Kindergarten Curriculum for Reading 2016 PDF

2016 The Kindergarten Program 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. Th...

2016 The Kindergarten Program 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). CONTENTS PREFACE 4 1.3 THE LEARNING ENVIRONMENT 29 Background 4 Rethinking the Learning Environment 29 Supporting Children’s Well-Being and Ability to Learn 5 Thinking about Time and Space 30 Thinking about Materials and Resources 31 1. A Program to Support Learning and Teaching in Co-constructing the Learning Environment 32 Kindergarten 7 The Learning Environment and Beliefs about Children 33 1.1 INTRODUCTION 8 Learning in the Outdoors 34 Vision, Purpose, and Goals 8 1.4 ASSESSMENT AND LEARNING IN KINDERGARTEN: The Importance of Early Learning 8 MAKING CHILDREN’S THINKING AND LEARNING VISIBLE 36 A Shared Understanding of Children, Families, and Educators 9 Pedagogical Documentation: What Are We Learning from Research? 36 Pedagogical Approaches 11 Using Pedagogical Documentation to Best Effect 37 Fundamental Principles of Play-Based Learning 12 Co-constructing Learning with the Children: Assessment for The Four Frames of the Kindergarten Program 13 Learning and Assessment as Learning 40 Supporting a Continuum of Learning 15 Noticing and Naming the Learning: The Link to Learning Goals The Organization and Features of This Document 16 and Success Criteria 42 Considerations in Assessment of Learning: Children’s Demonstration 1.2 PLAY-BASED LEARNING IN A CULTURE OF INQUIRY 18 of Learning 43 Play as the Optimal Context for Learning: Evidence from Research 18 Collaborating with Parents to Make Thinking and Learning Visible 44 The Inquiry Approach: Evidence from Research 20 Play-Based Learning in an Inquiry Stance 21 2. Thinking about Learning and Teaching in the Four Frames 46 Communicating with Parents and Families about Play-Based 2.1 THINKING ABOUT BELONGING AND CONTRIBUTING 47 Learning 28 Belonging and Contributing: What Are We Learning from Research? 47 Emotional Development through Relationships 48 Laying the Foundations for Citizenship and Environmental Une publication équivalente est disponible en français sous le titre suivant : Stewardship 49 Programme de la maternelle et du jardin d’enfants, 2016. 2 THE KINDERGARTEN PROGRAM Supporting Children’s Sense of Belonging and Contributing through Supporting Children’s Development in Problem Solving Collaboration, Empathy, and Inclusiveness 50 and Innovating 89 Developing a Sense of Belonging and Contributing through the Arts 51 The Role of Play in Inquiry, Problem Solving, and Innovating 91 The Role of Learning in the Outdoors in Problem Solving 2.2 THINKING ABOUT SELF-REGULATION AND WELL-BEING 54 and Innovating 92 Self-Regulation: What Are We Learning from Research? 54 Supporting the Development of Self-Regulation 56 3. The Program in Context 94 The Learning Environment and Self-Regulation 57 3.1 CONSIDERATIONS FOR PROGRAM PLANNING 95 Well-Being: What Are We Learning from Research? 58 A Flexible Approach to Learning: The Flow of the Day 95 Developmental Domains as Components of Overall Well-Being 59 Supporting Transitions 96 Supporting Development to Enhance Overall Well-Being 60 Children with Special Education Needs 97 The Role of Mental Health 62 English Language Learners 100 2.3 THINKING ABOUT DEMONSTRATING LITERACY AND MATHEMATICS Equity and Inclusive Education in Kindergarten 101 BEHAVIOURS 64 Healthy Relationships and Kindergarten 102 Literacy Behaviours: What Are We Learning from Research? 64 Environmental Education 103 Children’s Prior Engagement with Literacy outside the School 65 The Role of the Arts in Kindergarten 104 Supporting the Development of Literacy Behaviours 66 The Role of Information and Communications Technology 105 Literacy Learning throughout the Day 71 The Role of the School Library in Kindergarten Programs 106 Literacy and the Learning Environment 73 Health and Safety in Kindergarten 106 Mathematics Behaviours: What Are We Learning from Research? 75 Children’s Prior Engagement with Mathematics outside the School 76 3.2 BUILDING PARTNERSHIPS: LEARNING AND WORKING TOGETHER 108 Supporting the Development of Mathematics Behaviours 76 Children 108 Mathematics Learning throughout the Day 83 Parents and Families 109 Mathematics and the Learning Environment 85 Educators 112 Principals 113 2.4 THINKING ABOUT PROBLEM SOLVING AND INNOVATING 87 The Local Community 114 Problem Solving and Innovating: What Are We Learning from Research? 87 4. The Learning Expectations 115 4.3 BELONGING AND CONTRIBUTING 125 Overall Expectations 125 4.1 USING THE ELEMENTS OF THE EXPECTATION CHARTS 116 Expectation Charts 126 The Learning Expectations 116 Conceptual Understandings 116 4.4 SELF-REGULATION AND WELL-BEING 154 Professional Learning Conversations and Reflections 117 Overall Expectations 154 Ways in Which Thinking and Learning Are Made Visible 118 Expectation Charts 155 4.2 THE OVERALL EXPECTATIONS IN THE KINDERGARTEN PROGRAM, 4.5 DEMONSTRATING LITERACY AND MATHEMATICS BEHAVIOURS 181 BY FRAME 121 Overall Expectations 181 The Expectations and the Frames 121 Expectation Charts 182 4.6 PROBLEM SOLVING AND INNOVATING 255 Overall Expectations 255 Expectation Charts 256 APPENDIX: OVERALL EXPECTATIONS WITH RELATED SPECIFIC EXPECTATIONS 306 REFERENCES 319 CONTENTS 3 PREFACE This document supersedes The Full-Day Early Learning–Kindergarten Program BACKGROUND (Draft Version, 2010–11). Beginning in September 2016, all Kindergarten programs will be based on the expectations and pedagogical approaches The Ontario government introduced full-day Kindergarten − a two-year outlined in this document. program for four- and five-year-olds − as part of its initiative to create a cohesive, coordinated system for early years programs and services across the ELEMENTARY SCHOOLS FOR THE TWENTY-FIRST CENTURY province. Milestones in the creation of that system include the following: Ontario elementary schools strive to support high-quality learning while giving every In 2007, the government published Early Learning for Every Child Today: child the opportunity to learn in the way that is best suited to the child’s individual A Framework for Ontario Early Childhood Settings, commonly referred to as strengths and needs. The Kindergarten program is designed to help every child reach ELECT, which set out six principles to guide practice in early years settings: his or her full potential through a program of learning that is coherent, relevant, 1. Positive experiences in early childhood set the foundation for lifelong and age appropriate. It recognizes that, today and in the future, children need to learning, behaviour, health, and well-being. be critically literate in order to synthesize information, make informed decisions, 2. Partnerships with families and communities are essential. communicate effectively, and thrive in an ever-changing global community. It is important for children to be connected to the curriculum, and to see themselves 3. Respect for diversity, equity, and inclusion is vital. in what is taught, how it is taught, and how it applies to the world at large. The 4. An intentional, planned program supports learning. curriculum recognizes that the needs of learners are diverse and helps all learners 5. Play and inquiry are learning approaches that capitalize on children’s develop the knowledge, skills, and perspectives they need to become informed, natural curiosity and exuberance. productive, caring, responsible, and active citizens in their own communities and 6. Knowledgeable, responsive, and reflective educators are essential. in the world. ELECT is recognized as a foundational document in the early years sector. It provided a shared language and common understanding of children’s learning * * * and development for early years professionals as they work together in various The introduction of a full day of learning for four- and five-year-olds in early childhood settings. The principles of ELECT informed provincial Ontario called for transformational changes in the pedagogical approaches child care policy as well as pan-Canadian early learning initiatives such as used in Kindergarten, moving from a traditional pedagogy to one centred the Statement on Play of the Council of Ministers of Education, Canada. on the child and informed by evidence from research and practice about ELECT principles were embedded in the innovative Kindergarten program how young children learn. The insights of educators in the field, along with outlined in The Full-Day Early Learning–Kindergarten Program (Draft knowledge gained from national and international research on early learning, Version, 2010–11). have informed the development of the present document.  The Ontario Early Years Policy Framework, released in 2013 and also based on A focus on well-being in the early stages of a child’s development is of critical ELECT, set the stage for the creation of the new early years system, providing importance. The Kindergarten Program integrates learning about well-being a vision to ensure that children, from birth to age six, would have the best into the program expectations and pedagogy related to “Self-Regulation possible start in life. The policy framework guides Ontario’s approach to the and Well-Being”, one of the four “frames”, or broad areas of learning, in development and delivery of early years programs and services for children Kindergarten. Educators take children’s well-being into account in all aspects and families. of the Kindergarten program. A full discussion of what educators need to know How Does Learning Happen? Ontario’s Pedagogy for the Early Years, to promote children’s well-being in all developmental domains, and to support released in 2014, built on this policy framework. It sets out a fundamental children’s learning about their own and others’ well-being, is provided in understanding of children, families, and educators that is shared by educators Chapter 2.2, “Thinking about Self-Regulation and Well-Being”. across child care and education settings, and a pedagogical framework Foundations for a Healthy School that supports children’s transition from child care to Kindergarten and the elementary grades. Ontario schools provide all children in Kindergarten and all students in Grades 1 to 12 with a safe and healthy environment for learning. Children’s The present document – The Kindergarten Program (2016) – sets out learning in Kindergarten helps them make informed decisions about their principles, expectations for learning, and pedagogical approaches that health and well-being and encourages them to lead healthy, active lives. This are developmentally appropriate for four- and five-year-old children learning is most authentic and effective when it occurs within the context of a and that align with and extend the approaches outlined in How Does “healthy” school – one in which children’s learning about health and well-being Learning Happen? is reinforced through policies, programs, and initiatives that promote health and well-being. SUPPORTING CHILDREN’S WELL-BEING AND ABILITY TO LEARN The Ministry of Education’s Foundations for a Healthy School: Promoting Well- Promoting the healthy development of all children and students, as well as Being as Part of Ontario’s Achieving Excellence Vision identifies how schools enabling all children and students to reach their full potential, is a priority for and school boards, in partnership with parents1 and the community, can educators across Ontario. Children’s health and well-being contribute to their develop a healthier school. The foundations for a healthy school are built ability to learn, and that learning in turn contributes to their overall well-being. using a comprehensive, integrated approach within five broad, interconnected areas. These five areas, which align closely with the K−12 School Effectiveness Educators play an important role in promoting the well-being of children and Framework (2013), are as follows: youth by creating, fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive, and accepting. A learning environment of this Curriculum, Teaching, and Learning kind will support not only children’s cognitive, emotional, social, and physical School and Classroom Leadership development but also their mental health, their resilience, and their overall state of well-being. All this will help them achieve their full potential in school and 1. The word “parents” is used in this document to refer to parent(s) and guardian(s). It may also in life. be taken to include caregivers or close family members who are responsible for raising the child. PREFACE 5 6 THE KINDERGARTEN PROGRAM Student Engagement to health and well-being. More detailed information about the ways in which Social and Physical Environments the Kindergarten program promotes children’s health and well-being in all five areas may be found in the following sections and chapters: Home, School, and Community Partnerships “Well-Being: What Are We Learning from Research?”, in Chapter 2.2, Collectively, the strategies, policies, and initiatives that schools undertake “Thinking about Self-Regulation and Well-Being” within these areas contribute to a positive school climate, in which all members Chapter 1.3, “The Learning Environment” of the school community feel safe, included, and accepted and which promotes positive, respectful interactions and healthy relationships. “Play-Based Learning: The Connections to Self-Regulation”, in Chapter 1.2, “Play-Based Learning in a Culture of Inquiry” The principles and pedagogical approaches that define the Kindergarten Chapter 3.2, “Building Partnerships: Learning and Working program promote healthy-school principles and practices in all five of the areas Together” noted above. Children’s learning in the frames “Belonging and Contributing” “Health and Safety in Kindergarten”, in Chapter 3.1, and “Self-Regulation and Well-Being” is focused on knowledge and skills related “Considerations for Program Planning” PART 1: A PROGRAM TO SUPPORT LEARNING AND TEACHING IN KINDERGARTEN Part 1 outlines the philosophy and key elements of the Kindergarten program, focusing on the following: learning through relationships; play-based learning in a culture of inquiry; the role of the learning environment; and assessment for, as, and of learning through the use of pedagogical documentation, which makes children’s thinking and learning visible to the child, the other children, and the family. 1.1 INTRODUCTION VISION, PURPOSE, AND GOALS provides every child with the kind of support he or she needs in order to develop: The Kindergarten program is a child-centred, developmentally appropriate, self-regulation; integrated program of learning for four- and five-year-old children. The purpose health, well-being, and a sense of security; of the program is to establish a strong foundation for learning in the early years, emotional and social competence; and to do so in a safe and caring, play-based environment that promotes the curiosity, creativity, and confidence in learning; physical, social, emotional, and cognitive development of all children. respect for diversity; supports engagement and ongoing dialogue with families about their The primary goals of the Kindergarten program are: children’s learning and development. to establish a strong foundation for learning in the early years; The vision and goals of the Kindergarten program align with and support to help children make a smooth transition from home, child care, the goals for education set out in Achieving Excellence: A Renewed Vision for or preschool settings to school settings; Education in Ontario (2014) – achieving excellence, ensuring equity, promoting to allow children to reap the many proven benefits of learning through well-being, and enhancing public confidence. relationships, and through play and inquiry; to set children on a path of lifelong learning and nurture competencies that they will need to thrive in the world of today and tomorrow. THE IMPORTANCE OF EARLY LEARNING [Early childhood is] a period of momentous significance … By the time The Kindergarten program reflects the belief that four- and five-year-olds are this period is over, children will have formed conceptions of themselves capable and competent learners, full of potential and ready to take ownership as social beings, as thinkers, and as language users, and they will have of their learning. It approaches children as unique individuals who live and learn reached certain important decisions about their own abilities and their within families and communities. Based on these beliefs, and with knowledge own worth. gained from research and proven in practice, the Kindergarten program: (Donaldson, Grieve, & Pratt, 1983, p. 1) supports the creation of a learning environment that allows all children to feel comfortable in applying their unique ways of thinking and learning; Evidence from diverse fields of study tells us that children grow in is built around expectations that are challenging but attainable; programs where adults are caring and responsive. Children succeed in programs that focus on active learning through exploration, play, and is flexible enough to respond to individual differences; inquiry. Children thrive in programs where they and their families are valued as active participants and contributors. From How Does Learning Happen? (Ontario Ministry of Education, 2014c, p. 4) 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). Children arrive in Kindergarten as unique individuals shaped by their particular cultural and social background, socio-economic status, personal capabilities, and day-to-day experiences, and at different stages of development. All of these factors influence their ability to reach their full potential. Experiences during the early years strongly influence their future physical, mental, and emotional health, and their ability to learn. For these reasons, children’s early experiences at school are of paramount importance. Quality early-learning experiences have the potential to improve children’s overall health and well-being for a lifetime. By creating, fostering, and Figure 1. Learning and development happen within the context of relationships among sustaining learning environments that are caring, safe, inclusive, and accepting, children, families, educators, and their environments. educators can promote the resilience and overall well-being of children. The cognitive abilities, skills, and habits of mind that characterize lifelong learners have their foundation in the critical early years. A SHARED UNDERSTANDING OF CHILDREN, FAMILIES, AND EDUCATORS2 In addition, it is essential for programs to provide a variety of learning opportunities and experiences based on assessment information that reveals The understanding that children, families, and educators share about what the children know, what they think and wonder about, where they are themselves and each other, and about the roles they play in children’s learning, in their learning, and where they need to go next. Assessment that informs has a profound impact on what happens in the Kindergarten classroom. The a pedagogical approach suited to each child’s particular strengths, interests, view of children, families, and educators provided in the following descriptions and needs will promote the child’s learning and overall development. is at the heart of Ontario’s approach to pedagogy for the early years. When educators in early years and Kindergarten programs reflect on and come to The importance of early experiences for a child’s growth and development share these perspectives, and when they work towards greater consistency is recognized in the design of The Kindergarten Program, which starts with in pedagogical approach, they help strengthen and transform programs for the understanding that all children’s learning and development occur in children across the province. the context of relationships – with other children, parents and other family members, educators, and the broader environment. 2. This section is adapted from How Does Learning Happen? (Ontario Ministry of Education, 2014c). 1.1 INTRODUCTION 9 10 THE KINDERGARTEN PROGRAM The Kindergarten Program flows from these perspectives, outlining a pedagogy All children are competent, capable of complex thinking, curious, and rich in that expands on what we know about child development and invites educators potential and experience. They grow up in families with diverse social, cultural, and to consider a more complex view of children and the contexts in which they linguistic perspectives. Every child should feel that he or she belongs, is a valuable learn and make sense of the world around them. This approach may require, for contributor to his or her surroundings, and deserves the opportunity to succeed. some, a shift in mindset and habits. It may prompt a rethinking of theories and When we recognize children as competent, capable, and curious, we are more practices – a change in what we pay attention to; in the conversations that we likely to deliver programs that value and build on their strengths and abilities. have with children, families, and colleagues; and in how we plan and prepare. The manner in which we interact with children is influenced by the beliefs Families are composed of individuals who are competent and capable, curious, we hold. To move into the role of co-learner, educators must acknowledge the and rich in experience. Families love their children and want the best for them. reciprocal relationship they are entering: the child has something to teach us, Families are experts on their children. They are the first and most powerful influence and we are engaged in a learning journey together, taking turns to lead and on children’s learning, development, health, and well-being. Families bring diverse question and grow as we encounter new and interesting ideas and experiences. social, cultural, and linguistic perspectives. Families should feel that they belong, The view of the child presented above recognizes the experiences, curiosities, are valuable contributors to their children’s learning, and deserve to be engaged capabilities, competencies, and interests of all learners. in a meaningful way. Pedagogy and Programs Based on a View of Children as Competent and Capable Educators are competent and capable, curious, and rich in experience. They Pedagogy is defined as the understanding of how learning happens are knowledgeable, caring, reflective, and resourceful professionals. They bring and the philosophy and practice that support that understanding diverse social, cultural, and linguistic perspectives. They collaborate with others to of learning. create engaging environments and experiences to foster children’s learning and (Ontario Ministry of Education, 2007, p. 90) development. Educators are lifelong learners. They take responsibility for their own learning and make decisions about ways to integrate knowledge from theory, When educators view children as competent and capable, the learning research, their own experience, and their understanding of the individual children program becomes a place of wonder, excitement, and joy for both the and families they work with. Every educator should feel he or she belongs, is a child and the educator. valuable contributor, and deserves the opportunity to engage in meaningful work. (Saskatchewan Ministry of Education, 2008, p. 9) Educators’ beliefs about children are foundational to sound pedagogy and ‹‹Learning through exploration, play, and inquiry – As children learn a high-quality learning program. Over the years, the image of children has through play and inquiry, they develop – and have the opportunity to evolved, and the cultural view – the one that is “shaped by the values and beliefs practise every day – many of the skills and competencies that they will about what childhood should be at the time and place in which we live” (Fraser, need in order to thrive in the future, including the ability to engage in 2012, p. 20) – has shifted. When educators believed that children were “empty innovative and complex problem-solving and critical and creative thinking; vessels to be filled”, programs could be too didactic, centred on the educator to work collaboratively with others; and to take what is learned and apply and reliant on rote learning, or they involved minimal interaction between it in new situations in a constantly changing world. (See the “Fundamental children and educators; in either case, they risked restricting rather than Principles of Play-Based Learning” in the following section, and Chapter 1.2, promoting learning. “Play-Based Learning in a Culture of Inquiry”.) ‹‹Educators as co-learners – Educators today are moving from the role of When programs are founded on the image of the child presented above and “lead knower” to that of “lead learner” (Katz & Dack, 2012, p. 46). In this when educators apply knowledge and learning gained through external and role, educators are able to learn more about the children as they learn with classroom research, early learning programs in Ontario, including Kindergarten them and from them. programs, can establish a strong foundation for learning and create a learning ‹‹Environment as third teacher – The learning environment comprises environment that allows all children to grow and to learn in their unique, individual ways. not only the physical space and materials but also the social environment, the way in which time, space, and materials are used, and the ways in which elements such as sound and lighting influence the senses. PEDAGOGICAL APPROACHES (See Chapter 1.3, “The Learning Environment”.) The pedagogical approaches that work best for young children are similar to ‹‹Pedagogical documentation – The process of gathering and analysing strategies that work for learners of all ages, from infancy to adulthood. Evidence evidence of learning to “make thinking and learning visible” provides from research and practice shows that these approaches are the most effective the foundation for assessment for, as, and of learning. (See Chapter 1.4, ways to nurture and support learning and development among both children “Assessment and Learning in Kindergarten: Making Children’s Thinking and adult learners. and Learning Visible”.) ‹‹Responsive relationships – Evidence from research and practice shows that ‹‹Reflective practice and collaborative inquiry – Educators develop and positive interactions between teacher and student are the most important expand their practice by reflecting independently and with other educators, factor in improving learning (Hattie, 2008). An awareness of being valued children, and children’s families about the children’s growth and learning. and respected – of being seen as competent and capable – by the educator These pedagogical approaches, outlined in How Does Learning Happen?, are builds children’s sense of self and belonging and contributes to their well- central to the discussion in Part 1 of this document. Throughout the document, being, enabling them to be more engaged in learning and to feel more they are understood to be foundational to teaching that supports learning in comfortable in expressing their thoughts and ideas. Kindergarten and beyond. 1.1 INTRODUCTION 11 12 THE KINDERGARTEN PROGRAM FUNDAMENTAL PRINCIPLES OF PLAY-BASED LEARNING Educators recognize the benefits of play for learning and engage in Global conversations and perspectives on learning from various fields – children’s play with respect for the children’s ideas and thoughtful neuroscience, developmental and social psychology, economics, medical research, attention to their choices. education, and early childhood studies – confirm that, among the pedagogical 2. All children are viewed as competent, curious, capable of complex approaches described above, play-based learning emerges as a focal point, with thinking, and rich in potential and experience. proven benefits for learning among children of all ages, and indeed among In play-based learning, educators honour every child’s views, ideas, and adolescent and adult learners. The following fundamental principles have theories; imagination and creativity; and interests and experiences, including been developed to capture the recurring themes in the research on beneficial the experience of assuming new identities in the course of learning (e.g., “I pedagogical approaches, from the perspective of play-based learning. am a writer!”; “I am a dancer!”). FUNDAMENTAL PRINCIPLES OF PLAY-BASED LEARNING The child is seen as an active collaborator and contributor in the process of learning. Together, educators and learners plan, negotiate, reflect on, and 1. Play is recognized as a child’s right, and it is essential to the child’s construct the learning experience. optimal development. Educators honour the diversity of social, cultural, and linguistic backgrounds The United Nations Convention on the Rights of the Child recognizes “the represented among the children in the classroom, and take each child’s right of the child … to engage in play … appropriate to the age of the background and experiences into account when interpreting and responding child” and “to participate freely in cultural life and the arts”.3 to the child’s ideas and choices in play. Play is essential to the development of children’s cognitive, physical, social, and emotional well-being. The Association for Childhood Education 3. A natural curiosity and a desire to explore, play, and inquire are the International (ACEI) recognizes play as necessary for all children and critical primary drivers of learning among young children. to children’s optimal growth, learning, and development from infancy Play and inquiry engage, challenge, and energize children, promoting an to adolescence.4 active, alert, and focused state of mind that is conducive to learning. Children’s choices in play are the best starting points for the co-construction of learning with the child. 3. United Nations Human Rights Office of the High Commissioner, Article 31, Educators respond to, challenge, and extend children’s learning in play and “Convention on the Rights of the Child” (Entry into force 2 September 1990). inquiry by: 4. J.P. Isenberg and N. Quisenberry, “A Position Paper of the Association for Childhood observing; Education International – Play: Essential for All Children”. Childhood Education (2002), listening; 79(1), p. 33.  questioning; The learning environment is constructed collaboratively and through provoking;5 negotiation by children and educators, with contributions from family providing descriptive feedback; and community members. It evolves over time in response to children’s engaging in reciprocal communication and sustained conversations; developing strengths, interests, and abilities. providing explicit instruction at the moments and in the contexts A learning environment that inspires joy, awe, and wonder promotes when it is most likely to move a child or group of children forward learning. in their learning. 5. In play-based learning programs, assessment supports the child’s 4. The learning environment plays a key role in what and how a learning and autonomy as a learner. child learns. In play-based learning, educators, children, and family members collaborate A learning environment that is safe and welcoming supports children’s in ongoing assessment for and as learning to support children’s learning and well-being and ability to learn by promoting the development of individual their cognitive, physical, social, and emotional development. identity and by ensuring equity6 and a sense of belonging for all. Assessment in play-based learning involves “making thinking and learning Both in the classroom and out of doors, the learning environment allows for visible” by documenting and reflecting on what the child says, does, and the flexible and creative use of time, space, and materials in order to respond represents in play and inquiry. to children’s interests and needs, provide for choice and challenge, and support differentiated and personalized instruction and assessment. THE FOUR FRAMES OF THE KINDERGARTEN PROGRAM In the Kindergarten program, four “frames”, or broad areas of learning, are used to structure thinking about learning and assessment.7 The frames − Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy 5. In education, the term “provoking” refers to provoking interest, thought, ideas, or and Mathematics Behaviours, and Problem Solving and Innovating − are curiosity by various means – for example, by posing a question or challenge; introducing a material, object, or tool; creating a new situation or event; or revisiting documentation. designed to support an approach that aligns with the way children’s learning “Provocations” spark interest, and may create wonder, confusion, or even tension. They naturally occurs and that focuses on aspects of learning that are critical to young inspire reflection, deeper thinking, conversations, and inquiries, to satisfy curiosity and children’s development. The frames reflect the integrated way in which learning resolve questions. In this way, they extend learning. occurs during children’s play and inquiry in Kindergarten. 6. Ensuring equity is one of the four goals outlined in the Ministry of Education’s Achieving Excellence: A Renewed Vision for Education in Ontario (2014a, p. 8), which states: “The fundamental principle driving this [vision] is that every student has the opportunity to succeed, regardless of ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, socio- economic status or other factors.” 7. Children’s learning is also evaluated and communicated in terms of these four frames, as outlined in Growing Success − The Kindergarten Addendum (2016). 1.1 INTRODUCTION 13 14 THE KINDERGARTEN PROGRAM The four frames align with the four foundational conditions needed for children The overall expectations (OEs) of the Kindergarten program are connected to grow and flourish − Belonging, Well-Being, Expression, and Engagement. with the four frames (see The Overall Expectations, by Frame). An expectation These foundations, or ways of being, are central to the pedagogy outlined in the is associated with the frame that encompasses the aspects of learning and early learning resource How Does Learning Happen? They are conditions that development to which that expectation most closely relates. An expectation that children naturally seek for themselves, and they apply regardless of age, ability, addresses more than one aspect of learning may be connected with more than culture, language, geography, or setting. one frame.8 (Two of the overall expectations – OE1 and OE22 − are associated with all four frames, because they relate to all aspects of learning. For example, OE1 describes the ability to communicate ideas and emotions in various verbal Pr nd In and non-verbal ways, which is fundamental to all learning.) The grouping of ut and expectations within particular frames also indicates a relationship between and ob n a l e m ov nt ing ing Co o n g among those expectations. S o ting rib lvi l Be ng a Belonging Engagement The four frames may be described as follows: Children Families Educators Belonging and Contributing. This frame encompasses children’s learning and development with respect to: De Expression Well-Being mo them Ma n s at -B ion their sense of connectedness to others; tra ics e l l l at g tin Be ein d W egu g L ha their relationships with others, and their contributions as part of a group, a n l f- R i te v i o rac ur Se ya s a community, and the natural world; nd their understanding of relationships and community, and of the ways in which people contribute to the world around them. Figure 2. The four frames of Kindergarten (outer circle) grow out of the four foundations The learning encompassed by this frame also relates to children’s early for learning and development set out in the early learning curriculum framework development of the attributes and attitudes that inform citizenship, through (inner circle). The foundations are essential to children’s learning in Kindergarten and their sense of personal connectedness to various communities. beyond. The frames encompass areas of learning for which four- and five-year-olds are developmentally ready. The four Kindergarten frames grow out of the four foundations for learning and development. The Kindergarten frames are defined more specifically to reflect 8. Note that the inclusion of an expectation in a frame or frames does not mean that the learning the developmental and learning needs of children in Kindergarten and beyond. outlined in the expectation relates exclusively to that frame or frames. Self-Regulation and Well-Being. This frame encompasses children’s learning What children learn in connection with this frame develops their capacity to and development with respect to: think critically, to understand and respect many different perspectives, and their own thinking and feelings, and their recognition of and respect for to process various kinds of information. differences in the thinking and feelings of others; Problem Solving and Innovating. This frame encompasses children’s learning regulating their emotions, adapting to distractions, and assessing and development with respect to: consequences of actions in a way that enables them to engage in learning; exploring the world through natural curiosity, in ways that engage the mind, their physical and mental health and wellness. the senses, and the body; In connection with this frame, it is important for educators to consider: making meaning of their world by asking questions, testing theories, solving problems, and engaging in creative and analytical thinking; the interrelatedness of children’s self-awareness, sense of self, and ability to self-regulate; the innovative ways of thinking about and doing things that arise naturally with an active curiosity, and applying those ideas in relationships with others, the role of the learning environment in helping children to be calm, with materials, and with the environment. focused, and alert so they are better able to learn. The learning encompassed by this frame supports collaborative problem solving What children learn in connection with this frame allows them to focus, and bringing innovative ideas to relationships with others. to learn, to respect themselves and others, and to promote well-being in themselves and others. In connection with this frame, it is important for educators to consider the importance of problem solving in all contexts – not only in the context of Demonstrating Literacy and Mathematics Behaviours. This frame mathematics – so that children will develop the habit of applying creative, encompasses children’s learning and development with respect to: analytical, and critical thinking skills in all aspects of their lives. communicating thoughts and feelings – through gestures, physical movements, words, symbols, and representations, as well as through What children learn in connection with all four frames lays the foundation for the use of a variety of materials; developing traits and attitudes they will need to become active, contributing, literacy behaviours, evident in the various ways they use language, images, responsible citizens and healthy, engaged individuals who take responsibility and materials to express and think critically about ideas and emotions, as for their own and others’ well-being. they listen and speak, view and represent, and begin to read and write; mathematics behaviours, evident in the various ways they use concepts SUPPORTING A CONTINUUM OF LEARNING of number and pattern during play and inquiry; access, manage, create, and evaluate information; and experience an emergent understanding The Ontario Early Years Policy Framework envisages early years curriculum of mathematical relationships, concepts, skills, and processes; development that helps children make smooth transitions from early childhood programs to Kindergarten, the primary grades, and beyond. All of the elements an active engagement in learning and a developing love of learning, discussed above – a common view of children as competent and capable; which can instil the habit of learning for life. 1.1 INTRODUCTION 15 16 THE KINDERGARTEN PROGRAM coherence across pedagogical approaches; a shared understanding of the THE ORGANIZATION AND FEATURES OF THIS DOCUMENT foundations for learning and development, leading into the four frames of the Kindergarten program; and the fundamental principles of play-based This document is organized in four parts: learning – contribute to creating more seamless programs for children, Part 1 outlines the philosophy and key elements of the Kindergarten families, and all learners, along a continuum of learning and development. program, focusing on the following: learning through relationships; play- The vision of the continuum is illustrated in How Does Learning Happen? based learning in a culture of inquiry; the role of the learning environment; (p. 14). That graphic is adapted here to depict the continuum from the and assessment for, as, and of learning through the use of pedagogical perspective of Kindergarten. documentation, which makes children’s thinking and learning visible to the child, the other children, and the family. Part 2 comprises four chapters, each focused on “thinking about” one of the four Kindergarten frames. Each chapter explores the research that supports the learning focus of the frame for children in Kindergarten, outlines effective pedagogical approaches relevant to the frame, and provides tools for reflection to help educators develop a deeper understanding of learning and teaching in the frame. Part 3 focuses on important considerations that educators in Kindergarten take into account as they build their programs, and on the connections and relationships that are necessary to ensure a successful Kindergarten program that benefits all children. Part 4 sets out the learning expectations for the Kindergarten program and provides tools for supporting educators’ professional learning and reflection. The list of the overall expectations, indicating the frame or frames to which each expectation is connected, is presented in Chapter 4.2. Chapters 4.3 through 4.6 set out the overall expectations and conceptual understandings by frame, along with “expectation charts” for each frame. The expectation charts provide information and examples to illustrate how educators and children interact to make thinking and learning visible in connection with Figure 3. Pedagogical approaches that support learning are shared across settings to the specific expectations that are relevant to the particular frame. create a continuum of learning for children from infancy to age six, and beyond.  The appendix is a chart that lists all of the overall expectations, with their Questions for Reflection – Questions designed to stimulate reflection related specific expectations, and indicates the frame(s) with which each and conversation about key elements and considerations related to the expectation is associated. Kindergarten program. The document is designed to guide educators as they adopt the pedagogical Misconceptions – Lists of the common misconceptions that abound  approaches that will help the children in their classrooms learn and grow. about children’s learning through play and inquiry and that are It recognizes the transformational nature of these approaches, as well as the addressed throughout the chapters of this document. benefits of collaborative reflection and inquiry in making the transition from more traditional pedagogies and program planning approaches. To support and Links to Resources – Active links to electronic resources, including  inspire educators as they reflect on and rethink traditional beliefs and practices videos and web postings, that illustrate pedagogical approaches and apply new ideas from research and proven practice, this document offers a discussed in the text. variety of special features: Internal Links – Active links to related sections or items within  Educator Team Reflections and Inside the Classroom: Reflections on  The Kindergarten Program. Practice – Reflections and scenarios provided by educators from across Ontario, reflecting situations that arose in their own classrooms during the implementation of full-day Kindergarten. Professional Learning Conversations – 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. 1.1 INTRODUCTION 17 1.2 PLAY-BASED LEARNING IN A CULTURE OF INQUIRY Children are constantly engaged in making meaning of their world and in PLAY AS THE OPTIMAL CONTEXT FOR LEARNING: EVIDENCE sharing their perceptions. Play is an optimal context for enabling children to FROM RESEARCH work out their ideas and theories and use what they already know to deepen their understanding and further their learning. Innately curious, children Play nourishes every aspect of children’s development. … Play develops explore, manipulate, build, create, wonder, and ask questions naturally, the foundation of intellectual, social, physical, and emotional skills moving through the world in what might be called an “inquiry stance”. necessary for success in school and in life. It “paves the way for learning”. Educators observe and document the children’s thinking, ideas, and learning; (Canadian Council on Learning, 2006, p. 2) interpret and analyse what they have noticed; and express their own thinking and wondering as they interact with the children. In a Kindergarten classroom, Play is a vehicle for learning and rests at the core of innovation and the educators adopt an inquiry stance along with the children, and a culture of creativity. It provides opportunities for learning in a context in which children inquiry characterizes the learning environment. are at their most receptive. Play and academic work are not distinct categories for young children, and learning and doing are also inextricably linked for Inquiry is an integral part of certain disciplines. For example, inquiry processes them. It has long been acknowledged that there is a strong link between play and skills are central to science and technology. However, in the Kindergarten and learning for young children, especially in the areas of problem solving, program, inquiry is not a set of processes and skills but a pervasive approach or language acquisition, literacy, and mathematics, as well as the development “stance”, a habit of mind that permeates all thinking and learning throughout of social, physical, and emotional skills (NAEYC, 2009; Fullan, 2013; the day. It is not limited to a subject area or topic, a project, or a particular Ontario Ministry of Education, 2014c). time of day. It is not an occasional classroom event, and it is not an approach appropriate for only some children. As noted in the curriculum policy Young children actively explore their environment and the world around them document for each discipline in the Ontario curriculum, inquiry is “at through play. When children are exploring ideas and language, manipulating the heart of learning in all subject areas”. Educators use their professional objects, acting out roles, or experimenting with various materials, they are knowledge and skills to co-construct inquiry with the children – that is, to engaged in learning through play. Play, therefore, has an important role in support children’s learning through play, using an inquiry approach. learning and can be used to further children’s learning in all areas of the Kindergarten program. How Do Children Learn through Play? The process through which learning happens in play is complex. Educators continually develop and deepen their understanding of that process through In its “Statement on Play-Based Learning”, the Council of Ministers of professional learning and classroom observation, interpretation, and analysis. Education, Canada (CMEC), recognizes the educational value of play To be effective, educators depend on their nuanced understanding of the many as follows: ways in which children learn and develop and how children’s grasp of concepts The benefits of play are recognized by the scientific community. There is is revealed during play (Trawick-Smith & Dziurgot, 2010). Educators also now evidence that neural pathways in children’s brains are influenced realize how critical their role is in helping to consolidate and further children’s by and advanced in their development through the exploration, learning in play by making their learning visible to the children, as well as to thinking skills, problem solving, and language expression that occur their families. during play. Research also demonstrates that play-based learning leads to greater EDUCATOR TEAM REFLECTIONS social, emotional, and academic success. Based on such evidence, It was important for our educator teams to understand and express our beliefs and ministers of education endorse a sustainable pedagogy for the future have courageous conversations about play-based learning. Even though we all believed that does not separate play from learning but brings them together to that play was important, there was a range of opinion as to what it meant. Some of us promote creativity in future generations. In fact, play is considered so had training that said: When children are at play, adults should be “hands off”. Others essential to healthy development that the United Nations has recognized had experienced play as what the children do while the teacher is busy working with it as a specific right for all children. … (“teaching”) a small group. We studied the description that was offered at a professional Given the evidence, the CMEC believes in the intrinsic value and learning session on the Kindergarten program and began to rethink play as a critical importance of play and its relationship to learning. Educators should context for learning. We all agreed to study our role in play. intentionally plan and create challenging, dynamic, play-based learning * * * opportunities. Intentional teaching is the opposite of teaching by rote We had to rethink what was meant by “play”. We believed the activities we used to plan or continuing with traditions simply because things have always been were play. Every child had to complete a “cookie-cutter” craft – but the activity never done that way. Intentional teaching involves educators’ being deliberate really met the children’s needs. They would either rush through it, or we would end up and purposeful in creating play-based learning environments – because coaxing them to complete the craft – otherwise, we would have to explain to their parents when children are playing, children are learning. why they hadn’t completed it! At first, we worried about removing these activities, but (CMEC, 2012) when we began to offer the children materials so they could choose how to represent their thinking, we realized that they were much more capable as artists than we had thought. We are amazed every day at the complex pieces they are creating. READ: “United Nations Declaration of the Rights of the Child” “CMEC Statement on Play-Based Learning” 1.2 PLAY-BASED LEARNING IN A CULTURE OF INQUIRY 19 20 THE KINDERGARTEN PROGRAM Kindergarten classrooms make use of play and embed opportunities for time that they can influence how water moves through a tube, that their shadow learning through play in the physical environment (ELECT, 2007, p. 15; moves when they move, or how it feels to move a paintbrush over a canvas. As see also Chapter 1.3, “The Learning Environment”). The learning experiences they notice and build on their insights, they are regulating their own learning. are designed by the educators to encourage the children to think creatively, to explore and investigate, to solve problems, self-regulate, and engage in the In socio-dramatic play, language becomes a self-regulatory tool. Children’s inquiry process, and to share their learning with others. private speech, or self-talk, is a mode through which they shift from external regulation (e.g., by a family member or educator) to self-regulation. Children begin to assimilate adult prompts, descriptions, explanations, and strategies EDUCATOR TEAM REFLECTION by incorporating them into their self-talk. As they integrate the language they have heard into their own private speech, they are activating complex I was uncertain of my role in the children’s play − I thought it was my role to set up cognitive processes such as attention, memory, planning, and self-direction play activities and then supervise and react, but I worried that I might take over the (Shanker, 2013b). Participants in socio-dramatic play communicate with each play if I interacted with the children. Now, we are learning about documentation and other using language and symbolic gestures to describe and extrapolate from figuring out our role. We find time in the day − and have made it a priority − to study familiar experiences, and to imagine and create new stories. Socio-dramatic play our documentation together. We have a deeper understanding of the children’s learning, supports children’s self-regulation and increases their potential to learn as they and we are really thinking together about how we might respond, extend, and challenge engage with the people and resources in their environment (Pascal, 2009a). the children’s thinking … and our own! Play-Based Learning: The Connections to Self-Regulation VIEW: Video clips – “A play-based approach to learning is important in developing children’s self-regulation” When children are fully engaged in their play, their activity and “Play-based learning creates a passion for learning” learning … [are] integrated across developmental domains. They seek out challenges that can be accomplished. … Through play, children “Rethinking and repeating supporting self-regulation – one educator team’s reflection” learn trust, empathy, and social skills. (Pascal, 2009a, pp. 8–9) THE INQUIRY APPROACH: EVIDENCE FROM RESEARCH Vygotsky (1978) connects socio-dramatic play (“pretend” play) to children’s developing self-regulation. During socio-dramatic play, children naturally Research suggests that students are more likely to develop as engaged, self- engage in learning that is in their “zone of proximal development” – in other directed learners in inquiry-based classrooms (Jang, Reeve, & Deci, 2010). words, learning that is at the “edge” of their capacities. Evidence may be seen in various play contexts in the classroom − children may be noticing for the first  Inquiry allows students to make decisions about their learning and to “Reflections from another FDELK team on moving from themes to inquiry. What did take responsibility for it. [Educators] create learning contexts that allow they notice?” children to make decisions about their learning processes and about “How are educator teams repeating, removing and rethinking their inquiry-based planning?” how they will demonstrate their learning. They encourage collaborative learning and create intellectual spaces for students to engage in rich talk about their thinking and learning. They create a classroom ethos that fosters respect for others’ ideas and opinions and encourages risk- PLAY-BASED LEARNING IN AN INQUIRY STANCE taking. … Collectively, these actions lead to a strong sense of student As noted above, educators in a Kindergarten classroom adopt an inquiry self-efficacy. stance – a mindset of questioning and wondering – alongside the children, to (Ontario Ministry of Education, 2011, p. 4) support their learning as they exercise their natural curiosity. In addition to Asking questions and making sense of information to expand understanding joining the children in inquiry, educators, as “classroom researchers”, wonder are at the core of all inquiry. Through its focus on an inquiry approach, the and ask questions about the children and the children’s learning (e.g., “Why Kindergarten program promotes the development of higher-order thinking this learning for this child at this time and in this context?” ) and about the skills by capitalizing on children’s natural curiosity, their innate sense of impact of their interventions on children’s learning and growth in learning wonder and awe, and their desire to make sense of their environment. An (e.g., “What will be the impact on the learning of these children if I intervene in inquiry approach nurtures children’s natural inquisitiveness. As educators their conversation in this way at this time?” ,“How might changing the way we use give children opportunities to seek answers to questions that are interesting, the tables in the classroom affect the way the children collaborate?” ). Being in an important, and relevant to them, they are enabling them to address curriculum inquiry stance is critical to creating the conditions required for inquiry learning. content in integrated, “real world” ways and to develop – and practise – the As educators question and wonder along with the children, they bear in higher-order thinking skills and habits of mind that lead to deep learning. mind the intention for learning – which, in any given context, will involve one or more of the overall expectations (OEs) set out in this document (see Chapter 4.2). The educators do not plan lessons based on predetermined topics READ: “Getting Started with Student Inquiry”, Capacity Building Series at predetermined times (e.g., topics based on the calendar, such as Mother’s (October 2011) Day in May, Thanksgiving in October), and they do not develop lessons or “What Educators Are Learning about Learning in an Inquiry Stance”, K to 2 Connections activities around the “nouns” that the children happen to use (e.g., rocks, (August 2013) trains, tadpoles), as was often done in the past. Instead, inquiries evolve out VIEW: Video clips – “What does inquiry-based learning look like and sound like? of reciprocal questioning and wondering. As the children express their thinking, How are educator teams repeating, removing, and rethinking their theme-based planning educators think about questions they can ask that will further provoke children’s and moving to inquiry?” thinking and continue to stimulate their curiosity and wonder. 1.2 PLAY-BASED LEARNING IN A CULTURE OF INQUIRY 21 22 THE KINDERGARTEN PROGRAM For example, a child might bring some tadpoles to school. As the child voices USING QUESTIONS TO PROMOTE INQUIRY AND EXTEND THINKING questions, ideas, facts, and opinions about them, other children who are In response to children’s questions and ideas, educators pose questions such as: interested in the tadpoles might join in. The educators engage the children about their questions and ideas, probing for more details and clarification What do you think? from them. Rather than providing information about the tadpoles, they What would happen if …? wonder out loud about how, together, they might find answers to some of the I wonder why your measurement is different from Jasmine’s? questions. One of the children might express the idea that tadpoles turn into How are you getting water from one container to another? frogs. Through a probing question such as “How could we find out if that’s what How could you show your idea? How can we find out if your idea works? happens?”, the educators can elicit ideas, and the group might decide to observe the tadpoles over a period of time and to record what they observe (OE13). I wonder if we could make our own marble run? Together, the educators and the children consider the many ways in which the Children ask questions that lead to inquiry. For example: children could represent their observations and ideas (e.g., in a drawing or a How can this car go faster down the ramp? model, or by acting them out) and the kinds of tools and equipment they will need to do this. They might also discuss the care they will need to provide for Where are the biggest puddles? the tadpoles. At this point, other children might be invited to be part of the Children communicate ideas and ask further questions while they are experimenting inquiry as well. The educators might probe to find out what bigger questions and investigating. They might describe materials they are using, indicate a problem underlie the children’s interest – what does it mean to develop? To transform? they are having, or ask a question such as “I wonder what would happen if I …?” What is happening on the inside of the tadpole while it changes on the outside? They begin to listen to their peers and may offer suggestions to them. Through these The educators might also choose to provoke further inquiry by providing interactions and as the educators extend children’s thinking through their questions opportunities for the children to explore other similar kinds of changes or and observations, children also learn to make predictions and draw conclusions: stages of life that happen – for example, in seeds, in eggs, and even in humans. “I think if I use a bigger block on the bottom, my tower won’t break. See, it Once the inquiry is under way, the observations would need to be recorded – worked! I used this big block and it didn’t fall over.” and this would become a purpose for writing and an opportunity for the children “I thought it would take six footsteps, but it took ten.” to learn about an important element of the writing process (OE1 and OE10). The educators engage with the children in inquiries that enable the children to explore their questions and wonderings as co-learners with the educators. The educators offer provocations that build on the children’s thinking or invite the children to engage in new ways of learning. Further to the example about tadpoles above, the educators might point out to The Inquiry Process in the Kindergarten Classroom the children that scientists investigate things they are interested in, and that the Elements of the When children are When educators children now have an opportunity to “be” scientists as well. The educators will child’s inquiry engaged in the inquiry are modelling or have placed hand lenses and recording materials at a table with the tadpoles, process process, they: supporting the pointing out to the children that they are using the same tools that scientists inquiry process, they: use. They might also mention that the children are using the same processes Initial engagement raise questions about observe and listen that scientists use (e.g., observing, wondering, asking questions and generating theories, communicating, working together). As the children conduct their noticing, wondering, objects and events playing around them investigation, the educators observe and document what they say and do. The educators confer about the documentation and then reflect on it with the Exploration explore objects and act as co-learners with children, negotiating what materials the children might add or take away in order exploring, observing, events around them the children, posing to further test their theories about the tadpoles and build on their thinking. questioning and observe the results thoughtful, open- of their explorations ended questions For more information about pedagogical documentation, see make observations, encourage children Chapter 1.4, “Assessment and Learning in Kindergarten”. using all of their to observe and talk senses, and generate among themselves and questions to the educators VIEW: Video clips – “What does it look like and sound like to co-construct inquiry with the children? Reflections on inquiry: Observations and making learning visible” Investigation gather, compare, provide a rich planning, using sort, classify, variety of materials “What does it look like and sound like to co-construct inquiry with the children? Listening observations, order, interpret, and resources, and in on a classroom inquiry” describe observable strategically question reflecting characteristics and and observe children properties, notice to discover, clarify, patterns, and draw and expand on the QUESTIONS TO GUIDE VIDEO VIEWING conclusions, using a children’s thinking What could the conversation be while watching the video (e.g., recalling a variety of simple tools model how to plan, moment when you have rethought some aspect of your program)? and materials observe, and reflect How did the learning change when the educators trusted their judgement and Communication work individually and listen to the children rethought their intervention? with others, share and to help them make sharing findings, discussing ideas discuss ideas, connections between and listen to ideas their prior knowledge The following chart outlines the elements of the inquiry process in the