How Does Learning Happen? Ontario’s Pedagogy for the Early Years PDF

2 014 How Does Learning Happen? Ontario’s Pedagogy for the Early Years A resource about learning through relationships for those who work with young children and their families The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to...

2 014 How Does Learning Happen? Ontario’s Pedagogy for the Early Years A resource about learning through relationships for those who work with young children and their families The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). 13-162 ISBN 978-1-4606-3838-5 (Print) ISBN 978-1-4606-3839-2 (PDF) © Queen’s Printer for Ontario, 2014 Contents Acknowledgements 3 Supporting a Continuum of Learning 14 Early Years Curriculum 15 A Vision for Ontario’s Early Years 4 Early Years Pedagogy 16 The Child 17 Introduction 5 Understanding Child Development 17 Understanding Children from Different Perspectives 17 An Understanding of Children, Families, and Educators 6 The Family 18 The Four Foundations of How Does Learning Happen? 7 The Community 19 ELECT and a Brief History of The Educator 19 Early Learning in Ontario 9 Critical Reflection 20 Collaborative Inquiry 20 ELECT Principles 10 The Environment 20 Building from ELECT to How Does Learning Happen? 10 Pedagogical Documentation 21 Research, Theory, and Practice 11 What’s Most Important? 11 Foundations for Learning 23 How to Use This Resource Guide 12 Belonging: Cultivating Authentic Relationships and Connections 24 Goals for Children 12 Overview 24 Expectations for Programs 13 Goals and Expectations 26 Questions for Reflection 13 Questions for Reflection 28 Une publication équivalente est disponible en français sous le titre suivant : Comment apprend-on? – Pédagogie de l’Ontario pour la petite enfance. This publication is also available on the Ministry of Education’s website, at www.ontario.ca/edu. Well-Being: Nurturing Healthy Development and Well-Being 29 Expression: Fostering Communication and Expression Overview 29 in All Forms 41 Goals and Expectations 32 Overview 41 Questions for Reflection 34 Goals and Expectations 43 Engagement: Creating Contexts for Learning through Questions for Reflection 45 Exploration, Play, and Inquiry 35 Overview 35 References 46 Goals and Expectations 37 Questions for Reflection 39 Acknowledgements How Does Learning Happen? Ontario’s Pedagogy for the Early Years Over the past two years, we have engaged with various partners, is the product of hundreds of conversations. system leaders, experts, professionals, and practitioners from all segments of the early years sector. Through individual dialogue, The Ministry of Education would like to sincerely thank the local focus groups, and various provincial forums, there were many voices that have contributed to this document. Your many rich discussions and there will be many more to come. experience, knowledge, wisdom, and passion have informed our collective thinking to shape this transformational document. We look forward to continuing our conversations across the province as we explore together how learning happens. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 3 4 How Does Learning Happen? Ontario’s Pedagogy for the Early Years A Vision for Ontario’s Early Years Children’s early experiences last a lifetime. In January 2013, the Ontario government released During our first years of life, the brain develops at an astounding the Ontario Early Years Policy rate. Scientists now know this process is not just genetic but is Framework, which articulates the dramatically influenced by our early experiences with people and following vision for early years programs: our surroundings.1 “Ontario’s children and families are well supported by a system of responsive, high-quality, accessible, While a child’s principal sources for supportive relationships and increasingly integrated early years programs and services that and learning experiences are at home, many Ontario children contribute to healthy child development today and a stronger future also attend child care and child and family programs. Early tomorrow.”2 years programs play an important role in supporting children’s learning, development, health, and well-being. Evidence from How Does Learning Happen? Ontario’s Pedagogy for the Early Years, diverse fields of study tells us that children grow in programs 2014 builds on this policy framework and is a key component where adults are caring and responsive. Children succeed in of Ontario’s vision for the early years. It demonstrates our programs that focus on active learning through exploration, play, commitment to strengthening the quality of early years and inquiry. Children thrive in programs where they and their programs by ensuring these programs are centred on the child families are valued as active participants and contributors. and the family. There is perhaps no relationship that holds greater responsibility or reward than the relationships we develop with children. As educators, as family members, as policy makers, or as administrators, we all know that the stronger our partnerships and the deeper and more valuable our connections, the greater the benefit. It’s an investment that allows us all to grow. 1. National Scientific Council on the Developing Child, n.d. 2. Ministry of Education, Ontario, 2013, p. 2. Introduction How does learning happen? Pedagogy is “the understanding of how learning takes place What relationships and environments support it? What and the philosophy and practice actions support children’s learning? What does theory that support that understanding of and research tell us? These are questions with constantly learning”.3 Curriculum (the content of evolving and shifting answers. While there are general learning) and pedagogy (how learning happens) in principles and knowledge we can refer to, we must always early years settings are shaped by views about children, the think, feel, and act in ways that reflect the environment, role of educators and families, and relationships among them. the circumstances, and most importantly the children, This pedagogical document, How Does Learning Happen?, helps families, and colleagues we have before us in every unique educators focus on these interrelationships in the context of early situation. As we question, research, reflect, respond, and years environments. co-construct our understanding of the world around us with children and families, we gain new perspectives and We have used the term “educator” throughout this new and more complex questions arise. This document is document to refer to all who work with children and not so much about providing all the answers, but rather is families in early years programs (e.g., centre- and home- intended to provoke questions – for it is in exploring our based child care, child and family programs, before and questions that learning happens. after school programs). How Does Learning Happen? Ontario’s Pedagogy for the Early Years is a professional learning resource guide about learning through relationships for those working with young children and families. It is intended to support pedagogy and curriculum/program development in early years programs. 3. Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings (Ministry of Education, Ontario, 2007), p. 90; hereafter cited as ELECT. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 5 6 How Does Learning Happen? Ontario’s Pedagogy for the Early Years How Does Learning Happen? sets out a shared understanding of An Understanding of Children, Families, and children, families, and educators. Educators Reflecting on these views about children, families, and educators in the context of the early years environment is a starting point for Setting out and acting on a strong image of children, families, developing programs and practices to support learning. and educators has a profound impact on what happens in early years settings.4 Reflecting on a shared understanding and working towards greater consistency between what we say and what we do provides a means to strengthen and transform early years programs across the province. Children are competent, capable of complex thinking, curious, and rich in potential. They grow up in families with diverse social, cultural, and linguistic perspectives. Every child should feel that he or she belongs, is a valuable contributor to his or her surroundings, and deserves the opportunity to succeed. When we recognize children as capable and curious, we are more likely to deliver programs and services that value and build on their strengths and abilities. Figure 1. Learning and development happens within the context of relationships among children, families, educators, and their environments. 4. Moss, 2010. Families are composed of individuals who are competent The Four Foundations of How Does Learning and capable, curious, and rich in experience. Families Happen? love their children and want the best for them. Families are experts on their children. They are the first and most How Does Learning Happen? is organized around four powerful influence on children’s learning, development, foundational conditions that are important for children to health, and well-being. Families bring diverse social, grow and flourish: Belonging, Well-Being, Engagement, and cultural, and linguistic perspectives. Families should Expression. These foundations, or ways of being, are a vision for feel that they belong, are valuable contributors to their all children’s future potential and a view of what they should children’s learning, and deserve to be engaged in a experience each and every day. These four foundations apply meaningful way. regardless of age, ability, culture, language, geography, or setting. They are aligned with the Kindergarten program. They are conditions that children naturally seek for themselves. Educators are competent and capable, curious, and rich Belonging refers to a sense of connectedness to others, in experience. They are knowledgeable, caring, reflective, an individual’s experiences of being valued, of forming and resourceful professionals. They bring diverse social, relationships with others and making contributions as part cultural, and linguistic perspectives. They collaborate of a group, a community, the natural world. with others to create engaging environments and Well-being addresses the importance of physical and mental experiences to foster children’s learning and development. health and wellness. It incorporates capacities such as self- Educators are lifelong learners. They take responsibility care, sense of self, and self-regulation skills. for their own learning and make decisions about ways Engagement suggests a state of being involved and focused. to integrate knowledge from theory, research, their own When children are able to explore the world around them experience, and their understanding of the individual with their natural curiosity and exuberance, they are fully children and families they work with. Every educator engaged. Through this type of play and inquiry, they should feel he or she belongs, is a valuable contributor, develop skills such as problem solving, creative thinking, and and deserves the opportunity to engage in meaningful innovating, which are essential for learning and success in work. school and beyond. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 7 8 How Does Learning Happen? Ontario’s Pedagogy for the Early Years Expression or communication (to be heard, as well as to listen) may take many different forms. Through their bodies, words, and use of materials, children develop capacities for increasingly complex communication. Opportunities to explore materials support creativity, problem solving, and mathematical behaviours. Language-rich environments support growing communication skills, which are foundational for literacy. A focus on these foundations throughout all aspects of early years programs ensures optimal learning and healthy development. While this pedagogical document is built on the above foundations, the groundwork for How Does Learning Happen? is the 2007 publication Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings, commonly referred to as ELECT or the Early Learning Framework. Figure 2. The four foundations ensure optimal learning and development. These foundations inform the goals for children and expectations for programs. ELECT and a Brief History of Early Learning in Ontario All educators who deliver high-quality early years programs initiatives such as the Statement know that you are never done. on Play of the Council of Ministers of Education, Canada. ELECT principles are The Ontario government launched Best Start in 2005 along also embedded in the program document used in with the Best Start Expert Panel on Early Learning. The panel’s Ontario’s innovative Kindergarten program. mandate was to create an early learning framework that would help to improve quality and consistency in early childhood The Best Start Expert Panel on Early Learning based the settings across Ontario. principles in ELECT on their professional expertise, as well as an extensive review of Canadian and international research about In January 2007, the government published Early Learning for early childhood development and learning. These principles have Every Child Today: A Framework for Ontario Early Childhood provided a starting point for reflection and deeper investigation. Settings. This early learning framework, referred to as ELECT throughout this document, sets out six principles to guide Over the past several years, ELECT has had a significant practice in early years settings. It also provides a continuum of impact. Many child care operators, child and family programs, development for children from birth to age eight. municipalities, postsecondary institutions, and other organizations have integrated elements of ELECT into their ELECT is recognized as a foundational document in the programs, training, and quality improvement strategies. early years sector. It provides a shared language and common understanding of children’s learning and development for early years professionals as they work together in various early childhood settings. The principles of ELECT have informed provincial child care policy, such as the Ontario Early Years Policy Framework, as well as pan-Canadian early learning How Does Learning Happen? Ontario’s Pedagogy for the Early Years 9 10 How Does Learning Happen? Ontario’s Pedagogy for the Early Years ELECT Principles5 Building from ELECT to How Does Learning Happen? Principle 1: Positive experiences in early childhood Now, seven years after the publication of ELECT, this set the foundation for lifelong learning, behaviour, pedagogical document, How Does Learning Happen?, has been health, and well-being. created to help educators build on their foundational knowledge Principle 2: Partnerships with families and of the early years. This resource guide represents our evolving communities are essential. understanding of children, pedagogy (how learning happens), and the role of educators in supporting learning in the early years. Principle 3: Respect for diversity, equity, and It is grounded in new research and leading-edge practice from inclusion is vital. around the world. It incorporates what we have learned from ELECT and how it has been applied in programs and practice Principle 4: An intentional, planned program across the province. Rather than considering the principles of supports learning. ELECT as separate elements, How Does Learning Happen? helps us think about how the principles work together. Principle 5: Play and inquiry are learning approaches that capitalize on children’s natural curiosity and exuberance. Principle 6: Knowledgeable, responsive, and reflective educators are essential. Figure 3. Building from a foundational knowledge about children and moving towards new understandings about pedagogy are supported by an ongoing practice of critical reflection and learning. 5. ELECT, pp. 7–20. Research, Theory, and Practice What’s Most Important? Different schools of thought – from Dewey to Vygotsky, Mustard to Malaguzzi6 – have shaped educators’ approaches Recurring themes from research, theory, and practice and understanding of children, families, and early learning and suggest that high-quality early childhood programs: development. establish positive, responsive relationships with children and their families; Neuroscience, developmental and social psychology, economics, value children as individuals and as active and medical research, and education and early childhood theory competent contributors with their own interests and and studies have all added to our knowledge of the early years. points of view; Over the past decade research across these disciplines gives us a recognize the connection between emotional well- dramatic and consistent story. High-quality early childhood settings being and social and cognitive development and the are associated with immediate and long-term positive outcomes for importance of focusing on these areas holistically; children. Studies show that children who attend high-quality early provide environments and experiences for children to childhood programs where they experience warm, supportive explore ideas, investigate their theories, and interact relationships are happier, less anxious, and more motivated to with others in play; learn than children who do not.7 engage with families and support each child within the context of his or her family, recognizing that family and child well-being are inextricably linked; provide ongoing opportunities for educators to engage in critical reflection and discussion with others about pedagogy and practice to support continuous professional learning and growth. 6. References and additional resources are available on the Ministry of Education website, at www.ontario.ca/edu. 7. Shanker, 2013. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 11 12 How Does Learning Happen? Ontario’s Pedagogy for the Early Years How to Use This Resource Guide How Does Learning Happen? is for those who work with and interactions. Grounded care for young children (from birth to 8 years of age) in child in a view of the child as care and child and family programs. It may also serve as a competent and capable and useful resource for those working with children in other organized around the foundations of contexts. This resource guide is intended to inspire educators belonging, well-being, engagement, and administrators in early years settings and to ignite critical and expression, the goals will help educators reflection and discussion. Incorporating a shared understanding and administrators remain focused on children first of the roles of the educator, child, and family, it provides goals and foremost throughout all elements of the program. The goals for children and expectations for programs in a chart format. are not intended to be used as a checklist of tasks to be completed The examples are by no means exhaustive but rather are intended or benchmarks to be achieved. They are intended to be used by as a starting point for thinking about the types of environments, educators in planning and creating environments, experiences, experiences, and interactions that support each goal and program and contexts for children’s learning and development across expectation. This pedagogical document also includes questions all domains. They are also intended to guide the process of for reflection – a section that challenges educators and observing, documenting, studying, and discussing children’s administrators to discuss and reflect on their taken-for-granted experiences with families. beliefs and practices and to take on the role of researchers, applying new ideas from theory and research to their existing Every child has a sense of belonging when he or she is knowledge. connected to others and contributes to their world. Every child is developing a sense of self, health, and well-being. Goals for Children Every child is an active and engaged learner who explores the world with body, mind, and senses. Goals for children’s learning, development, health, and well- Every child is a capable communicator who expresses being are integral to all aspects of early years programs, from himself or herself in many ways. policies and procedures to environments, experiences, and Expectations for Programs Questions for Reflection The expectations for programs align with the goals for The questions support critical reflection and provide a means for children. They provide concrete ideas about how educators, discussing, interpreting, investigating, and acting on the goals for administrators, families, and communities can work together children. Thoughtful questioning and challenging of the status towards the goals for children’s learning, development, health, quo on an ongoing basis can help transform programs and bring and well-being. They are not an exhaustive list but are meant to out the best in children, families, and educators. There are many provide a starting point for educators as they work towards the ways to engage in critical reflection, for example: goals for children. The expectations for programs: Administrators, boards, parents, and educators may focus on provide pedagogical direction and examples educators can refer several of the questions for discussion as they consider the to as they think about and plan how to act on the goals for children; policies and procedures of their program. help educators become researchers and co-learners with Educator teams may choose a particular question to children, parents, caregivers, and colleagues – learning about investigate over a period of time (and also include families in children, with children, and from children; their inquiry). help educators focus on building and maintaining A group of educators from several programs may study their relationships and supporting connections among themselves, practice and share their experiences in relation to one of the children, families, and the early years environment. goals for children. Individuals may incorporate various questions into personal The expectations for programs provide pedagogical direction for daily reflections at the beginning and end of each day. educators as they: These questions are a starting point. Educators and administrators cultivate authentic, caring relationships and connections are encouraged to consider additional questions that emerge from to create a sense of belonging among and between the goals and expectations during daily practice. children, adults, and the world around them; nurture children’s healthy development and support “By involving ourselves in a constant inquiry into what we believe … their growing sense of self; we will be on a journey of getting to be better and better as teachers all provide environments and experiences to engage the time.” 8 children in active, creative, and meaningful exploration, play, and inquiry; foster communication and expression in all forms. 8. Callaghan, 2011, Early Learning Framework website, Principle 6: What the experts say. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 13 14 How Does Learning Happen? Ontario’s Pedagogy for the Early Years Supporting a Continuum of Learning Pedagogical approaches and practices that work for young children to more seamless programs are similar to strategies that work for learners of all ages, from for children, families, and all infancy to adulthood. A common view of children as competent and learners along a continuum capable, a shared understanding of the foundations for learning of learning and development. and development, and coherence across pedagogical approaches lead This vision is illustrated below. Figure 4. Pedagogical approaches to support the key foundations for learning are common across settings and ages for a continuum of learning. Early Years Curriculum childhood education field.11 It is an expectation for all registered early childhood educators in Ontario.12 Early years curriculum frameworks have become a priority in The focus is not on teaching a body of knowledge or a nearly all developed countries. A common framework has many predetermined set of topics. Nor is it centred on children’s benefits and contributes to higher quality early years experiences achievement of a specific skill set. In the early years, programs and outcomes. According to the international Organisation are most effective when the content of learning is focused on for Economic Co-operation and Development, a curriculum supporting the development of strategies, dispositions, and skills framework: for lifelong learning through play and inquiry. establishes a common understanding of good practice across different settings; Through play and inquiry, young children practise ways of provides pedagogical direction for educators; learning and interacting with the world around them that they informs and includes families in what and how their children will apply throughout their lives. Problem solving and critical are learning and developing; thinking, communication and collaboration, creativity and supports increased continuity for children as they transition imagination, initiative and citizenship are all capacities vital for across settings.9 success throughout school and beyond.13 Curriculum in early years settings is very different from that How Does Learning Happen? asks educators to be attuned to used in formal school contexts. As defined in ELECT, early what children know, what they wonder about, and their working years curriculum is the sum total of experiences, activities, and theories about the world around them. Educators engage events that occur within an inclusive environment designed with, observe, and listen to children. They discuss with other to foster children’s well-being, learning, and development and educators, as well as with children and families and caregivers, ensure meaningful participation for every child. It begins with an the possibilities for children’s further exploration in increasingly informed understanding of what children are capable of learning complex ways. All are co-learners, constructing knowledge and how they learn effectively; it sets out goals for children’s together. learning and development, health, and well-being; and it provides direction for educators.10 This is the basis of training in the early 11. Ministry of Training, Colleges and Universities, Ontario, December 2012, p. 8; College of Early Childhood Educators, 2011, p. 19. 9. Organisation for Economic Co-operation and Development (OECD), 2012. 12. College of Early Childhood Educators, 2011. 10. ELECT, p. 66. 13. Fullan, 2013. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 15 16 How Does Learning Happen? Ontario’s Pedagogy for the Early Years Pedagogical approaches that nurture learning and development “In taking a negotiated learning approach, teachers move in the early years include: beyond simply providing children with experiences. They establishing positive, responsive adult-child relationships; probe further, either by asking questions, or by engaging providing inclusive learning environments and experiences in discussion to discover why children are deeply that encourage exploration, play, and inquiry; absorbed in exploring a material, or they try to figure out engaging as co-learners with children, families/caregivers, and what children are thinking as they touch, taste, examine, others; and explore [the world around them].”14 planning and creating environments as a “third teacher”; using pedagogical documentation as a means to value, discuss, and make learning visible; participating in ongoing reflective practice and collaborative Early Years Pedagogy inquiry with others.16 Pedagogy is defined as the understanding of how learning These same approaches that are effective for children are also key happens and the philosophy and practice that support that elements of learning and engagement for families and those who understanding of learning.15 work with children; what is good pedagogy for children is also good pedagogy for adults. The term “pedagogy” may be unfamiliar to some in early years settings. Thinking about pedagogy provides a new way for educators to consider their work. It helps educators to: look more carefully at what they do each and every day; think about the why of their practice; understand more deeply how their actions have an impact on children and their families. 14. Fraser, 2012, p. 184. 16. References and additional resources on pedagogical approaches are available on the Ministry of Education 15. ELECT, p. 90. website, at www.ontario.ca/edu. The Child While child development is often categorized into separate domains, it is important to keep in mind that all aspects of human development are interconnected. ELECT says, Understanding Child Development “separating out the development of emotional maturity A solid understanding of child development is essential for from social competence or language abilities is an artificial educators to apply the pedagogical approaches that are outlined categorization of what is an integrated process”.19 Research tells in this document. Child development provides a body of us that high-quality programs are those that integrate all areas knowledge that can help us to recognize and articulate children’s of development in a holistic manner, with no greater emphasis observed behaviours and discuss their emerging skills with on one area over another.20 families and others. Understanding Children from Different Perspectives When educators have an understanding of child development – of While it is important to pay attention to children’s development what has come before and what may come next – they are able to across the “traditional” domains (social, emotional, physical, provide experiences that challenge children to stretch just beyond cognitive, and language development), this does not provide the what they know and can do. As L.S. Vygotsky suggests, “good whole picture. Other areas such as the creative, aesthetic, and learning” happens through interactions where the adult can spiritual dimensions of experience must also be considered. challenge children and provoke learning at a level that is slightly in advance of the child’s current capacities.17 Knowing what to How Does Learning Happen? further expands on what we know expect in typically developing children can also help educators to about child development and invites educators to consider a more recognize when a child is experiencing challenges or when his or complex view of children and the contexts in which they learn her needs are not being met. and make sense of the world around them. This thinking may require, for some, a shift in mindsets and habits. It may prompt ELECT provides a resource, the continuum of development, a rethinking of theories and practices – a change in what we pay that educators can use to understand the sequences of attention to; in the conversations that we have with children, development. It is not a lock-step, universal pattern that should families, and colleagues; and in how we plan and prepare. be achieved according to a specific timetable, nor is it intended to be used as an assessment tool or checklist of tasks to be Children are influenced by multiple factors such as the family, completed.18 social and cultural contexts in which they live and play, their own 17. Vygotsky, 1978. 19. ELECT, p. 21. 18. ELECT, p. 22. 20. OECD, 2013. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 17 18 How Does Learning Happen? Ontario’s Pedagogy for the Early Years unique perspectives, and their life experiences. Educators can A shared view of families as competent and capable, curious, and know more about the complexity of each child and can deepen rich in experience informs our relationships with families and has children’s learning and experiences when they look at and listen a significant impact on children. The principles of ELECT, as to children from multiple perspectives, asking, for example: well as findings from recent research, highlight the importance What are the unique strengths and needs, approaches, of strong, respectful, and reciprocal relationships with families. attitudes, and dispositions of each child? Creating an environment that welcomes families into the space, How do a child’s relationships, families, home environments, inviting their perspectives and providing opportunities for and the cultural context in which the child lives influence his families to participate in meaningful ways (that they are most or her development and learning? comfortable with) on an ongoing basis, supports their sense of What motivates a child’s actions; what is meaningful to him or belonging.22 Some questions educators can reflect on to ensure her; what brings a child joy? that families are valued, for example, include: What can be done to extend and deepen children’s learning? What are the unique characteristics and strengths of each What do I know about each child’s unique spirit and family in our program? character? How can we weave these into different areas of the program? What can we do to strengthen “cultural competence” within These same questions can be applied to families. our program? How can we help families to experience a sense of belonging in our program? The Family How can we engage with families as co-learners about and with their children? Gaining knowledge about children from multiple perspectives When we recognize and build on helps educators ensure that programs also value the unique the strengths of families and the and diverse characteristics of the children’s families and the love they have for their children, communities in which they live. It’s not a “one-size-fits-all” everyone benefits. approach. In particular, programs should be reflective of the cultural and linguistic backgrounds of the children and families they serve, including those from First Nations, Métis, Inuit, and francophone communities. “The web of family and community is the child’s anchor for early development.”21 21. ELECT, p. 9. 22. FRP Canada, 2011. The Community The Educator Early years settings can play a key role in promoting the The role of the educator is multidimensional. The best visibility, inclusion, and active participation of young children in educators, first and foremost, use a warm, responsive, and society.23 Opportunities to engage with people, places, and the inclusive approach, building positive relationships with children, natural world in the local environment help children, families, families, colleagues, and communities. Educators participate as educators, and communities build connections, learn and co-learners with families and children – learning with children, discover, and make contributions to the world around them. It about children, and from children. Knowledgeable educators get fosters a sense of belonging to the local community, the natural involved in play with children to support development, challenge environment, and the larger universe of living things. As well, thinking, and extend learning. They engage in reciprocal communities benefit from the rich experiences they have in relationships with families and caregivers, learning about, with, learning about, with, and from children. and from them. Educators share their professional knowledge and experience and also seek out the knowledge and perspectives “Programs are most effective if the primary focus stays on of families. The value of early years educators cannot be supporting the child within his or her family and community. overstated. Child, family and community well-being must be equally valued, since they are inextricably linked.”24 Educators can reflect on Educators are reflective practitioners who learn about children ways to build connections with the local environment by asking, using various strategies. They listen, observe, document, for example: and discuss with others, families in particular, to understand What opportunities are available in our community to build children as unique individuals. They observe and listen to learn connections? how children make meaning through their experiences in the How can we facilitate stronger relationships within our local world around them. Educators consider their own practices and community? approaches and the impacts they have on children, families, and What contributions can we make in caring for the natural others. environment around us? Educators use this knowledge, gained through observing and discussing with others, and their professional judgement to create contexts to support children’s learning, development, health, and 23. Dahlberg et al., 2007. well-being. 24. FRP Canada, 2011, p. 15. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 19 20 How Does Learning Happen? Ontario’s Pedagogy for the Early Years Critical Reflection “In practice, inquiry engages teachers as learners in critical and creative thinking. It honours openness and flexibility. Through A process of critical reflection, learning, and growth is the basis collaborative dialogue, teachers seek emergent possibilities – new of high-quality programs that continuously improve and create questions and solutions.”27 Collaborative inquiry can be carried contexts that are meaningful for the children and families/ out within individual programs, in community networks, or caregivers they serve. Children learn through questioning and as action research projects. When educators engage in critical testing theories in their play. In the same way, we encourage reflection together, they discover multiple perspectives and educators to be researchers, to try new ideas and test theories. deeper understandings. When educators engage in continuous learning and questioning, exploring new ideas and adjusting practices, they achieve the best outcomes for children, families, and themselves.25 The Environment The environment is the context in which learning takes place. Through critical reflection, educators test long-standing views The environment was described by Loris Malaguzzi as “the and taken-for-granted practices and consider new approaches third teacher” and is valued for its power to organize, promote and ways of thinking about their work. As described by John relationships, and educate. It mirrors the ideas, values, attitudes, Dewey, learning happens through “reflective action (action given and cultures of those who use the space.28 As suggested by Karyn careful consideration and justification) as opposed to routine Callaghan, “the environment is a teacher”.29 From the aesthetics action (action driven by habit and routine)”.26 How Does Learning of the space, to the type of furnishings and materials available, Happen? supports educators in thinking, feeling, acting on their to the organization of time, the environment communicates a ideas and questions, and learning about and with children and powerful message and contributes to shaping the actions that can families every day. be taken within it. Collaborative Inquiry Children thrive in indoor and outdoor spaces that invite them to investigate, imagine, think, create, solve problems, and When educators engage with others in critical reflection as make meaning from their experiences – especially when the a means to question theory and practice, discuss ideas, test spaces contain interesting and complex open-ended materials theories, and share learning, they are engaging in collaborative that children can use in many ways. In addition, when the inquiry. schedule allows for long periods of uninterrupted play, with 27. Ministry of Education, Ontario, 2010, p. 2. 25. MacNaughton, 2003; Paige-Smith & Craft, 2011; Raban et al., 2007. 28. Malaguzzi, 1993. 26. Dewey, 1933, pp. 4–7. 29. Callaghan, 2013, p. 11. few transitions, children are calmer and more engaged. When Pedagogical Documentation the environment supports children’s growing autonomy and Pedagogical documentation is about more than recording events independence, challenging behaviours are reduced and educators – it is a means to learning about how children think and learn. can focus more fully on observing, interacting, and extending It offers a process to explore all of our questions about children. children’s learning and development in meaningful ways.30 As suggested by Carlina Rinaldi, it is a way of listening to children, helping us to learn about children during the course of All of these benefits occur especially within children’s their experiences and to make this learning visible to others for connections to and interactions with the natural world. interpretation.32 And, it encourages educators to be co-learners Opportunities to experience nature enhance children’s sense of alongside both children and their families. wonder and joy in the world around them, whether programs are located in large urban centres with small patches of green space, gardens, and trees or in vast fields and forests. A growing “Pedagogical documentation supports educators in body of research suggests that connecting to the natural world both including child development in their view, but also contributes to children’s mental, physical, emotional, and looking beyond development to capture broader aspects spiritual health and well-being.31 Providing daily opportunities of experience for reflection.”33 to explore, care for, and interact with the natural world helps to strengthen these connections. Moving beyond simply an objective reporting of children’s behaviour, pedagogical documentation helps to find meaning in what children do and what they experience.34 It is: a way to value children’s experiences and include their perspectives; a way to make children’s learning and understanding of the world around them visible to the children themselves; a process for educators to co-plan with children and with families; 32. Rinaldi, 2004. 30. Shanker, 2013; Wien, 2004. 33. Wien, 2013, p. 28. 31. Louv, 2008. 34. Gandini & Kaminsky, n.d. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 21 22 How Does Learning Happen? Ontario’s Pedagogy for the Early Years a means of sharing perspectives with parents and colleagues. Asking “How is a child’s current approach to a problem When families and others are invited to contribute to the different from an earlier response?” helps educators to identify documentation and share their own interpretations, it can the progression of learning and the increasing complexity of provide even more insights that children, educators, and approaches. This can be shared with parents and with children families can return to, reflect on, and remember in order to themselves. extend learning. Asking “What questions and theories do children have about the world around them? How are they going about finding Using questions can help to frame documentation, support answers to their questions or testing their theories?” helps planning that reflects the complexity of children’s lived educators to be co-learners with children. This can help experiences, and provide a deeper understanding of why these educators to make sure the materials and experiences available experiences are important for children. For example: to children support this deeper investigation. Asking “How do children demonstrate they are competent Asking “How do children form relationships with one and capable of complex thinking?” helps educators build on another?” helps educators understand where children might what children already know and can do. It helps to ensure need assistance in engaging in positive interactions, recognize the environments and experiences created for children are and foster developing social skills, and support children’s sense engaging and stimulating rather than limiting children’s of belonging. potential. Foundations for Learning How Does Learning Happen? includes goals for children and The goals and expectations expectations for programs. Organized around the foundations help educators to strive to of belonging, well-being, engagement, and expression, the goals provide the best experiences and and expectations integrate the six guiding principles of ELECT. outcomes for children and families Rather than considering the principles as separate elements in and for educators. These components high-quality programs, this pedagogical document helps us to are outlined in the chart below. think about how the principles and the goals and expectations work together. FOUNDATIONS GOALS FOR CHILDREN EXPECTATIONS FOR PROGRAMS Belonging Every child has a sense of belonging when he or she is Early childhood programs cultivate authentic, caring connected to others and contributes to their world. relationships and connections to create a sense of belonging among and between children, adults, and the world around them. Well-Being Every child is developing a sense of self, health, and Early childhood programs nurture children’s healthy well-being. development and support their growing sense of self. Engagement Every child is an active and engaged learner who Early childhood programs provide environments and explores the world with body, mind, and senses. experiences to engage children in active, creative, and meaningful exploration, play, and inquiry. Expression Every child is a capable communicator who expresses Early childhood programs foster communication and himself or herself in many ways. expression in all forms. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 23 24 How Does Learning Happen? Ontario’s Pedagogy for the Early Years Belonging: Cultivating Authentic Relationships A significant body of research indicates that positive, caring, and respectful relationships are the foundation for optimal learning, and Connections development, health, and well-being. By responding positively to children’s cues and engaging in reciprocal interactions with them, educators support the development of secure Goal for children: Every child has a sense of belonging relationships.37 Secure relationships contribute to children’s when he or she is connected to others and contributes to emotional well-being and provide them with a safe environment their world. in which to learn. Positive interactions support the development of social and cognitive competence and communication skills,38 Program expectation: Early childhood programs which in turn strengthen children’s capacity to learn in the short cultivate authentic, caring relationships and connections and long term. When children are strongly connected to their to create a sense of belonging among and between caregivers, they feel safe and have the confidence to play, explore, children, adults, and the world around them. and learn about the world around them. Enabling children to develop a sense of belonging as part of a group is also a key contributor to their lifelong well-being. A Overview sense of belonging is supported when each child’s unique spirit, “Young children experience their world as an environment individuality, and presence are valued. of relationships, which affect virtually all aspects of their development.”35 “Every child deserves to have someone’s eyes light up when they enter the room.”39 Fostering good relationships with children and their families is the single most important priority for educators in early years As children engage in various forms of social play and are programs. The ability to establish constructive relationships supported to recognize the varied capabilities and characteristics with children and families is a requirement for Registered Early of other children, they learn to get along with others; to Childhood Educators in Ontario, as set out in the College negotiate, collaborate, and communicate; and to care for others. of Early Childhood Educators Code of Ethics and Standards of Studies show that when educators modelled and helped children Practice.36 37. Ainsworth & Bowlby, 1965; Bowlby, 1988; National Scientific Council on the Developing Child, 2012. 35. National Scientific Council on the Developing Child, 2004, p. 1. 38. Burchinal et al., 2008; Sylva et al., 2011; Wylie et al., 2009. 36. College of Early Childhood Educators, 2011. 39. Clinton, 2012. express feelings, recognize others’ feelings, and help others, environments where they are able to participate and collaborate children developed positive social skills such as perspective- in meaningful ways and form authentic, caring relationships. The taking, empathy,40 and emotion regulation41 and were less likely Convention on the Rights of the Child (CRC) and the Convention to engage in problematic behaviours.42 on the Rights of Persons with Disabilities (CRPD) highlight how all children, including those with special needs, are entitled to Relationships matter for families too. Families develop trust, the same opportunities – for example to health care, nutrition, confidence, and a sense of belonging in programs that value the education, social inclusion, and protection. When children with centrality of the family to the health and well-being of children. special needs have access to appropriate support from early years In high-quality programs, the aim is to strive to establish and programs it can help them to have rich and fulfilling childhoods maintain reciprocal relationships among educators and families, and prepare them for meaningful participation in society.46 and to view families as important contributors with unique knowledge, experiences, and strengths.43 Children’s sense of Through opportunities to engage with and make contributions belonging and feelings of security are also strengthened when to the world around them, children develop a sense of they have opportunities to make and explore connections belonging and connectedness to their local community, the between home and the early childhood program. Inviting natural environment, and the larger universe of living things. families to participate (at their comfort level) in their children’s Supporting children’s connections to the natural world is an experiences in early years programs ignites children’s interest important area of focus. Opportunities to experience nature in learning.44 When educators build relationships and work in every day and to care for and interact with the natural world partnership with families, understand the family’s perception enhance children’s connections to the world around them. A of their child, and help families know their child from the growing body of research suggests that connecting to the natural educator’s point of view, everyone gains a deeper understanding. world contributes to children’s mental, physical, emotional, and spiritual health and well-being.47 Early years settings can play a key role in promoting the visibility, inclusion, and active participation of young children in society.45 All children benefit from being in inclusive 40. Gordon, 2005; Holahan & Costenbader, 2000; Odom, 2002. 41. Shanker, 2013. 42. Pickens, 2009; Schultz et al., 2011. 43. FRP Canada, 2011. 44. Gordon, 2005. 46. World Health Organization & UNICEF, 2012, p.5. 45. Dahlberg et al., 2007. 47. Louv, 2008. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 25 26 How Does Learning Happen? Ontario’s Pedagogy for the Early Years Goals and Expectations Belonging: Cultivating Authentic Relationships and Connections Ways in which children might Ways in which programs can help create a Additional considerations for educators demonstrate a sense of belonging sense of belonging Goal for children: Every child has Program expectation: Early childhood A warm and caring manner is conveyed a sense of belonging when he or she programs cultivate authentic, caring relationships through body language as well as words – how is connected to others and contributes and connections to create a sense of belonging we touch, carry, and move children through to their world. among and between children, adults, and the daily routines sends a strong message. world around them. Children demonstrate a sense of Capitalize on opportunities for one-to-one belonging when they: Educators can create contexts in which all interactions during daily routines (e.g., for feel included and safe in children can develop a sense of belonging by: infants and toddlers: diaper changing, dressing relationships with adults and other being attuned to the physical and emotional to go outdoors, and feeding/meal times are children in the early years setting; states of each child and responding in a ideal opportunities for making connections and participate fully in ways that are warm and sensitive manner; building relationships). most comfortable to them; connecting with each child and recognizing Discover the unique characteristics and gifts participate in social interactions, and valuing his or her unique spirit, of each child by talking with his or her family, shared exploration, play, and individuality, and presence; observing, and documenting (e.g., in addition learning with adults and children; planning for ways to support smooth to what the children are interested in, notice make smooth transitions between transitions: what brings them joy and how they relate to home and early years settings; – between the home and the early years others and to the environment around them; begin to show concern and setting, to support inclusion, consider each child’s empathy and take action to assist – in daily routines, capabilities rather than focusing solely on his others; – across early years settings; or her needs and deficiencies). notice similarities and differences supporting relationships between children between self and others and as they initiate, respond, collaborate, respond positively to the celebrate, and demonstrate care for others; uniqueness, differing capabilities, and perspectives of others; (continued) Belonging: Cultivating Authentic Relationships and Connections (continued) Ways in which children might Ways in which programs can help create a Additional considerations for educators demonstrate a sense of belonging sense of belonging recognize, explore, and make developing policies, practices, and Rather than reprimanding children for connections: environments that respect and support undesirable behaviours, assist them in finding – between home and the early inclusion, meaningful participation, and a new ways to achieve their goals (e.g., look for childhood setting, sense of belonging for all children; the root cause of behaviour; reduce stressors; – with their community, finding ways to intentionally integrate the support children’s efforts to initiate and join – with the natural environment; unique perspectives and gifts of parents, in play with others; notice, acknowledge, and express a sense of purpose as they caregivers, and extended family throughout document positive interactions and attempts at participate and make contributions all elements of the program in a meaningful self-regulation and share the information with to the program and community. and authentic way; children and families to gain new insights). establishing and maintaining positive reciprocal relationships with community Helping all children in the program to gain a partners to support meaningful participation; clearer understanding of the capabilities and creating opportunities throughout daily challenges of others is a way to build their experiences that enable children to social competence. The ability to value the explore, wonder about, care for, and make differences of others is strengthened both for connections to the natural environment; typically developing children and for children giving visibility to the many relationships that who require additional support. children form with adults, other children, the Build connections between the home and the community, and the natural world through program by communicating with families using various forms of documentation; multiple means (e.g., send e-mail updates; inviting community members to contribute create a blog; set up a documentation panel to and participate in the program and and place it near the entrance where families providing opportunities for children can find out more about their children’s to participate and make meaningful experiences; invite families to comment on a contributions to the community on an specific piece of documentation; suggest ways ongoing basis. families can extend learning at home to build on a particular idea children are exploring; encourage families to help you understand the child from their perspective). How Does Learning Happen? Ontario’s Pedagogy for the Early Years 27 28 How Does Learning Happen? Ontario’s Pedagogy for the Early Years Questions for Reflection Belonging: Cultivating Authentic Relationships and Connections Consider your program – its philosophy, mission, policies, and daily practices. How do the program’s values reflect and affect your relationship with each child? With each family? Is everyone’s voice valued? How would an observer know? Which policies and practices may be barriers to establishing relationships and ensuring the meaningful participation of all children? Of all families? What else can be done to strengthen relationships and ensure social inclusion, participation, and a sense of belonging for each child and family? If you make one change today to strengthen relationships in your program, what will it be? If you were to make another change tomorrow, what would it be? “What I’ve come to understand is that the most important work I do – to see a child in positive ways – is within me. I must continually work to transform my own view of children’s behaviours, see their points of view, and strive to uncover how what I am seeing reveals the children’s deep desire, eagerness, and capacity for relationships. There is no more important or rewarding work than this.”48 Consider a child whose behaviour you find “difficult”. What possibilities might exist if you were to view the child’s behaviour and intentions from the child’s point of view and from the child’s desire for relationships? 48. Curtis, 2009, p. 12. Well-Being: Nurturing Healthy Development programs can have a positive influence on child health and well- being, such as by: and Well-Being providing nutritious food and beverages that incorporate family and cultural preferences; Goal for children: Every child is developing a sense of creating positive eating environments with foods and portion self, health, and well-being. sizes that are responsive to children’s cues of hunger and fullness; Program expectation: Early childhood programs increasing children’s physical activity and decreasing the nurture children’s healthy development and support their amount of time spent in sedentary activities; growing sense of self. respecting and finding ways to support each child’s varied physiological and biological rhythms and needs for active play, rest, and quiet time. Overview Connections between cognition and physical and emotional There is clear evidence that early experiences have a significant well-being. Children thrive in programs where they can impact on the biology of the body and on brain development, engage in vigorous physical play in natural outdoor spaces with implications for lifelong physical and mental health and and playgrounds that present manageable levels of challenge. well-being.49 While these environments need to be safe, it is also important for them to provide children with interesting opportunities for Physical well-being. Patterns of eating, physical activity, and a reasonable degree of risk taking. Program adaptations and sleep that are established in early childhood continue into later physical accommodations can be made to allow every child to life. Inadequate nutrition and sleep, low levels of physical activity, participate and be challenged in meaningful ways. In addition and persistent stress in early childhood can lead to later health to providing physical benefits, active play outdoors strengthens problems, including obesity, diabetes, heart disease, depression, functioning in cognitive areas such as perception, attention, and anxiety.50 There is a variety of ways in which early years creative problem solving, and complex thinking.51 Through active play and physical exploration, children gain increasing levels of independence, learn to persevere and practise self-control, and 49. National Scientific Council on the Developing Child, 2007. 50. Chaput & Tremblay, 2012; Ontario Healthy Kids Panel, 2013. 51. Hannaford, 1995. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 29 30 How Does Learning Happen? Ontario’s Pedagogy for the Early Years develop a sense of physical, emotional, and intellectual mastery and supporting children’s efforts and increasing ability to self- and competence.52 regulate. Educators can also support children’s developing ability to self-regulate by being responsive and attuned to children’s Self-care. High-quality early childhood programs play an individual cues, arousal states, and responses to various stressors. important role in supporting children’s developing sense of And they can help children learn strategies for becoming or self, autonomy, and competence. A safe environment that offers staying calm and focused by enabling them to recognize and consistency and continuity as well as graduated support for modulate their emotional states and impulses and become more children’s growing independence and capacity for self-care aware of the effects of their actions on others.56 enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress.53 Mental health and wellness. Ontario’s Policy Framework for Child and Youth Mental Health reports that 15 to 21 percent of children Self-regulation. The ability to self-regulate is an important and youth in Ontario have at least one mental health disorder.57 component of children’s development. A growing number of The most serious of these illnesses can continue into adulthood, studies have identified this ability as central to children’s long- affecting functioning and productivity in the community and term physical, psychological, behavioural, and educational well- the healthy development of the next generation. Left untreated, being.54 Self-regulation is different from self-control (resisting these can have significant impacts on the quality of children’s an impulse) or compliance (suppressing behaviour to avoid experiences in early years settings as well as later consequences punishment or attain a reward). Self-regulation is about how a such as poor academic achievement, failure to complete high child is able to deal effectively with stressors and then recover.55 school, substance abuse, an inability to live independently, health When children are calmly focused and alert, they are best able problems, and suicide.58 to modulate their emotions, pay attention, ignore distractions, inhibit impulses, assess the consequences of their actions, and Children’s mental health and well-being must be considered understand what others are thinking and feeling. Educators within the context of their full environment of relationships. can play an important role in supporting self-regulation by Children are at the greatest risk when the people caring for providing environments that reduce stressors while recognizing them are experiencing persistent and severe adversities. Children who experience challenging family circumstances and live in communities where there are limited resources are also more 52. Gill, 2007. 53. Diamond, 2010; Galinsky, 2010. 56. Ibid. 54. Shanker, 2013. 57. Ministry of Children and Youth Services, Ontario, 2006. 55. Ibid. 58. Ibid. vulnerable to the impact of quality levels in child care programs. Educators can play an important role in supporting optimal When vulnerable children spend prolonged periods of time mental health and well-being for families and for children, for in very poor child care environments without the presence of example, by: supportive adult relationships they have an increased likelihood becoming aware of and connecting with community of experiencing serious physical and mental health problems in organizations that provide information and support; the early years that can continue into adulthood.59 High-quality integrating practices that support resilience; early childhood programs can serve as a buffer for children ensuring that children and families with mental health experiencing temporary or long-term, persistent stress by disorders are included and accepted; establishing responsive, nurturing, and stable relationships with taking a strength-based approach, recognizing and valuing children as well as with their families.60 the capacities that families have, while supporting them in accessing supports they need. Evidence from recent studies shows that prevention and intervention is most effective when strategies are in place not only to build skills in children, but also to strengthen the capacity of all who have relationships with children. By strengthening the capacities of the adults who care for children, building skills such as coping with stressors, self-regulation, and the ability to solve problems, focus attention, and make decisions, families and educators in early years settings can reduce vulnerability for children and for themselves.61 Early years programs can also support families by taking a strength-based approach. When educators establish positive, authentic, and caring relationships with families and provide a safe, non-judgemental environment for shared learning, everyone benefits. 59. National Scientific Council on the Developing Child, 2012. 60. Ibid. 61. National Scientific Council on the Developing Child, 2013. How Does Learning Happen? Ontario’s Pedagogy for the Early Years 31 32 How Does Learning Happen? Ontario’s Pedagogy for the Early Years Goals and Expectations Well-Being: Nurturing Healthy Development and Well-Being Ways in which children might Ways in which programs can foster Additional considerations for educators demonstrate health and well-being health and well-being Goal for children: Every child is Program expectation: Early childhood Many early years programs are beginning developing a sense of self, health, and programs nurture children’s healthy to view their outdoor playgrounds as places well-being. development and support their growing sense for discovery and learning with bodies, of self. minds, and senses rather than just places to Children have a sense of self and health blow off steam. For example, some programs and well-being when they: Educators can create contexts to support are removing large play structures that are physically activ