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Kindergarten Program
Kindergarten Program

 Play-based Learning in Kindergarten


In a play-based learning environment we view children as competent, capable of complex thinking, curious, and rich in potential and experience. In Kindergarten, children have the opportunity to learn by:

  • exploring ideas and language;

  • manipulating objects;

  • acting out roles;

  • experimenting with a variety of open ended materials.

These experiences expand each child’s natural curiosity, creativity, inquiry, and imagination. They develop:

  • problem solving;

  • abstract reasoning;

  • collaboration;

  • communication skills.

As children and educators engage in play-based learning and teaching together, the foundations of early literacy and mathematics are built. Educators observe, listen, question and guide children to promote their growth as independent learners.

The Four Frames for Lea​rning

In Kindergarten, the learning expectations are organized into  four “frames”, or broad areas of learning: Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours, and Problem Solving and Innovating.

Belonging and Contributing fo​cuses on children’s:

  • sense of connectedness to others;

  • ability to form relationships and make contributions as part of a group, a community, and the natural world;

  • developing understanding of how people relate to one another and to the world around them.

What children learn in connection with this frame provides them with a sense of being personally connected to various groups and communities, and lays the foundation for developing the traits and attitudes required for responsible citizenship.

Self-Regulatio​n and Well-Being focu​ses on children’s:

  • ability to understand their own thoughts and feelings, to see that others may have different thoughts and feelings, and to respect those differences;

  • ability to understand and manage their emotions and impulses, find ways to deal with distractions, and be aware that their actions have consequences;

  • awareness of their physical and mental health and wellness.

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 Behavi​​ours focuses on children’s:

  • ability to communicate their thoughts and feelings in various ways, using their bodies, words, symbols, images, constructions, and/or other forms of expression;

  • “literacy behaviours” - the various ways in which children use language, images, and materials to express ideas and emotions as they respond to words and stories, begin to think critically, and begin to read and write;

  • “mathematics behaviours” - the various ways in which children use concepts of number and pattern during play and inquiry; process various kinds of information; and begin to grasp mathematical relationships, concepts, skills, and processes;

  • curiosity about literacy and mathematics and love of learning in general, as they develop 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 focuses on children’s:

  • desire to explore the world out of natural curiosity, which develops their minds, their senses, and their bodies;

  • desire to make meaning of their world by asking questions, testing theories, solving problems, and using creative and analytical thinking;

  • confidence to explore the innovative thoughts and activities that naturally arise with an active curiosity, and to apply those ideas as they interact with others and with the world.

What children learn in connection with this frame will help them 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.

Family Partnerships

You are an expert on your child and an important part of your child’s education. Your participation in your child’s learning in Kindergarten is welcome.

You may consider:

  • Sharing your child’s unique strengths, interests, learning preferences and any other relevant information as he/she changes and grows throughout the year;

  • Exploring your child’s classroom learning experiences through conversations with him/her at home;

  • Participating in family classroom learning opportunities and sharing your reflections with your child’s educators;

  • Sharing learning from home with your child’s educators (e.g., conversations, drawings, creations, games, play, photos, video clips, etc.).

You can discuss with your child’s educators additional ways to be an active partner in your child’s learning throughout the year.

Kindergarten is for All Children

Educators consider each child’s:

  • Background/experience

  • Stage of development

  • Special educ​ation needs​

  • Stage of second language acquisition

For children with special education needs, entry to school is more complex. Many school and community partners are available to support all children.

The school and regional teams include teachers, principals, special education resource teachers (SERTs), speech-language pathologists, physiotherapists or occupational therapists, autism team, Early Intervention Services, and preschool speech and language staff.

Families and educators work together to ensure that all children experience success!

 
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