To consider...To consider...

"Effective Early Learning–Kindergarten team members are themselves reflective learners who have a passion for the success of the learners in their care and a deep respect for the children’s individual differences. Team members recognize that their own learning is a continuous and reciprocal process – they learn from each other, and from the children and their families."

p.7 Full-Day Early Learning Kindergarten Program 2010, Draft22

School as HubSchool as HubIn 1999, The Ontario Government received the Early Years Study (McCain & Mustard). The report documented the scientific evidence that recognized the importance of early child development and the modern demands of a changing socioeconomic society. It highlighted data showing that optimum developmental outcomes for Ontario’s children were not being reached within the current service model.

RecommendationsRecommendations

From that report, recommendations included a variety of programs: parenting centres, regulated child care, early years programs: Kindergarten. Then, in 2004, the Ministry of Community and Social services launched Best Start: a strategy to give all young children in Ontario access to high quality early learning experiences.

Then...Then...

In 2007, Premier Dalton McGuinty appointed Dr. Charles Pascal to write a report on how a new early learning program could be, With Our Best Future in Mind, set the stage for Full Day Kindergarten in Ontario

A New EraA New EraPremier McGuinty and the Ministry of Education and Children and Youth Services announced that the Government would support and implement the report starting with full-day early learning for four and five year olds to be led by certified teachers and registered early childhood educators working side by side. It would start in September, 2010 and be phased in by September, 2014.

The Six Principlespage 2 of the document

The Six Principlespage 2 of the document

Early child development sets the foundation for lifelong learning, behaviour and health

1.Partnerships with families and communities strengthen the ability of early childhood settings to meet the needs of young children

2.Respect for diversity, equity, and inclusion are pre-requisites for honouring children’s rights, optimal development, and learning

cont’dcont’d

4. A planned curriculum supports early learning. 5. Play is a means to early learning that capitalizes on children’s natural curiosity and exuberance.6.Knowledgeable, responsive educators are essential.

Reflecting...Reflecting...

What are the types of environments, activities and interactions that best support these ideas?

Repeat Rethink Remove

Areas of FocusAreas of Focus

Environment

Interactions

Planning

Assessment

EnvironmentEnvironment

classroom is arranged in centres

sand, water, science, writing/communication, math, art, library...

Things to think about:

choice, invitations, materials

Features of the Learning

EnvironmentFeatures of the Learning

EnvironmentLayout supports whole group, small group and individual

Materials are intentional, organized and accessible

Environment is co-constructed with children

Learning is visible to students

cont’dcont’d• Acquisition of language is supported

• Self-regulation and independence are supported

• Literacy and Numeracy are embedded throughout the room

• Documentation of student learning is visible

The Team’s Intentional Interactions (Full-Day Early Learning Kindergarten Program, 2010)

•Responding - plan based on assessment; adjust practice in response to events or conversations; help child make connections; add or take away a material, ask probing or clarifying questions, gathering and recording assessment

•Challenging - observe and document and then use this to scaffold learning; present new learning opportunities; asking critical thinking questions; adding new materials; inviting children to explain or show learning to others

•Extending - “meet children ‘at the edge’ of their learning and support them in gradually applying their thinking in different contexts.”; “provide opportunities to extend their learning at a different centre, in a different group, with a different text, with different children, or in multiple context.”

PlanningPlanning

PlanningPlanning

• Let’s analyze the way the document is laid out

• Planning Based on the Overall Expectations as they relate to the Big Ideas (the significant, real-world connections or understandings)

• Making the Overall Expectations/Learning visible, for example: If it is to promote beginning writing strategies, at the writing centre we will see different writing materials, different size papers, clipboards, class-mates photographs & names…

Planning at CentresPlanning at Centres

using the template provided and the Full-Day Early Learning Kindergarten Program document as your guide, select a centre and begin to plan, you can work with a partner at your table or alone

what are the implications for our practice?

pages 28 to 32 focus on Assessment,Evaluation and Reporting in a Kindergarten context

read through this section and use the graphic organizer to capture the key points

what are the implications for instruction?

Assessment and Evaluation

Assessment and Evaluation