Kindergarten Program

1.  What is the Kindergarten Program about?

The purpose of Full-Day Kindergarten in Ontario is to provide a strong foundation for learning and life in a safe and supportive environment where physical, social, emotional and cognitive skills are promoted for all children. Perhaps the most distinct feature of Ontario Kindergarten is the educational partnership known as the Kindergarten team, where there is both a certified teacher and a designated early childhood educator in each classroom.

2.  How does learning happen in Kindergarten?

1. Positive experiences in early childhood set the foundation for lifelong learning, behaviour, health, and well-being.

2. Partnerships with families and communities are essential.

3. Respect for diversity, equity, and inclusion is vital.

4. An intentional, planned program supports learning.

5. Play and inquiry are learning approaches that capitalize on children's natural curiosity and exuberance.

6. Knowledgeable, responsive, and reflective educators are essential.

Kindergarten is an exciting experience for children as it may be their first time in school. These two years of learning provides a strong foundation and makes a smoother transition as children enter Grade 1. The Kindergarten program emphasizes play-based learning as it provides many opportunities for children to ask questions, investigate, solve problems and socialize with their classmates. Play provides children with many opportunities to construct and expand their own understandings of the world around them as they make connections to their prior experiences. Through inquiry based learning, children are able to explore, engage in critical thinking and express their creativity through the various activities set up by the educators.

As outlined in the Ontario Ministry of Education, The Kindergarten Curriculum is divided into Four Frames consisting of Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours as well as Problem Solving and Innovating: 

Belonging and Contributing –This frame addresses children’s learning and development in:

• their connectedness to others, their interactions with others, and an understanding of the community and the natural world

• The arts such as visual arts, movement and dramatic play provide a way for children to develop their decision making and communication skills as well as allows them to express their creativity

Self-Regulation and Well-Being -This frame outlines children’s learning in regards:

•  to their own thinking and feelings, while also respecting the feelings of others

•  self-regulation - regulating their emotions and developing a sense of self-awareness

•  an awareness of their physical/mental health and wellness  

•  how the learning environment can support children to be calm and focused

Demonstrating literacy and mathematics behaviours- This frame outlines : 

• How children express their thoughts and feelings through gestures, words and representation

• Literacy behaviours

• ways in which children use language and images to express their ideas/ emotions as they communicate

• At this age, children are beginning to read and write; therefore incorporating reading and early stages of writing in children’s play and in their everyday activities.    

mathematics behaviours  such as concepts of number and pattern during play

Problem Solving and Innovating – this frame outlines:

• Children’s ability to question, critically think,  plan, predict, observe and communicate their findings

• Their awareness of the natural and built environment through hands on investigations, observations

• Their ability to use problem solving skills during their interactions with other peers as well as in the creating and design process