How Does Learning Happen?

How Does Learning Happen? is an exciting resource developed to promote a shared understanding of what children need and what can be done to help them grow and flourish. It is not a checklist of tasks to complete or a template for a “one-size-fits-all” approach, and it is not a rating scale for measuring quality. Rather, How Does Learning Happen? describes effective practices and emphasizes positive relationships as critical for quality early years programs. It is meant to promote deeper reflection on how to create places and experiences where children, families, and educators explore, question, and learn together. This brief guide introduces you to the ideas in How Does Learning Happen?  (Ministry of Education, pg. 2, 2014). 

The Four Foundations of How Does Learning Happen? 

How Does Learning Happen? sets out goals for children and expectations for programs, organized around four foundations that are central to children’s learning and growth. The goals for children provide a basis for thinking about and creating the kinds of environments and experiences that are meaningful for children. They are not meant to measure children’s development but rather to guide practice (Ministry of Education, pg. 4, 2014).

We will be reflecting deeper on these foundations in the next tab, as the four foundations is deeply rooted and should be connected to everything we do daily with the children and families in our work. 

What does this mean for me and why is it important? 

How Does Learning Happen? doesn’t mean doing more but looking at what you are already doing with a different focus and lens. It has entry points and ideas to reflect on as you make decisions in your everyday practice. It’s about being aware of what you’re doing and why you’re doing it – for example:

 • thinking about how a view of children as competent and capable should be reflected in your environment and interactions; 

• keeping well-being, engagement, belonging, and expression at the forefront when planning your program; and 

• using pedagogical documentation to learn more about the children in your program and to make their learning visible. 

(Ministry of Education, pg. 5, 2014).