1.1 Introduction

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.^{footnote 1[1]} 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.^{footnote 6[6]} 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 frame^{footnote 7[7]}. (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.