Pages - Kindergarten

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Introduction to Full-Day Kindergarten

To learn about what Full-day Kindergarten has to offer, please refer to the Full-Day Kindergarten site provided by the Ontario Ministry of Education.

From The Full-day Early Learning – Kindergarten Program (Draft Version) the Ontario Ministry of Education notes:

The Full-Day Early Learning–Kindergarten program is a child-centred, developmentally appropriate, integrated, extended-day 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 goals of the Full-Day Early Learning–Kindergarten program are as follows:

to establish a strong foundation for the early years by providing young children with an integrated day of learning
to provide a play-based learning environment
to help children make a smoother transition to Grade 1
to improve children’s prospects for success in school and in their lives beyond school

The Full-Day Early Learning–Kindergarten program is based on the understanding that children develop within a complex set of interrelated systems that includes the family, the school, the broader community, and the world. Although early learning programs have traditionally acknowledged the importance of these systems, they have tended to address each one separately, in terms of its individual impact on the child. By contrast, the Full-Day Early Learning–Kindergarten program recognizes the importance for the child’s development of the interrelationships between and among these systems, and builds on those interrelationships. Holding this interconnectedness at the centre of its vision, the program sets children on a more positive trajectory for learning.

Introduction to Full-Day Kindergarten

To learn about what Full-day Kindergarten has to offer, please refer to the Full-Day Kindergarten site provided by the Ontario Ministry of Education.

From The Full-day Early Learning – Kindergarten Program (Draft Version) the Ontario Ministry of Education notes:

The Full-Day Early Learning–Kindergarten program is a child-centred, developmentally appropriate, integrated, extended-day 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 goals of the Full-Day Early Learning–Kindergarten program are as follows:

to establish a strong foundation for the early years by providing young children with an integrated day of learning
to provide a play-based learning environment
to help children make a smoother transition to Grade 1
to improve children’s prospects for success in school and in their lives beyond school

The Full-Day Early Learning–Kindergarten program is based on the understanding that children develop within a complex set of interrelated systems that includes the family, the school, the broader community, and the world. Although early learning programs have traditionally acknowledged the importance of these systems, they have tended to address each one separately, in terms of its individual impact on the child. By contrast, the Full-Day Early Learning–Kindergarten program recognizes the importance for the child’s development of the interrelationships between and among these systems, and builds on those interrelationships. Holding this interconnectedness at the centre of its vision, the program sets children on a more positive trajectory for learning.

Introduction to Full-Day Kindergarten

To learn about what Full-day Kindergarten has to offer, please refer to the Full-Day Kindergarten site provided by the Ontario Ministry of Education.

From The Full-day Early Learning – Kindergarten Program (Draft Version) the Ontario Ministry of Education notes:

The Full-Day Early Learning–Kindergarten program is a child-centred, developmentally appropriate, integrated, extended-day 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 goals of the Full-Day Early Learning–Kindergarten program are as follows:

to establish a strong foundation for the early years by providing young children with an integrated day of learning
to provide a play-based learning environment
to help children make a smoother transition to Grade 1
to improve children’s prospects for success in school and in their lives beyond school

The Full-Day Early Learning–Kindergarten program is based on the understanding that children develop within a complex set of interrelated systems that includes the family, the school, the broader community, and the world. Although early learning programs have traditionally acknowledged the importance of these systems, they have tended to address each one separately, in terms of its individual impact on the child. By contrast, the Full-Day Early Learning–Kindergarten program recognizes the importance for the child’s development of the interrelationships between and among these systems, and builds on those interrelationships. Holding this interconnectedness at the centre of its vision, the program sets children on a more positive trajectory for learning.

Introduction to Full-Day Kindergarten

To learn about what Full-day Kindergarten has to offer, please refer to the Full-Day Kindergarten site provided by the Ontario Ministry of Education.

From The Full-day Early Learning – Kindergarten Program (Draft Version) the Ontario Ministry of Education notes:

The Full-Day Early Learning–Kindergarten program is a child-centred, developmentally appropriate, integrated, extended-day 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 goals of the Full-Day Early Learning–Kindergarten program are as follows:

to establish a strong foundation for the early years by providing young children with an integrated day of learning
to provide a play-based learning environment
to help children make a smoother transition to Grade 1
to improve children’s prospects for success in school and in their lives beyond school

The Full-Day Early Learning–Kindergarten program is based on the understanding that children develop within a complex set of interrelated systems that includes the family, the school, the broader community, and the world. Although early learning programs have traditionally acknowledged the importance of these systems, they have tended to address each one separately, in terms of its individual impact on the child. By contrast, the Full-Day Early Learning–Kindergarten program recognizes the importance for the child’s development of the interrelationships between and among these systems, and builds on those interrelationships. Holding this interconnectedness at the centre of its vision, the program sets children on a more positive trajectory for learning.

Introduction to Full-Day Kindergarten

To learn about what Full-day Kindergarten has to offer, please refer to the Full-Day Kindergarten site provided by the Ontario Ministry of Education.

From The Full-day Early Learning – Kindergarten Program (Draft Version) the Ontario Ministry of Education notes:

The Full-Day Early Learning–Kindergarten program is a child-centred, developmentally appropriate, integrated, extended-day 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 goals of the Full-Day Early Learning–Kindergarten program are as follows:

to establish a strong foundation for the early years by providing young children with an integrated day of learning
to provide a play-based learning environment
to help children make a smoother transition to Grade 1
to improve children’s prospects for success in school and in their lives beyond school

The Full-Day Early Learning–Kindergarten program is based on the understanding that children develop within a complex set of interrelated systems that includes the family, the school, the broader community, and the world. Although early learning programs have traditionally acknowledged the importance of these systems, they have tended to address each one separately, in terms of its individual impact on the child. By contrast, the Full-Day Early Learning–Kindergarten program recognizes the importance for the child’s development of the interrelationships between and among these systems, and builds on those interrelationships. Holding this interconnectedness at the centre of its vision, the program sets children on a more positive trajectory for learning.

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