Introduction to Full-Day Kindergarten
To learn about the Kindergarten Program, please refer to the Kindergarten site provided by the Ontario Ministry of Education.
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 Kindergarten Program, 2016).
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.
Full Day Kindergarten at HG Bernard
As the Full day Kindergarten team at H.G. Bernard, we are committed to our students and their learning. In understanding young children’s development and how they learn best, we have embraced a play and inquiry-based program that aims to meet the needs and strengths of our learners. Research has shown that there is a strong link between play and learning for young children, especially in terms of problem solving, language development, literacy, math and even social and personal skills.
In our classrooms, both the Teacher and Designated Early-Childhood Educator provide the students with learning opportunities to explore their environment, ask questions, observe and gather different information and expand their thinking. Play and discovery are how children make sense of the world around them and make meaning with ideas and skills that they experience. As a team, our role is to create an environment where these skills can be nurtured and developed for life-long learning.
Just Playing (author unknown)
When I am building in the block room, please don’t say I’m “just playing”. For you see, I’m learning as I play, about balance and shapes. Who knows, I may be an architect someday.
When I’m getting all dressed up, setting the table, caring for the babies, don’t get the idea I’m “just playing”. For, you see, I’m learning as I play; I may be a mother or a father someday.
When you see me up to my elbows in paint or standing at an easel, or molding and shaping clay, please don’t let me hear you say, “He is just playing”. For, you see, I’m learning as I play. I’m expressing myself and being creative. I may be an artist or an inventor someday.
When you see me sitting in a chair “reading” to an imaginary audience, please don’t laugh and think I’m “just playing”. For, you see, I’m learning as I play. I may be a teacher someday.
When you see me combing the bushes for bugs, or packing my pockets with choice things I find, don’t pass it off as “just play”. For you see, I’m learning as I play. I may be a scientist someday.
When you see me engrossed in a puzzle or some “plaything” at my school, please don’t feel the time is wasted in “play”. For, you see, I’m learning as I play. I’m learning to solve problems and concentrate. I may be in business someday.
When you see me cooking or tasting foods, please don’t think that because I enjoy it, it is “just play”. I’m learning to follow direction and see differences. I may be a cook someday.
When you see me learning to skip, hop, run and move my body, please don’t say I’m “just playing”. For, you see, I’m learning as I play. I’m learning how my body works. I may be a doctor, nurse or athlete someday.
When you ask me what I’ve done at school today, and I say, “I just played”, please don’t misunderstand me. For you see, I’m learning as I play. I’m learning to enjoy and be successful in my work. I’m preparing for tomorrow. Today, I am a child and my work is play.