Full-Day Early Learning Curriculum and Best Practices

1
Curriculum and Best Practices Full Day Early
Learning Model EDU5602 Assignment 3 By
Katherine Wong 2014 Algonquin College of Applied
Arts and Technology For Velma Doran,
Instructor Sheridan College
2
Full Day Early Learning(FDEL)

• The Ministry of Educations plan for full day
  early learning is to help more children get a
  strong start in school so they can lead
  successful, rewarding lives.

3
Full Day Early Learning Goals
4
Dr. Charles Pascal on the Full-Day Early
Learning Model
Click on Image 20 min. interview (youtube)
5
Children Develop Within a Complex Set of
Interrelated Systems
FDEL recognizes the importance of these
interrelationships and holds this
interconnectedness at the centre of its vision.
6
Full-Day Early Learning Curriculum (in its
entirety 162 pages)

• Click on image to view

7
20 Principles of Best Practices

• This presentation will demonstrate where the FDEL
  program meets the 20 Principles of Best
  Practices as discussed in Modules 1-2. This
  will provide you with a more accurate
  understanding of the model and where this program
  may need to go in order to meet best practices in
  specific areas.

8
1. Development of the Whole Child

• FDEL meets the development of the whole child
  through its play-based and inquiry-based
  methodology.
• The kindergarten curriculum, with elements of the
  ELECT, include learning along a developmental
  continuum with specific learning areas personal
  and social development, language, mathematics,
  science and technology, health and physical
  activity, the arts.
• The curriculum stresses the importance of
  interrelationships (slide 5).

9
2. Meaningful to Children

• The curriculum is meaningful to children as it
  focusses on childrens interests. It is
  therefore constantly changing and evolving based
  on the environment, the teaching staff and the
  children in the classroom at any one time.

Sensory Construction under the Ocean 3D
10
3. Experiential Learning

• Learning is experiential as it is hands-on.
  Children have access to materials to touch and
  feel and construct in a safe environment.
• However, some schools and school boards do not
  allow children this young to go into the
  community nor do they have fieldtrips for safety
  reasons.

Building and sailing cork boats after the
winters thaw.
11
Discussion Question
Do you think experiential learning in the FDEL
program meets best practices? Are children
learning as much as they can by not being allowed
to go into the community or on field
trips? Should experiential learning beyond the
classroom be left up to the parents and why?
12
4. Builds on Current Knowledge and Skills

• The FDEL program builds on a childs current
  knowledge and skills. Teachers and Educators
  scaffold and extend a childs learning from the
  basis of what they currently know and its
  different for each child.
• For example, if a child can already print
• letters, an Educator builds on skills by
• having the child write words and helps
• them begin to read.

These children are playing alphabet bingo.
13
5. Fosters Childrens Construction of New
Knowledge (Piaget)

• Educators introduce children to new ideas and
  concepts and then provide materials for the
  children to explore and investigate.
• Children will ask questions which
• will result in new ideas and
• materials for a deeper
• understanding.

Learning about shadows - Shadow puppets
14
6. Play-Based, Child-Centered Learning

• The FDEL curriculum is intentional play-based
  learning and meets the interests of the children.
• When children bring in new interests, the
  Educators try to implement them into the program.
• The program is child-centered
• as all materials and learning
• are age-appropriate.

15
Play-Based Kindergarten Curriculum Explained
Click on image to read
16
7. Expressive and Reflective Practice

• Each school board, school and classroom have
  different ideas on expressive and reflective
  practice.
• Some Principals offer workshops to encourage this
  and encourage Teacher-ECE collaboration.
• Each Teacher-ECE partner reflects with the
  children differently.

Children reflect on Who they are.
17
8. Collaborative and Democratic

• The Teacher-ECE partnership is a 50/50
  collaboration and for the most part, the
  individual partnership determines how they want
  to operate within the classroom.
• There are some partnerships that are stronger
  than others and it is a work in progress, but
  must never interfere with the childrens
  learning.
• You will hear many stories from different
  Teachers-ECEs on this subject.

18
An Atkinson Centre Study on Teachers and ECEs
Working Together
Click on above image to access
19
9. Supports the Family, Acknowledges Parents as
Partners

• FDEL supports the family by offering before and
  after school programs so parents dont have to
  worry about the transition from school to an
  after care program (a seamless day).
• ECEs are able to assess childrens special needs
  to start the process for additional support.
• Through the after school programs, parents and
  ECEs can discuss issues and work on a
  co-operative program to assist a child with
  issues such as behaviour or self-regulation.

20
10. Demonstrates Cultural Sensitivity

• Cultural sensitivity is encouraged through
  planning activities related to special holidays.
• Children are encouraged to speak their native
  language with other children of the same culture
  during recess and free time and share their
  language with the class.
• Students in older grades with common cultural
  languages are brought into the classroom to
  assist children communicate who have minimal
  English as required.

21
11. Realistic and Developmentally Attainable for
Children

• Kindergarten is a two-year program with a wide
  range of expectations for children between the
  ages of 3-6 as per the Kindergarten curriculum
  and ELECT framework.
• Some school boards are opting for split JK-SK
  classes to allow modelling for the younger
  children.

Buttons sorting by color and shape, counting,
patterning, using small pincer tools to
strengthen fine motor muscles..
22
12. Promotes Understanding, Curiosity and Problem
Solving

• This is a play-based and inquiry-based curriculum
  with a focus on understanding, curiosity and
  problem solving through intentional planning.
• The knowledge of the Teachers and Educators is
  key to how this all unfolds in the classroom.
  Each individual has their specialty.

Is that a garden snail?
How does goop work?
23
Discussion Question
My concern for the FDEL program is that each
classroom really depends on the Teacher-ECE
knowledge and skills. This comes not only from
basic educational requirements but through
additional professional development, life
experiences, interests and personality of the
staff. What does this say about Best
Practices? How can we ensure that children in
each classroom have equal opportunity for
learning? What is/are your personal specialties?
24
13. Low Numbers of Children for Each Educator

• Each school board in Ontario manages this process
  slightly differently but the guideline is a cap
  of 26 children per class or 13 children per
  teacher
• Depending on the location of the school, some
  classrooms have up to 32 children or 16 children
  per Teacher. Some have as low as 18 or 9
  children per Teacher.
• In some instances, Educational Assistants find
  time to spend with the children who have
  unidentified special concerns.

25
Discussion Question
Do you feel the full-day early learning program
meets best practices in terms of teacher-child
ratios? If not, how do you think they can solve
the inconsistencies from school to school and
school board to school board?
26
14. Smaller Group Sizes to a Maximum of 16
Preschool Children

• Since Kindergarten is no longer considered
  preschool, this point under best practices is not
  applicable to the full-day early learning
  program.
• The before and after school programs are not
  considered child care but an extension of the
  core day.
• Kindergarten and the before/after school programs
  are not required to abide by the Day Nurseries
  Act.

27
15. Genuine, Authentic and Consistent
Educator/Children Relationships

• The Teacher-ECE team supports the classroom
  during the ten-month school year providing
  consistent relationships with the children
  resulting in important child-adult bonding and
  belonging.
• The before/after school program operates for 12
  months of the year allowing ECE-child bonds
• to continue beyond the regular
• school year.

ECEs work one-one developing strong bonds.
28
16. Educator Training and Qualifications Related
to Early Learning

• In the full-day program, Educators have the
  skills and qualifications to work with children
  from ages 0-12.
• Educators are skilled in the areas of play-based
  and inquiry-based curriculum planning and design,
  programming, child development, assessment,
  teacher collaboration and lead the before and
  after school program.
• Through the College of Early Childhood Educators,
  ECEs reflect on their practice through a program
  of Continuous Professional Learning and update
  their skills to meet demands of the job.

29
17. Safe and Healthy Environments for Children
The FDEL program focuses on four foundations that
ensure optimal learning and healthy development
with ELECT used as the foundational framework.
30
18. Child-Centred Physical Environment that
Promotes Independence

• The FDEL program is set up with children in mind
  through an environment that focusses childrens
  attention on transitioning to grade 1.
• The Educators and Teachers ensure the environment
  is child-friendly and changes it as needed for
  engagement.

Children learn to dress independently.
31
19. Use of Both Child and Program Observation
Tools for Feedback and Assessment

• The Educator is responsible for observing
  children using a variety of observation methods
  to evaluate for special needs, for curriculum
  planning and for assessment purposes.
• The Educator provides input to the Teacher for
  report cards and for Parent-Teacher meetings.
• Observation, feedback and assessment are also
  done by the schools educational support team.

32
20. Administrators that Support a Curriculum of
Reflective Best Practices

• In many school boards, the Principal is the first
  step in supporting curriculum and reflective best
  practices and works closely with the FDEL team
  for all core day activities.
• The before and after school program may be run by
  a third party or by the school boards early
  learning support team which may have different
  requirements.
• Professional Development is ongoing throughout
  the school year and in the summer.

33
SUMMARY

• The full-day early learning program in Ontario
  meets many of the high standards of best
  practices.
• The Teachers and Educators in each classroom are
  key to ensuring that best practices are
  continually reflected on and are high on the
  priority list when programming, evaluating and
  setting up the third teacher the environment.
• It is important for Teachers and Educators to
  strive for best practices by staying abreast of
  current ideas and trends.

34
LINKS

• elearning module Exploring the Voices of
  Full-Day Kindergarten Toronto Region
  Excellent resource http//www.misatoronto.ca/index
  .php/learning/exploring/index.html
• A variety of full-day kindergarten resources and
  webcasts http//www.edu.gov.on.ca/kindergarten/E
  L2013ResourceList.pdf
• How does Learning Happen? Ontarios Pedagogy for
  the Early Years (52 pages) http//www.edu.gov.on.c
  a/childcare/HowLearningHappens.pdf

35
Who am I?

• I am a Registered Early Childhood Educator with a
  B.A. in Psychology from the University of Ottawa,
  focussing on Children and Families. I currently
  work full-time for a school board in the core day
  and after school program.
• I am a part-time Advanced Art Instructor with the
  City of Ottawa (summer, breaks, weekends),
  programming and instructing in the areas of
  visual arts and dramatic performance for children
  ages 3-7.
• I am a national certified Fundamental Movement
  Coach with the Ontario Coaching Association
  helping young children advance their athletic
  skills for lifelong physical literacy.
• I am the Communications Officer on the Executive
  Committee of the OSSTF (Ontario Secondary School
  Teachers Federation) union District 25 for the
  current year.
• I am a lyricist, working with musicians,
  performers and producers from Russia to Australia
  online through virtual studios finishing off my
  6th album.
• I am a mother of two wonderful children.

36
Musical Credits

• Song Some Miracle will Happen
• Lyricist Katherine Wong, Canada
• Music and Production Henry Mittnacht, Germany
• Melody and Vocals Yolande Strauss, South Africa

37
References

• Interview with Dr. Charles Pascal
• http//www.youtube.com/watch?vBAI1HTyCOgw
• The Full Day Early Learning Kindergarten
  Curriculum http//www.edu.gov.on.ca/eng/curriculu
  m/elementary/kindergarten_english_june3.pdf
• The New Play-Based Kindergarten Curriculum
  Explained http//tvoparents.tvo.org/article/new-
  play-based-kindergarten-curriculum-explained
• Atkinson Centre Study Can We Work Together
  http//www.oise.utoronto.ca/atkinson/UserFiles/Fil
  e/Events/2011-06-0120-20Summer20Institute/SI201
  1_Poster_ECEandKteacher.pdf
• Photos courtesy the school board for
  educational purposes only. No duplication or
  reprint without permission.

38
THE END