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misconceptions
pages 27, 35, 43, 57
Clarifies misconceptions that have arisen about play-based learning, being in an inquiry stance and the role of non-verbal communication in demonstrating understanding
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importance of self-regulation
pages 29-35, 54-57
Strengthens and enhances understanding of program pedagogy outlining the impact of the learning environment on children’s engagement and learning, and the importance of self-regulation in early learning
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Questions for Reflection
pages 24, 30, 39, 44, 52, 58, 63, 68, 73, 91, 95, 158, 182
Supports reflective practice and collaborative inquiry between and among educators. Reflective questions have been incorporated into each chapter of the front matter and in some areas of the expectations
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fundamental principles of play-based learning
pages 12-13
Includes the fundamental principles of play-based learning to support conversations about and understanding of this pedagogical approach with educators, administrators and families
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page 14
The four frames of Kindergarten (outer circle) grow out of the four foundations for learning and development set out in the early learning curriculum framework (inner circle). The foundations are essential to children’s learning in Kindergarten and beyond. The frames encompass areas of learning for which four- and five-year-olds are developmentally ready
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page 16
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. Pedagogical approaches that support learning are shared across settings to create a continuum of learning for children from infancy to age six, and beyond.
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Educator Team Reflections
Pages 19, 37, 38, 57, 63
Reflections and scenarios provided by educators from across Ontario, reflecting situations that arose in their own classrooms during the implementation of full-day Kindergarten.
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Inside the classroom: Reflections on Practice
Pages 31, 158, 183
Reflections and scenarios provided by educators from across Ontario, reflecting situations that arose in their own classrooms during the implementation of full-day Kindergarten.
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Professional Learning Conversations
Pages 141, 144, 148, 150, 153, 194, 202, 229, 235, 242, 254
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.
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Links to resources
Pages 20, 24, 28, 34, 41, 105, 140, 157, 188, 223, 262
Active links to electronic resources, including videos and web postings, that illustrate pedagogical approaches discussed in the text.
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Internal Links
Pages 23, 33, 41, 47, 87, 104, 125
Active links to related sections or items within The Kindergarten Program.
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Live Links to the Overall Expectations in Frames
Pages 122-124
Clicking on the X in each column will link directly to the full description of the overall expectation, the conceptual understandings and the specific expectations related to that overall and in the frame the X indicates.
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Page 25
This graphic depicts the interdependent roles of children and educators in play-based learning. It identifies the various ways in which children and educators engage throughout the day, showing their roles in the co-construction of learning.
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Page 89
This illustration shows “what innovators do” and the traits they possess. Children who are encouraged to innovate develop habits of mind and characteristics that serve them throughout their lives.
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New Expectations
OE 20 pages 243-248 and 288-293
OE 26 pages 138-140
OE 27 pages 141-143
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Flow of the Day
Pages 95-97
The “flow of the day” refers to a flexible and fluid plan that includes a variety of contexts for learning and a minimum of transitions, resulting in a more integrated and connected day for the children.
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Conceptual Understandings
Some examples on pages 138, 157, 195, 294
Conceptual understandings are statements of essential ideas that accompany each of the overall expectations. Conceptual understandings include concepts, skills, attitudes, and habits of mind.
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Ways in Which Children Might Demonstrate Their Learning
Pages 136, 176, 250, 273, 297
The material in this column provides examples of ways in which children make their thinking and learning visible to themselves and others – saying, doing, and representing – within various contexts and relationships. Children are not required to demonstrate their learning in all three ways.
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The Educators’ Intentional Interactions
Pages 143, 178, 255, 275, 303
The material in this column provides examples that illustrate how educators engage with children’s learning and develop their own professional capabilities as researchers into children’s learning.
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Children with Special Education Needs
Page 97
Kindergarten educators are the key educators of children with special education needs.
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English Language Learners
Page 100
Children who are English language learners may require additional supports as they make the transition to Kindergarten. Educators consider the instruction that might be necessary in their play- and inquiry-based learning environments that will maximize English-language acquisition.
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Supporting the Development of Literacy and Mathematics Behaviours
Page 66-68, 76-80
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What have you found?