Our Program
The Kindergarten Program
The Kindergarten program is a child-centered, 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.
In the Kindergarten program, there are four "frames", or broad areas of learning. The frames are: Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours, and Problem Solving and Innovating.
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.
The Kindergarten Program 2016, Ontario
View the Ontario Kindergarten Curriculum
Visit the Ontario Ministry of Education Website for more resources and information about Kindergarten in Ontario.
View important information about understanding the Kindergarten Communication of Learning Report Cards
The Four Frames
In the Kindergarten program, four "frames" are used to structure thinking about learning and assessment. The frames are designed to support a way of thinking that aligns with the way children's learning naturally occcurs and that focuses on aspects of learning that are critical to young children's development. The frames reflect the integrated way in which learning occurs in children's play and inquiry in Kindergarten.
Play Based Learning
Children are naturally curious about the world. They actively explore their environment and the world around them through play. By exploring ideas and language, manipulating objects, acting out roles, or experimenting with materials such as blocks, natural items, playdough and paint – these are some of the ways children learn through play.
Play has an important role in learning and is used to further children’s learning in all areas of the kindergarten program. This is how children work out their theories and ideas. Children ask questions naturally. One of the first questions a child asks is “Why?” In trying to find out the answer, children move through the world with curiosity, awe and wonder. In Kindergarten, this is called an “inquiry stance.”
Your child will be offered a variety of opportunities for learning through exploration, play and inquiry. Through these experiences, they will develop and grow, in relation to the four “frames” of the kindergarten program.
View more information about Understanding Play Based Learning in Kindergarten.
Outdoor Learning
Outdoor learning and play are important and integral parts of our Kindergarten Program. Our students participate in outdoor learning and play daily, rain or shine. It builds children's understanding of the world through environmental inquiry and helps to simulate and reinforce childrens' physical, emotional, social, and cognitive well-being.
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Kindergarten in the TDSB
We believe that young children are curious, competent, and capable of complex thinking. We are committed to providing high quality programming that will nourish each child’s academic, social and emotional development and prepare them for success in school and in life.
Please visit the TDSB Kindergarten Website for important information about Kindergarten in the TDSB.
Early Years in the TDSB
Early childhood is a critical period in children’s learning and development. Early experiences, particularly to the age of five, are known to “affect the quality of [brain] architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow” (Center on the Developing Child at Harvard University, 2007).
The Toronto District School Board acknowledges that the early years of a child’s life have a profound and enduring impact on their future learning and development and is committed to the success of children through strengthening early education and care. We recognize that building that foundation rests on programs and services that nurture young children and support optimal child development.
A Shared Understanding of Children, Families and the Educators
As educators co-construct quality early-learning experiences, they reflect upon an asset-based view of the child, the family and the educator. When educators hold this shared understanding of children, families and the educator, they are more likely to deliver programs that value and build on children's strengths and abilities.
Please visit the TDSB Early Years Website to view our shared understanding of children, families and educators, and for additional resources and information about Kindergarten in the TDSB.