Final Flashcards
Dr. Charles pastel relation to kindergarten document
Head researcher created, best model for kindergarten curriculum.
Made with our best futures in mind doc.
They determined that kindergarten needs an OCT and an RECE
Discovered that our ECE‘s are most fit for developmental education of kindergarteners (OCT’s are not)
Both should be equal teaching teams
Elect is a developmental continuum, where as…
The kindergarten document is not
The kindergarten program contributes to…
• school readiness
• improved literacy achievement in higher grades
• narrowing the gap in achievement levels for low SES students
• improved retention rates
• better integration of kindergarten into the elementary school community
What is SES
Social economic status
Kindergarten is shown to even the gap of __________ affect on education before grade one
Poverty’s
Children who have a higher quality kindergarten have a better likelihood of……
Graduating high school, and going to college and going to higher-paying jobs and having better mental health and health
What does OCT stand for?
Ontario certified teachers
Elect principles were embedded in…….
The kindergarten program
The Ontario early years policy framework guide Ontario‘s approach to…
Development and delivery of early years programs, and services for children and families
How does early learning happen Ontario’s pedagogy for early years set out the fundamental understanding of
Children, families, and educators that is shared by educators across childcare in education, settings, and a
Pedagogical framework that supports children’s transition from childcare to kindergarten and elementary grades.
The kindergarten program set out
principles expectations for learning and pedagogical approaches that are developmentally appropriate for four and five year old children, and that align with and extend the approach is outlined in how does learning happen?
What is the vision of the kindergarten program?
Achieving excellence, ensuring equity promoting well-being, and enhancing public confidence of children
What is the purpose of the kindergarten program?
to establish a:
-strong foundation for learning in the early years
- to do so in a safe and caring, play-based environment that promotes the physical, social, emotional, and cognitive development of all children.
What is the goals of the kindergarten program?
• 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 toriorrow.
What is the beliefs of the kindergarten program?
four- and five-year-olds are capable and competent learners, full of potential and ready to take ownership of their learning.
Based on these beliefs, the kindergarten program strives to:
-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;
Kindergarten document
Importance of early learning, and shared understanding of children and families and educators
Children, educators and families surrounding the kindergarten classroom are all capable, curious and competent learners.
The kindergarten age is a critical period where the foundation for a child’s life is built.
In the classroom, the pedagogical approach is based on development.
learning is reciprocal between the educator and the student.
The kindergarten document
Pedagogical approaches
Responsive relationships
Learning through exploration play an inquiry
Educators as co learners
Pedagogical documentation
Reflective, proactive and collaborative inquiry
The kindergarten document
Principles of play based learning
- Play is a child’s right and it is vital to a child’s physical, cognitive, social and emotional development.
- All children are viewed as competent, curious, capable of complex thinking, rich in potential and experience.
- A natural curiosity and desire to explore, play and inquire are the primary drivers of early learning.
- Learning environment plays a key role in child’s learning.
- In play-based learning programs, assessment supports the child’s learning and autonomy as a learner.
Play as a vehicle of learning and sets the core of innovation and creativity
The kindergarten document
Inquiry process
Elements or IP: initial engagement, exploration, investigation, communication
Educators engage with children and inquiries as Co-learners
Educators, build on children’s thinking, and invite children into new ways of learning
Inquiries emerge out of children’s thinking, wonders and theories, as well as ideas that peak their interest
Duration not predetermined
Co-constructed elements or learning
Learning is personalized
Providing opportunities for children to serialize explore, and ask questions and wonders
Concepts of citizenship and social justice emerge
The kindergarten document
The learning environment
Outside learning is made to invite and provoke socialization
Observations are used to see different points of view
Play helps children see beyond the materials and think outside the box
Interest focussed Contant allows children to learn best
Facilitates the four frames
The kindergarten document
Assessment
Pedagogical, documentation
Co-constructing learning with children
Connecting previous and new experiences
Sustained shared thinking that uses extension on children’s thinking, and allows educators to gain insight into children’s learning.
Naming the learning
Considering children’s different stages of development, diverse backgrounds and experiences in assessment of learning
Collaboration of parents
The kindergarten document
Self-regulation
the six critical elements that are required for optimal self-regulation
Self-regulation has five domains, including biological emotional, cognitive, social, and pro social
Supporting the development of self regulation
The kindergarten document
Flow of the day, transitions, children with diverse needs and inclusion
Providing children with a full day of learning
Flexible and fluid plans that include variety of contacts for learning and minimal transitions
Supporting transition
Children with special education needs
English language learners
Equity and inclusive Education in kindergarten
The kindergarten document
The 4 frames
HDLH relation to KD Frames
Belonging - Belonging and contributing
Well-being - self Regulation and well being
Expression - Demonstrating Literacy and Mathematics behaviours
Engagement - Problem Solving and innovating
How is the KD organizing
Frame
Overall expectation (OE)
Specific Exectations
Elect in relation to KD
domain= Frame
Root skill= Overall Expectation
Specific indicators= Specific Expectation
BAS programs are often in ______ and shared with _______
Schools
OCT kindergarten rooms
BAS environment
Have different areas of interest
Update and rotate materials regularly
Allow children to display art work
Quiet/rest area
BAS
Educators role
you will wear many hats.
You’re there to facilitate their learning, their fun, their conflict resolution etc.
You have to be both their teacher and their confidant.
Make sure to create a classroom environment that makes children feel safe and engaged.
Creating meaningful connections
You can do this by:
• Finding a common interest
• Remembering that each child comes to your program with a different homelife.
• Listening to them about their interests.
• Be respectful, open and honest
Behaviors and conflicts in school age classrooms
The steps for conflict resolution are the same, though you might handle them a bit different
• Older children can try to resolve smaller conflicts before you need to intervene.
• Never raise your voice or yell.
always try to explain why a certain behavior is appropriate or not. This helps them understand more.
Treat them as participants in resolving conflict
• over time children will start using the steps themselves.
• Try to do conflict resolution in a quieter spot.
• Teach about emotions, promote use emotion words when upset. ask if they’re feeling a certain way.
• Mindfulness techniques are a good way for a child to help regulate their emotions.
• If you have siblings in your classroom, know that they may fight frequently
• Speak to parents about behaviours if you’re seeing repeated patterns.
How Do you Build Partnerships with staff and families?
• Education is a team sport
• Make sure to communicate with other educators
• try to communicate about a child’s day at pick up.
• If there was a behaviour while you had them, make sure to try to also talk about good things.
• you can use newsletters, apps or a board in or outside your classroom.
• organizations such as Childrens First are often an incredibly helpful resource for any questions you have.
• Understand and respect that families all have different backgrounds and come from different cultures.
Curriculum and School-age Children
The cornerstones of school age curriculum are open ended materials and emergent curriculum.
• Pay attention to interests or what they’re trying to learn. create an activity that takes what they know and are interested in, but also adds on to it.
Children can take a greater role in their own learning and can be their own advocate.
This leads to a wider variety of interests and curriculum you can implement.
Older children maintain interests in projects for a longer time.
plan for curriculum that is adaptable to a wide range of ages.
you may have to modify your activities if you have children with exceptionalities in your classroom.
Don’t be too attached to your exact idea. Children will see it and take it in a way that you never expected, and that’s ok.
Children need to be active participants in learning.
Role of Physical Activity BAS
Outdoor time is vital for children
you can have both unstructured and structured activities outside.
Have things they can do outside (chalk, blkes etc), but they don’t have to engage with
The biggest place where safe risks happen is outside.
letting children take safe risks gives them a very effective learning tools that helps bulld confidence and teaches them skills.
you’ll have to remind older children to be conscious with youngers ones.
Outdoor time is a great time for Inquiry and new interests.
Ministry of education BAS
- DUTY: PROVISION OF BEFORE AND AFTER SCHOOL CARE
- PROGRAM FEES AND ACCESS TO CHILD CARE SUBSIDY
- PLANNING: COMMUNITY ENGAGEMENT
- SCHOOL BOARD-OPERATED (EXTENDED DAY): PROGRAM
REQUIREMENTS - AUTHORIZED RECREATIONAL/SKILL BUILDING PROGRAMS
- LICENSED CHILD CARE CENTRES
- THIRD PARTY PROGRAMS: LINKAGES TO THE SCHOOL DAY
- COMMUNICATION TO PARENTS
- REPORTING TO THE MINISTRY
Ministry of education BAS
- DUTY: PROVISION OF BEFORE AND AFTER SCHOOL CARE
school boards are required to ensure the provision of a before and after school program where there is sufficient demand and/or viability.
