and family/caregiver support programs and community groups in a mutually beneficial way to support, enhance and promote opportunities for learning and well-being.
Planning and implementing activities relating to these five areas will help schools, school boards, parents and community partners work together to take a comprehensive approach to address priority health topics (e.g. physical activity or mental health) in their community.
