learning happendoes how
TRANSCRIPT
How
Doe
s
Lear
ning
Hap
pen?
Onta
rio’s
Peda
gogy
for t
he E
arly
Yea
rs
A re
sour
ce a
bout
lear
ning
thr
ough
rel
atio
nshi
ps f
or t
hose
who
wor
k w
ith y
oung
chi
ldre
n an
d th
eir
fam
ilies
20
14
The
Onta
rio P
ublic
Ser
vice
end
eavo
urs
to d
emon
stra
te le
ader
ship
with
resp
ect t
o ac
cess
ibili
ty in
Ont
ario
. Our
goa
l is
to
ensu
re th
at O
ntar
io g
over
nmen
t ser
vice
s, p
rodu
cts,
and
facil
ities
are
acc
essib
le to
all
our e
mpl
oyee
s an
d to
all
mem
bers
of
the
publ
ic w
e se
rve.
Thi
s do
cum
ent,
or th
e in
form
atio
n th
at it
con
tain
s, is
ava
ilabl
e, o
n re
ques
t, in
alte
rnat
ive
form
ats.
Plea
se fo
rwar
d al
l req
uest
s fo
r alte
rnat
ive
form
ats
to S
ervi
ceOn
tario
at 1
-800
-668
-993
8 (T
TY: 1
-800
-268
-709
5).
13-1
62 •
ISBN
978
-1-4
606-
3838
-5 (
Prin
t) •
ISBN
978
-1-4
606-
3839
-2 (
PDF)
© Q
ueen
’s Pr
inte
r for
Ont
ario
, 201
4
Cont
ents
Ack
now
led
gem
ents
3
A V
isio
n f
or
Onta
rio’s
Ea
rly Y
ea
rs
4
Intr
od
uct
ion
5
An
Und
erst
and
ing
of
Chi
ldre
n, F
am
ilies
, a
nd E
duc
ato
rs
6
The
Four
Fou
nda
tions
of
How
Does
Lea
rnin
g H
ap
pen
?
7
ELE
CT
and
a B
rief
His
tory
of
Ea
rly L
ea
rnin
g in O
nta
rio
9
ELEC
T Pr
inci
ple
s 10
Build
ing
fro
m E
LEC
T to
How
Does
Lea
rnin
g H
ap
pen
? 10
Rese
arc
h, T
heor
y, a
nd P
ract
ice
11
Wha
t’s M
ost
Imp
orta
nt?
11
How
to U
se T
his
Reso
urc
e G
uid
e
12
Goa
ls f
or C
hild
ren
12
Exp
ecta
tions
for
Pro
gra
ms
13
Que
stio
ns f
or R
efle
ctio
n
13
Sup
port
ing
a C
onti
nuum
of
Lea
rnin
g
14
Earl
y Ye
ars
Cur
ricu
lum
15
Earl
y Ye
ars
Ped
ag
og
y
16
The
Chi
ld
17
Unders
tandin
g C
hild
Dev
elo
pm
ent
17
Unders
tandin
g C
hild
ren f
rom
Diffe
rent Pe
rspect
ives
17
The
Fam
ily
18
The
Com
mun
ity
19
The
Educ
ato
r 19
Cri
tica
l Reflect
ion
20
Colla
bora
tive
Inqui
ry
20
The
Env
ironm
ent
20
Pedagogic
al D
ocu
menta
tion
21
Found
ati
ons
for
Lea
rnin
g
23
Belo
ngin
g: C
ultiv
atin
g A
uthe
ntic
Rel
atio
nshi
ps
and
Con
nect
ions
24
Ove
rvie
w
24
Goals
and E
xpect
ations
26
Que
stio
ns
for
Reflect
ion
28
Une
publ
icatio
n éq
uiva
lent
e es
t disp
onib
le e
n fra
nçai
s so
us le
titre
sui
vant
:Co
mm
ent a
ppre
nd-o
n? –
Péd
agog
ie d
e l’O
ntar
io p
our l
a pe
tite
enfa
nce.
This
publ
icatio
n is
also
ava
ilabl
e on
the
Min
istry
of E
duca
tion’
s w
ebsit
e, a
t ww
w.on
tario
.ca/
edu.
Wel
l-Be
ing:
Nur
turi
ng H
ealth
y D
evel
opm
ent
and
Wel
l-Be
ing
2
9
Ove
rvie
w
29
Goals
and E
xpect
ations
32
Que
stio
ns
for
Reflect
ion
34
Eng
ag
emen
t: C
rea
ting
Con
text
s fo
r Le
arn
ing
thr
oug
h
Exp
lora
tion,
Pla
y, a
nd In
qui
ry
3
5
Ove
rvie
w
35
Goals
and E
xpect
ations
37
Que
stio
ns
for
Reflect
ion
39
Exp
ress
ion:
Fos
teri
ng C
omm
unic
atio
n a
nd E
xpre
ssio
n
in A
ll Fo
rms
41
Ove
rvie
w
41
Goals
and E
xpect
ations
4
3
Que
stio
ns
for
Reflect
ion
45
Refe
rence
s 4
6
3 Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Ackn
owle
dgem
ents
How
Doe
s L
earn
ing
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Ear
ly Y
ears
is t
he
pro
du
ct o
f h
un
dre
ds
of
con
vers
atio
ns.
Th
e M
inis
try
of
Ed
uca
tio
n w
ou
ld l
ike
to s
ince
rely
th
ank
the
man
y vo
ices
th
at h
ave
con
trib
ute
d t
o t
his
do
cum
ent.
Yo
ur
exp
erie
nce
, k
no
wle
dg
e, w
isd
om
, an
d p
assi
on
hav
e in
form
ed o
ur
coll
ecti
ve t
hin
kin
g t
o s
hap
e th
is t
ran
sfo
rmat
ion
al d
ocu
men
t.
Ove
r th
e p
ast
two
yea
rs, w
e h
ave
eng
aged
wit
h v
ario
us
par
tner
s,
syst
em l
ead
ers,
exp
erts
, p
rofe
ssio
nal
s, a
nd
pra
ctit
ion
ers
fro
m a
ll
seg
men
ts o
f th
e ea
rly
year
s se
cto
r. T
hro
ugh
in
div
idu
al d
ialo
gu
e,
loca
l fo
cus
gro
up
s, a
nd
var
iou
s p
rovi
nci
al f
oru
ms,
th
ere
wer
e
man
y ri
ch d
iscu
ssio
ns
and
th
ere
wil
l b
e m
any
mo
re t
o c
om
e.
We
loo
k fo
rwar
d t
o c
on
tin
uin
g o
ur
con
vers
atio
ns
acro
ss t
he
pro
vin
ce a
s w
e ex
plo
re t
og
eth
er h
ow
lea
rnin
g h
app
ens.
4
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
A V
isio
n fo
r O
ntar
io’s
Ear
ly Y
ears
Chi
ldre
n’s
earl
y ex
peri
ence
s la
st a
lif
etim
e.
Du
rin
g o
ur
firs
t ye
ars
of
life
, th
e b
rain
dev
elo
ps
at a
n a
sto
un
din
g
rate
. S
cien
tist
s n
ow
kn
ow
th
is p
roce
ss i
s n
ot
just
gen
etic
bu
t is
dra
mat
ical
ly i
nfl
uen
ced
by
ou
r ea
rly
exp
erie
nce
s w
ith
peo
ple
an
d
ou
r su
rro
un
din
gs.
1
Wh
ile
a ch
ild
’s p
rin
cip
al s
ou
rces
fo
r su
pp
ort
ive
rela
tio
nsh
ips
and
lea
rnin
g e
xper
ien
ces
are
at h
om
e, m
any
On
tari
o c
hil
dre
n
also
att
end
ch
ild
car
e an
d c
hil
d a
nd
fam
ily
pro
gra
ms.
Ear
ly
year
s p
rog
ram
s p
lay
an i
mp
ort
ant
role
in
su
pp
ort
ing
ch
ild
ren’s
lear
nin
g, d
evel
op
men
t, h
ealt
h, an
d w
ell-
bei
ng.
Evi
den
ce f
rom
div
erse
fiel
ds
of
stu
dy
tell
s u
s th
at c
hil
dre
n g
row
in
pro
gra
ms
wh
ere
adu
lts
are
cari
ng
an
d r
esp
on
sive
. C
hil
dre
n s
ucc
eed
in
pro
gra
ms
that
fo
cus
on
act
ive
lear
nin
g t
hro
ugh
exp
lora
tio
n, p
lay,
and
in
qu
iry.
Ch
ild
ren
th
rive
in
pro
gra
ms
wh
ere
they
an
d t
hei
r
fam
ilie
s ar
e va
lued
as
acti
ve p
arti
cip
ants
an
d c
on
trib
uto
rs.
1. N
atio
nal S
cient
ific C
ounc
il on
the
Deve
lopi
ng C
hild,
n.d
.
In J
anu
ary
2013
, th
e
On
tari
o g
ove
rnm
ent
rele
ased
the
Ont
ario
Ear
ly Y
ears
Pol
icy
Fra
mew
ork,
wh
ich
art
icu
late
s th
e
foll
ow
ing
vis
ion
fo
r ea
rly
year
s p
rog
ram
s:
“Ont
ario
’s c
hild
ren
an
d fa
mil
ies
are
wel
l
supp
orte
d by
a s
yste
m o
f re
spon
sive
, hi
gh-q
ual
ity,
acc
essi
ble,
and
incr
easi
ngly
int
egra
ted
ear
ly y
ears
pro
gram
s an
d se
rvic
es t
hat
cont
ribu
te t
o he
alth
y ch
ild
deve
lopm
ent
toda
y an
d a
stro
nger
futu
re
tom
orro
w.”
2
How
Doe
s L
earn
ing
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Ear
ly Y
ears
,
201
4 b
uil
ds
on
th
is p
oli
cy f
ram
ewo
rk a
nd
is
a ke
y co
mp
on
ent
of
On
tari
o’s
visi
on
fo
r th
e ea
rly
year
s. I
t d
emo
nst
rate
s o
ur
com
mit
men
t to
str
eng
then
ing
th
e q
ual
ity
of
earl
y ye
ars
pro
gra
ms
by
ensu
rin
g t
hes
e p
rog
ram
s ar
e ce
ntr
ed o
n t
he
chil
d
and
th
e fa
mil
y.
Th
ere
is p
erh
aps
no
rel
atio
nsh
ip t
hat
ho
lds
gre
ater
res
po
nsi
bil
ity
or
rew
ard
th
an t
he
rela
tio
nsh
ips
we
dev
elo
p w
ith
ch
ild
ren
.
As
edu
cato
rs, as
fam
ily
mem
ber
s, a
s p
oli
cy m
aker
s, o
r as
adm
inis
trat
ors
, w
e al
l k
no
w t
hat
th
e st
ron
ger
ou
r p
artn
ersh
ips
and
th
e d
eep
er a
nd
mo
re v
alu
able
ou
r co
nn
ecti
on
s, t
he
gre
ater
the
ben
efit.
It’
s an
in
vest
men
t th
at a
llo
ws
us
all
to g
row
.
2. M
inist
ry o
f Edu
catio
n, O
ntar
io, 2
013,
p. 2
.
5 Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Intr
oduc
tion
How
doe
s le
arnin
g ha
ppen
?
Wh
at r
elat
ion
ship
s an
d e
nvi
ron
men
ts s
up
po
rt it?
Wh
at
acti
on
s su
pp
ort
ch
ild
ren’s
lea
rnin
g? W
hat
do
es t
heo
ry
and
res
earc
h t
ell
us?
Th
ese
are
qu
esti
on
s w
ith
co
nst
antl
y
evo
lvin
g a
nd
sh
ifti
ng
an
swer
s. W
hil
e th
ere
are
gen
eral
pri
nci
ple
s an
d k
no
wle
dg
e w
e ca
n r
efer
to
, w
e m
ust
alw
ays
thin
k, fe
el, an
d a
ct i
n w
ays
that
refl
ect
the
envi
ron
men
t,
the
circ
um
stan
ces,
an
d m
ost
im
po
rtan
tly
the
chil
dre
n,
fam
ilie
s, a
nd
co
llea
gu
es w
e h
ave
bef
ore
us
in e
very
un
iqu
e
situ
atio
n. A
s w
e q
ues
tio
n, re
sear
ch, re
flec
t, r
esp
on
d, an
d
co-c
on
stru
ct o
ur
un
der
stan
din
g o
f th
e w
orl
d a
rou
nd
us
wit
h c
hil
dre
n a
nd
fam
ilie
s, w
e g
ain
new
per
spec
tive
s an
d
new
an
d m
ore
co
mp
lex
qu
esti
on
s ar
ise.
Th
is d
ocu
men
t is
no
t so
mu
ch a
bo
ut
pro
vid
ing
all
th
e an
swer
s, b
ut
rath
er i
s
inte
nd
ed t
o p
rovo
ke q
ues
tio
ns
– fo
r it
is
in e
xplo
rin
g o
ur
qu
esti
on
s th
at l
earn
ing
hap
pen
s.
How
Doe
s L
earn
ing
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Ear
ly Y
ears
is a
pro
fess
ion
al l
earn
ing
res
ou
rce
gu
ide
abo
ut
lear
nin
g t
hro
ugh
rela
tio
nsh
ips
for
tho
se w
ork
ing
wit
h y
ou
ng
ch
ild
ren
an
d f
amil
ies.
It i
s in
ten
ded
to
su
pp
ort
ped
ago
gy
and
cu
rric
ulu
m/p
rog
ram
dev
elo
pm
ent
in e
arly
yea
rs p
rog
ram
s.
Ped
agog
y is
“th
e u
nde
rsta
nd
ing
of
ho
w l
earn
ing
tak
es p
lace
and
th
e p
hil
oso
ph
y an
d p
ract
ice
that
su
pp
ort
th
at u
nd
erst
and
ing
of
lear
nin
g”.
3 C
urr
icu
lum
(th
e co
nte
nt
of
lear
nin
g)
and
ped
ago
gy
(ho
w l
earn
ing
hap
pen
s) i
n
earl
y ye
ars
sett
ing
s ar
e sh
aped
by
view
s ab
ou
t ch
ild
ren
, th
e
role
of
edu
cato
rs a
nd
fam
ilie
s, a
nd
rel
atio
nsh
ips
amo
ng
th
em.
Th
is p
edag
og
ical
do
cum
ent,
How
Doe
s L
earn
ing
Hap
pen?
, h
elp
s
edu
cato
rs f
ocu
s o
n t
hes
e in
terr
elat
ion
ship
s in
th
e co
nte
xt o
f ea
rly
year
s en
viro
nm
ents
.
We
hav
e u
sed
th
e te
rm “
edu
cato
r” t
hro
ugh
ou
t th
is
do
cum
ent
to r
efer
to
all
wh
o w
ork
wit
h c
hil
dre
n a
nd
fam
ilie
s in
ear
ly y
ears
pro
gra
ms
(e.g
., ce
ntr
e- a
nd
ho
me-
bas
ed c
hil
d c
are,
ch
ild
an
d f
amil
y p
rog
ram
s, b
efo
re a
nd
afte
r sc
ho
ol
pro
gra
ms)
.
3. E
arly
Lear
ning
for E
very
Chi
ld To
day:
A F
ram
ewor
k fo
r Ont
ario
Ear
ly Ch
ildho
od S
ettin
gs (
Min
istry
of E
duca
tion,
Onta
rio, 2
007)
, p. 9
0; h
erea
fter c
ited
as E
LECT
.
6
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
How
Does
Lea
rnin
g H
appen
? se
ts o
ut a
sha
red u
nder
stand
ing o
f
child
ren,
fam
ilies
, and
educ
ato
rs.
Refle
ctin
g o
n th
ese
view
s about
chi
ldre
n, fam
ilies
, and
educ
ato
rs
in the
cont
ext o
f th
e ea
rly
years
env
ironm
ent i
s a s
tartin
g p
oin
t for
dev
elopin
g p
rogra
ms
and
pra
ctic
es to s
upport le
arn
ing.
Figur
e 1.
Lea
rnin
g an
d de
velo
pmen
t hap
pens
with
in th
e co
ntex
t of r
elatio
nshi
ps a
mon
g ch
ildre
n,
fam
ilies,
educ
ator
s, an
d th
eir e
nviro
nmen
ts.
An U
nder
stan
ding
of C
hild
ren,
Fam
ilies
, and
Ed
ucat
ors
Set
tin
g o
ut
and
act
ing
on
a s
tro
ng
im
age
of
chil
dre
n, fa
mil
ies,
and
ed
uca
tors
has
a p
rofo
un
d i
mp
act
on
wh
at h
app
ens
in e
arly
year
s se
ttin
gs.
4 R
eflec
tin
g o
n a
sh
ared
un
der
stan
din
g a
nd
wo
rkin
g t
ow
ard
s g
reat
er c
on
sist
ency
bet
wee
n w
hat
we
say
and
wh
at w
e d
o p
rovi
des
a m
ean
s to
str
eng
then
an
d t
ran
sfo
rm e
arly
year
s p
rog
ram
s ac
ross
th
e p
rovi
nce
.
Ch
ild
ren
are
co
mp
eten
t, c
apab
le o
f co
mp
lex
thin
kin
g,
curi
ou
s, a
nd
ric
h i
n p
ote
nti
al. T
hey
gro
w u
p i
n f
amil
ies
wit
h d
iver
se s
oci
al, cu
ltu
ral,
an
d l
ing
uis
tic
per
spec
tive
s.
Eve
ry c
hil
d s
ho
uld
fee
l th
at h
e o
r sh
e b
elo
ng
s, i
s a
valu
able
co
ntr
ibu
tor
to h
is o
r h
er s
urr
ou
nd
ing
s, a
nd
des
erve
s th
e o
pp
ort
un
ity
to s
ucc
eed
. W
hen
we
reco
gn
ize
chil
dre
n a
s ca
pab
le a
nd
cu
rio
us,
we
are
mo
re l
ikel
y to
del
iver
pro
gra
ms
and
ser
vice
s th
at v
alu
e an
d b
uil
d o
n
thei
r st
ren
gth
s an
d a
bil
itie
s.
4. M
oss,
2010
.
7 Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Fam
ilie
s ar
e co
mp
ose
d o
f in
div
idu
als
wh
o a
re c
om
pet
ent
and
cap
able
, cu
rio
us,
an
d r
ich
in
exp
erie
nce
. F
amil
ies
love
th
eir
chil
dre
n a
nd
wan
t th
e b
est
for
them
. F
amil
ies
are
exp
erts
on
th
eir
chil
dre
n. T
hey
are
th
e fi
rst
and
mo
st
po
wer
ful
infl
uen
ce o
n c
hil
dre
n’s
lea
rnin
g, d
evel
op
men
t,
hea
lth
, an
d w
ell-
bei
ng.
Fam
ilie
s b
rin
g d
iver
se s
oci
al,
cult
ura
l, a
nd
lin
gu
isti
c p
ersp
ecti
ves.
Fam
ilie
s sh
ou
ld
feel
th
at t
hey
bel
on
g, a
re v
alu
able
co
ntr
ibu
tors
to
th
eir
chil
dre
n’s
lea
rnin
g, a
nd
des
erve
to
be
eng
aged
in
a
mea
nin
gfu
l w
ay.
Ed
uca
tors
are
co
mp
eten
t an
d c
apab
le, cu
rio
us,
an
d r
ich
in e
xper
ien
ce. T
hey
are
kn
ow
led
gea
ble
, ca
rin
g, r
eflec
tive
,
and
res
ou
rcef
ul
pro
fess
ion
als.
Th
ey b
rin
g d
iver
se s
oci
al,
cult
ura
l, a
nd
lin
gu
isti
c p
ersp
ecti
ves.
Th
ey c
oll
abo
rate
wit
h o
ther
s to
cre
ate
eng
agin
g e
nvi
ron
men
ts a
nd
exp
erie
nce
s to
fo
ster
ch
ild
ren’s
lea
rnin
g a
nd
dev
elo
pm
ent.
Ed
uca
tors
are
lif
elo
ng
lea
rner
s. T
hey
tak
e re
spo
nsi
bil
ity
for
thei
r o
wn
lea
rnin
g a
nd
mak
e d
ecis
ion
s ab
ou
t w
ays
to i
nte
gra
te k
no
wle
dg
e fr
om
th
eory
, re
sear
ch, th
eir
ow
n
exp
erie
nce
, an
d t
hei
r u
nd
erst
and
ing
of
the
ind
ivid
ual
chil
dre
n a
nd
fam
ilie
s th
ey w
ork
wit
h. E
very
ed
uca
tor
sho
uld
fee
l h
e o
r sh
e b
elo
ng
s, i
s a
valu
able
co
ntr
ibu
tor,
and
des
erve
s th
e o
pp
ort
un
ity
to e
ng
age
in m
ean
ing
ful
wo
rk.
The
Four
Fou
ndat
ions
of H
ow D
oes
Lear
ning
Ha
ppen
?
How
Doe
s L
earn
ing
Hap
pen?
is
org
aniz
ed a
rou
nd
fo
ur
fou
nd
atio
nal
co
nd
itio
ns
that
are
im
po
rtan
t fo
r ch
ild
ren
to
gro
w a
nd
flo
uri
sh: B
elo
ng
ing
, W
ell-
Bei
ng
, E
ng
agem
ent,
an
d
Exp
ress
ion
. T
hes
e fo
un
dat
ion
s, o
r w
ays
of b
eing
, ar
e a
visi
on
fo
r
all
chil
dre
n’s
fu
ture
po
ten
tial
an
d a
vie
w o
f w
hat
th
ey s
ho
uld
exp
erie
nce
eac
h a
nd
eve
ry d
ay. T
hes
e fo
ur
fou
nd
atio
ns
app
ly
reg
ard
less
of
age,
ab
ilit
y, c
ult
ure
, la
ng
uag
e, g
eog
rap
hy,
or
sett
ing.
Th
ey a
re a
lig
ned
wit
h t
he
Kin
der
gar
ten
pro
gra
m. T
hey
are
con
dit
ion
s th
at c
hil
dre
n n
atu
rall
y se
ek f
or
them
selv
es.
•
Bel
on
gin
g r
efer
s to
a s
ense
of
con
nec
ted
nes
s to
oth
ers,
an i
nd
ivid
ual
’s e
xper
ien
ces
of
bei
ng
val
ued
, o
f fo
rmin
g
rela
tio
nsh
ips
wit
h o
ther
s an
d m
akin
g c
on
trib
uti
on
s as
par
t
of
a g
rou
p, a
com
mu
nit
y, t
he
nat
ura
l w
orl
d.
•
Wel
l-b
ein
g a
dd
ress
es t
he
imp
ort
ance
of
ph
ysic
al a
nd
men
tal
hea
lth
an
d w
elln
ess.
It
inco
rpo
rate
s ca
pac
itie
s su
ch a
s se
lf-
care
, se
nse
of
self
, an
d s
elf-
reg
ula
tio
n s
kil
ls.
•
En
gag
emen
t su
gg
ests
a s
tate
of
bei
ng
in
volv
ed a
nd
fo
cuse
d.
Wh
en c
hil
dre
n a
re a
ble
to
exp
lore
th
e w
orl
d a
rou
nd
th
em
wit
h t
hei
r n
atu
ral
curi
osi
ty a
nd
exu
ber
ance
, th
ey a
re f
ull
y
eng
aged
. T
hro
ugh
th
is t
yp
e o
f p
lay
and
in
qu
iry,
th
ey
dev
elo
p s
kil
ls s
uch
as
pro
ble
m s
olv
ing,
cre
ativ
e th
ink
ing,
an
d
inn
ova
tin
g, w
hic
h a
re e
ssen
tial
fo
r le
arn
ing
an
d s
ucc
ess
in
sch
oo
l an
d b
eyo
nd
.
8
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
•
Exp
ress
ion
or
com
mu
nic
atio
n (
to b
e h
eard
, as
wel
l as
to
list
en)
may
tak
e m
any
dif
fere
nt
form
s. T
hro
ugh
th
eir
bo
die
s,
wo
rds,
an
d u
se o
f m
ater
ials
, ch
ild
ren
dev
elo
p c
apac
itie
s fo
r
incr
easi
ngl
y co
mp
lex
com
mu
nic
atio
n. O
pp
ort
un
itie
s to
exp
lore
mat
eria
ls s
up
po
rt c
reat
ivit
y, p
rob
lem
so
lvin
g, a
nd
mat
hem
atic
al b
ehav
iou
rs. L
ang
uag
e-ri
ch e
nvi
ron
men
ts
sup
po
rt g
row
ing
co
mm
un
icat
ion
sk
ills
, w
hic
h a
re
fou
nd
atio
nal
fo
r li
tera
cy.
A f
ocu
s o
n t
hes
e fo
un
dat
ion
s th
rou
gh
ou
t al
l as
pec
ts o
f ea
rly
year
s
pro
gra
ms
ensu
res
op
tim
al l
earn
ing
an
d h
ealt
hy
dev
elo
pm
ent.
Wh
ile
this
ped
ago
gic
al d
ocu
men
t is
bu
ilt
on
th
e ab
ove
fou
nd
atio
ns,
th
e g
rou
nd
wo
rk f
or
How
Doe
s L
earn
ing
Hap
pen?
is t
he
2007
pu
bli
cati
on
Ear
ly L
earn
ing
for
Eve
ry C
hild
Tod
ay:
A F
ram
ewor
k fo
r O
ntar
io E
arly
Chi
ldho
od S
etti
ngs,
co
mm
on
ly
refe
rred
to
as
EL
EC
T o
r th
e E
arly
Lea
rnin
g F
ram
ewo
rk.
Figur
e 2.
The
four
foun
datio
ns e
nsur
e op
timal
learn
ing
and
deve
lopm
ent.
Thes
e fo
unda
tions
info
rm th
e
goal
s for
child
ren
and
expe
ctat
ions
for p
rogr
ams.
9 Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
ELEC
T an
d a
Brie
f H
isto
ry o
f
Early
Lea
rnin
g in
Ont
ario
All
ed
uca
tors
wh
o d
eliv
er h
igh
-qu
alit
y ea
rly
year
s p
rog
ram
s
kn
ow
th
at y
ou
are
nev
er d
on
e.
Th
e O
nta
rio
go
vern
men
t la
un
ched
Bes
t S
tart
in
20
05 a
lon
g
wit
h t
he
Bes
t S
tart
Exp
ert
Pan
el o
n E
arly
Lea
rnin
g. T
he
pan
el’s
man
dat
e w
as t
o c
reat
e an
ear
ly l
earn
ing
fra
mew
ork
th
at w
ou
ld
hel
p t
o i
mp
rove
qu
alit
y an
d c
on
sist
ency
in
ear
ly c
hil
dh
oo
d
sett
ing
s ac
ross
On
tari
o.
In J
anu
ary
2007
, th
e g
ove
rnm
ent
pu
bli
shed
Ear
ly L
earn
ing
for
Eve
ry C
hild
Tod
ay: A
Fra
mew
ork
for
Ont
ario
Ear
ly C
hild
hood
Set
ting
s. T
his
ear
ly l
earn
ing
fra
mew
ork
, re
ferr
ed t
o a
s E
LE
CT
thro
ugh
ou
t th
is d
ocu
men
t, s
ets
ou
t si
x p
rin
cip
les
to g
uid
e
pra
ctic
e in
ear
ly y
ears
set
tin
gs.
It
also
pro
vid
es a
co
nti
nu
um
of
dev
elo
pm
ent
for
chil
dre
n f
rom
bir
th t
o a
ge
eigh
t.
EL
EC
T i
s re
cog
niz
ed a
s a
fou
nd
atio
nal
do
cum
ent
in t
he
earl
y ye
ars
sect
or.
It
pro
vid
es a
sh
ared
lan
gu
age
and
co
mm
on
un
der
stan
din
g o
f ch
ild
ren’s
lea
rnin
g a
nd
dev
elo
pm
ent
for
earl
y ye
ars
pro
fess
ion
als
as t
hey
wo
rk t
og
eth
er i
n v
ario
us
earl
y
chil
dh
oo
d s
etti
ng
s. T
he
pri
nci
ple
s o
f E
LE
CT
hav
e in
form
ed
pro
vin
cial
ch
ild
car
e p
oli
cy, su
ch a
s th
e O
ntar
io E
arly
Yea
rs
Pol
icy
Fra
mew
ork,
as
wel
l as
pan
-Can
adia
n e
arly
lea
rnin
g
init
iati
ves
such
as
the
Sta
tem
ent
on P
lay
of
the
Co
un
cil
of
Min
iste
rs o
f
Ed
uca
tio
n, C
anad
a. E
LE
CT
pri
nci
ple
s ar
e
also
em
bed
ded
in
th
e p
rog
ram
do
cum
ent
use
d i
n
On
tari
o’s
inn
ova
tive
Kin
der
gar
ten
pro
gra
m.
Th
e B
est
Sta
rt E
xper
t P
anel
on
Ear
ly L
earn
ing
bas
ed t
he
pri
nci
ple
s in
EL
EC
T o
n t
hei
r p
rofe
ssio
nal
exp
erti
se, as
wel
l as
an e
xten
sive
rev
iew
of
Can
adia
n a
nd
in
tern
atio
nal
res
earc
h a
bo
ut
earl
y ch
ild
ho
od
dev
elo
pm
ent
and
lea
rnin
g. T
hes
e p
rin
cip
les
hav
e
pro
vid
ed a
sta
rtin
g p
oin
t fo
r re
flec
tio
n a
nd
dee
per
in
vest
igat
ion
.
Ove
r th
e p
ast
seve
ral
year
s, E
LE
CT
has
had
a s
ign
ifica
nt
imp
act.
Man
y ch
ild
car
e o
per
ato
rs, ch
ild
an
d f
amil
y p
rog
ram
s,
mu
nic
ipal
itie
s, p
ost
seco
nd
ary
inst
itu
tio
ns,
an
d o
ther
org
aniz
atio
ns
hav
e in
teg
rate
d e
lem
ents
of
EL
EC
T i
nto
th
eir
pro
gra
ms,
tra
inin
g, a
nd
qu
alit
y im
pro
vem
ent
stra
teg
ies.
10
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
ELEC
T Pr
incip
les5
Pri
nci
ple
1: P
osi
tive
exp
erie
nce
s in
ear
ly c
hil
dh
oo
d
set
the f
ou
nd
atio
n f
or
life
lon
g l
ear
nin
g,
beh
avio
ur,
heal
th, an
d w
ell-
bei
ng.
Pri
nci
ple
2: P
artn
ersh
ips
wit
h f
amil
ies
and
com
mu
nit
ies
are e
ssen
tial
.
Pri
nci
ple
3: R
esp
ect
fo
r d
iver
sity
, eq
uit
y, a
nd
incl
usi
on
is
vit
al.
Pri
nci
ple
4: A
n i
nte
nti
on
al, p
lan
ned
pro
gra
m
sup
po
rts
lear
nin
g.
Pri
nci
ple
5: P
lay
and
in
qu
iry
are l
ear
nin
g a
pp
roac
hes
that
cap
ital
ize o
n c
hil
dre
n’s
nat
ura
l cu
rio
sity
an
d
exu
ber
ance
.
Pri
nci
ple
6: K
no
wle
dgeab
le, re
spo
nsi
ve,
and
refl
ect
ive e
du
cato
rs a
re e
ssen
tial
.
5. E
LECT
, pp.
7–2
0.
Build
ing
from
ELE
CT to
How
Doe
s Le
arni
ng
Happ
en?
No
w, se
ven
yea
rs a
fter
th
e p
ub
lica
tio
n o
f E
LE
CT
, th
is
ped
ago
gic
al d
ocu
men
t, H
ow D
oes
Lea
rnin
g H
appe
n?, h
as b
een
crea
ted
to
hel
p e
du
cato
rs b
uil
d o
n t
hei
r fo
un
dat
ion
al k
no
wle
dg
e
of
the
earl
y ye
ars.
Th
is r
eso
urc
e g
uid
e re
pre
sen
ts o
ur
evo
lvin
g
un
der
stan
din
g o
f ch
ild
ren
, ped
ago
gy
(ho
w le
arn
ing
hap
pen
s), a
nd
the
role
of
edu
cato
rs i
n s
up
po
rtin
g l
earn
ing
in
th
e ea
rly
year
s.
It i
s g
rou
nd
ed i
n n
ew r
esea
rch
an
d l
ead
ing
-ed
ge
pra
ctic
e fr
om
aro
un
d t
he
wo
rld
. It
in
corp
ora
tes
wh
at w
e h
ave
lear
ned
fro
m
EL
EC
T a
nd
ho
w it
has
bee
n a
pp
lied
in
pro
gra
ms
and
pra
ctic
e
acro
ss t
he
pro
vin
ce. R
ath
er t
han
co
nsi
der
ing
th
e p
rin
cip
les
of
EL
EC
T a
s se
par
ate
elem
ents
, H
ow D
oes
Lea
rnin
g H
appe
n? h
elp
s
us
thin
k ab
ou
t h
ow
th
e p
rin
cip
les
wo
rk t
og
eth
er.
Figur
e 3.
Bui
ldin
g fro
m a
foun
datio
nal k
now
ledge
abo
ut ch
ildre
n an
d m
ovin
g to
ward
s new
unde
rstan
ding
s abo
ut p
edag
ogy
are
supp
orte
d by
an
ongo
ing
prac
tice
of cr
itica
l refl
ectio
n an
d lea
rnin
g.
11
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Rese
arch
, The
ory,
and
Pra
ctice
Dif
fere
nt
sch
oo
ls o
f th
ou
gh
t –
fro
m D
ewey
to
Vyg
ots
ky,
Mu
star
d t
o M
alag
uzz
i6 –
hav
e sh
aped
ed
uca
tors
’ ap
pro
ach
es
and
un
der
stan
din
g o
f ch
ild
ren
, fa
mil
ies,
an
d e
arly
lea
rnin
g a
nd
dev
elo
pm
ent.
Neu
rosc
ien
ce, d
evel
op
men
tal
and
so
cial
psy
cho
log
y, e
con
om
ics,
med
ical
res
earc
h, an
d e
du
cati
on
an
d e
arly
ch
ild
ho
od
th
eory
and
stu
die
s h
ave
all
add
ed t
o o
ur
kn
ow
led
ge
of
the
earl
y ye
ars.
Ove
r th
e p
ast
dec
ade
rese
arch
acr
oss
th
ese
dis
cip
lin
es g
ives
us
a
dra
mat
ic a
nd
co
nsi
sten
t st
ory
. H
igh-
qual
ity
earl
y ch
ildh
ood
sett
ings
are
asso
ciat
ed w
ith
imm
edia
te a
nd
long
-ter
m p
osit
ive
outc
omes
for
chil
dren
. S
tud
ies
sho
w t
hat
ch
ild
ren
wh
o a
tten
d h
igh
-qu
alit
y ea
rly
chil
dh
oo
d p
rog
ram
s w
her
e th
ey e
xper
ien
ce w
arm
, su
pp
ort
ive
rela
tio
nsh
ips
are
hap
pie
r, l
ess
anxi
ou
s, a
nd
mo
re m
oti
vate
d t
o
lear
n t
han
ch
ild
ren
wh
o d
o n
ot.
7
6. R
efer
ence
s and
add
ition
al re
sour
ces a
re a
vaila
ble
on th
e M
inist
ry o
f Edu
catio
n we
bsite
, at w
ww.
onta
rio.ca
/edu
.
7. S
hank
er, 2
013.
Wha
t’s M
ost I
mpo
rtant
?
Rec
urr
ing
th
emes
fro
m r
esea
rch
, th
eory
, an
d p
ract
ice
sug
ges
t th
at h
igh
-qu
alit
y ea
rly
chil
dh
oo
d p
rog
ram
s:
•
esta
bli
sh p
osi
tive
, re
spo
nsi
ve r
elat
ion
ship
s w
ith
chil
dre
n a
nd
th
eir
fam
ilie
s;
•
valu
e ch
ild
ren
as
ind
ivid
ual
s an
d a
s ac
tive
an
d
com
pet
ent
con
trib
uto
rs w
ith
th
eir
ow
n i
nte
rest
s an
d
po
ints
of
view
;
•
reco
gn
ize
the
con
nec
tio
n b
etw
een
em
oti
on
al w
ell-
bei
ng
an
d s
oci
al a
nd
co
gn
itiv
e d
evel
op
men
t an
d t
he
imp
ort
ance
of
focu
sin
g o
n t
hes
e ar
eas
ho
list
ical
ly;
•
pro
vid
e en
viro
nm
ents
an
d e
xper
ien
ces
for
chil
dre
n t
o
exp
lore
id
eas,
in
vest
igat
e th
eir
theo
ries
, an
d i
nte
ract
wit
h o
ther
s in
pla
y;
•
eng
age
wit
h f
amil
ies
and
su
pp
ort
eac
h c
hil
d w
ith
in t
he
con
text
of
his
or
her
fam
ily,
rec
og
niz
ing
th
at f
amil
y an
d
chil
d w
ell-
bei
ng
are
in
extr
icab
ly l
inke
d;
•
pro
vid
e o
ng
oin
g o
pp
ort
un
itie
s fo
r ed
uca
tors
to
eng
age
in c
riti
cal
refl
ecti
on
an
d d
iscu
ssio
n w
ith
oth
ers
abo
ut
ped
ago
gy
and
pra
ctic
e to
su
pp
ort
co
nti
nu
ou
s
pro
fess
ion
al l
earn
ing
an
d g
row
th.
12
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
How
to
Use
This
Res
ourc
e G
uide
How
Doe
s L
earn
ing
Hap
pen?
is
for
tho
se w
ho
wo
rk w
ith
an
d
care
fo
r yo
un
g c
hil
dre
n (
fro
m b
irth
to
8 y
ears
of
age)
in
ch
ild
care
an
d c
hil
d a
nd
fam
ily
pro
gra
ms.
It
may
als
o s
erve
as
a
use
ful
reso
urc
e fo
r th
ose
wo
rkin
g w
ith
ch
ild
ren
in
oth
er
con
text
s. T
his
res
ou
rce
gu
ide
is i
nte
nd
ed t
o i
nsp
ire
edu
cato
rs
and
ad
min
istr
ato
rs i
n e
arly
yea
rs s
etti
ng
s an
d t
o i
gn
ite
crit
ical
refl
ecti
on
an
d d
iscu
ssio
n. In
corp
ora
tin
g a
sh
ared
un
der
stan
din
g
of
the
role
s o
f th
e ed
uca
tor,
ch
ild
, an
d f
amil
y, it
pro
vid
es g
oal
s
for
chil
dre
n a
nd
exp
ect
atio
ns
for
pro
gra
ms
in a
ch
art
form
at.
Th
e ex
amp
les
are
by
no
mea
ns
exh
aust
ive
bu
t ra
ther
are
in
ten
ded
as a
sta
rtin
g p
oin
t fo
r th
ink
ing
ab
ou
t th
e ty
pes
of
envi
ron
men
ts,
exp
erie
nce
s, a
nd
in
tera
ctio
ns
that
su
pp
ort
eac
h g
oal
an
d p
rog
ram
exp
ecta
tio
n. T
his
ped
ago
gic
al d
ocu
men
t al
so i
ncl
ud
es q
uest
ion
s
for
refl
ect
ion
– a
sec
tio
n t
hat
ch
alle
ng
es e
du
cato
rs a
nd
adm
inis
trat
ors
to
dis
cuss
an
d r
eflec
t o
n t
hei
r ta
ken
-fo
r-g
ran
ted
bel
iefs
an
d p
ract
ices
an
d t
o t
ake
on
th
e ro
le o
f re
sear
cher
s,
app
lyin
g n
ew i
dea
s fr
om
th
eory
an
d r
esea
rch
to
th
eir
exis
tin
g
kn
ow
led
ge.
Goal
s fo
r Chi
ldre
n
Go
als
for
chil
dre
n’s
lea
rnin
g, d
evel
op
men
t, h
ealt
h, an
d w
ell-
bei
ng
are
in
teg
ral
to a
ll a
spec
ts o
f ea
rly
year
s p
rog
ram
s, f
rom
po
lici
es a
nd
pro
ced
ure
s to
en
viro
nm
ents
, ex
per
ien
ces,
an
d
inte
ract
ion
s. G
rou
nd
ed
in a
vie
w o
f th
e ch
ild
as
com
pet
ent
and
cap
able
an
d
org
aniz
ed a
rou
nd
th
e fo
un
dat
ion
s o
f
bel
on
gin
g, w
ell-
bei
ng
, en
gag
emen
t,
and
exp
ress
ion
, th
e g
oal
s w
ill
hel
p e
du
cato
rs
and
ad
min
istr
ato
rs r
emai
n f
ocu
sed
on
ch
ild
ren
firs
t
and
fo
rem
ost
th
rou
gh
ou
t al
l el
emen
ts o
f th
e p
rog
ram
. T
he
go
als
are
not
in
ten
ded
to
be
use
d a
s a
chec
kli
st o
f ta
sks
to b
e co
mp
lete
d
or
ben
chm
ark
s to
be
ach
ieve
d. T
hey
are
in
ten
ded
to
be
use
d b
y
edu
cato
rs i
n p
lan
nin
g a
nd
cre
atin
g e
nvi
ron
men
ts, ex
per
ien
ces,
and
co
nte
xts
for
chil
dre
n’s
lea
rnin
g a
nd
dev
elo
pm
ent
acro
ss
all
do
mai
ns.
Th
ey a
re a
lso
in
ten
ded
to
gu
ide
the
pro
cess
of
ob
serv
ing,
do
cum
enti
ng,
stu
dyin
g, a
nd
dis
cuss
ing
ch
ild
ren’s
exp
erie
nce
s w
ith
fam
ilie
s.
•
Eve
ry c
hil
d h
as a
sen
se o
f b
elo
ng
ing
wh
en h
e o
r sh
e is
con
nec
ted
to
oth
ers
and
co
ntr
ibu
tes
to t
hei
r w
orl
d.
•
Eve
ry c
hil
d i
s d
evel
op
ing
a s
ense
of
self
, h
ealt
h, an
d
wel
l-b
ein
g.
•
Eve
ry c
hil
d i
s an
act
ive
and
en
gag
ed
lea
rner
wh
o
exp
lore
s th
e w
orl
d w
ith
bo
dy,
min
d, an
d s
ense
s.
•
Eve
ry c
hil
d i
s a
cap
able
co
mm
un
icat
or
wh
o e
xpre
sses
him
self
or
her
self
in
man
y w
ays.
13
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Expe
ctat
ions
for P
rogr
ams
Th
e ex
pec
tati
on
s fo
r p
rog
ram
s al
ign
wit
h t
he
go
als
for
chil
dre
n. T
hey
pro
vid
e co
ncr
ete
idea
s ab
ou
t h
ow
ed
uca
tors
,
adm
inis
trat
ors
, fa
mil
ies,
an
d c
om
mu
nit
ies
can
wo
rk t
og
eth
er
tow
ard
s th
e g
oal
s fo
r ch
ild
ren’s
lea
rnin
g, d
evel
op
men
t, h
ealt
h,
and
wel
l-b
ein
g. T
hey
are
no
t an
exh
aust
ive
list
bu
t ar
e m
ean
t to
pro
vid
e a
star
tin
g p
oin
t fo
r ed
uca
tors
as
they
wo
rk t
ow
ard
s th
e
go
als
for
chil
dre
n. T
he
exp
ecta
tio
ns
for
pro
gra
ms:
•
pro
vid
e p
edag
og
ical
dir
ecti
on
an
d e
xam
ple
s ed
uca
tors
can
ref
er
to a
s th
ey t
hin
k ab
out
and
plan
how
to
act
on t
he g
oals
for
child
ren
;
•
hel
p e
du
cato
rs b
eco
me
rese
arch
ers
and
co
-lea
rner
s w
ith
chil
dre
n, p
aren
ts, ca
reg
iver
s, a
nd
co
llea
gu
es –
lea
rnin
g a
bo
ut
chil
dre
n, w
ith
ch
ild
ren
, an
d f
rom
ch
ild
ren
;
•
hel
p e
du
cato
rs f
ocu
s o
n b
uil
din
g a
nd
mai
nta
inin
g
rela
tio
nsh
ips
and
su
pp
ort
ing
co
nn
ecti
on
s am
on
g t
hem
selv
es,
chil
dre
n, fa
mil
ies,
an
d t
he
earl
y ye
ars
envi
ron
men
t.
Th
e ex
pec
tati
on
s fo
r p
rog
ram
s p
rovi
de
ped
ago
gic
al d
irec
tio
n f
or
edu
cato
rs a
s th
ey:
•
cult
ivat
e au
then
tic,
car
ing r
elat
ion
ship
s an
d c
on
nec
tio
ns
to c
reat
e a
sen
se o
f b
elo
ng
ing
am
on
g a
nd
bet
wee
n
chil
dre
n, ad
ult
s, a
nd
th
e w
orl
d a
rou
nd
th
em;
•
nu
rtu
re c
hil
dre
n’s
heal
thy
deve
lop
men
t an
d s
up
po
rt
thei
r g
row
ing
sen
se o
f se
lf;
•
pro
vid
e en
viro
nm
ents
an
d e
xper
ien
ces
to e
ng
age
chil
dre
n i
n a
ctiv
e, c
reat
ive,
an
d m
ean
ing
ful
exp
lora
tio
n,
pla
y, a
nd
in
qu
iry;
•
fost
er c
om
mu
nic
atio
n a
nd
exp
ress
ion
in
all
fo
rms.
Ques
tions
for R
efle
ctio
n
Th
e q
ues
tio
ns
sup
po
rt c
riti
cal
refl
ecti
on
an
d p
rovi
de
a m
ean
s fo
r
dis
cuss
ing,
in
terp
reti
ng,
in
vest
igat
ing,
an
d a
ctin
g o
n t
he
go
als
for
chil
dre
n. T
ho
ugh
tfu
l q
ues
tio
nin
g a
nd
ch
alle
ng
ing
of
the
stat
us
qu
o o
n a
n o
ng
oin
g b
asis
can
hel
p t
ran
sfo
rm p
rog
ram
s an
d b
rin
g
ou
t th
e b
est
in c
hil
dre
n, fa
mil
ies,
an
d e
du
cato
rs. T
her
e ar
e m
any
way
s to
en
gag
e in
cri
tica
l re
flec
tio
n, fo
r ex
amp
le:
•
Ad
min
istr
ato
rs, b
oar
ds,
par
ents
, an
d e
du
cato
rs m
ay f
ocu
s o
n
seve
ral
of
the
qu
esti
on
s fo
r d
iscu
ssio
n a
s th
ey c
on
sid
er t
he
po
lici
es a
nd
pro
ced
ure
s o
f th
eir
pro
gra
m.
•
Ed
uca
tor
team
s m
ay c
ho
ose
a p
arti
cula
r q
ues
tio
n t
o
inve
stig
ate
ove
r a
per
iod
of
tim
e (a
nd
als
o i
ncl
ud
e fa
mil
ies
in
thei
r in
qu
iry)
.
•
A g
rou
p o
f ed
uca
tors
fro
m s
ever
al p
rog
ram
s m
ay s
tud
y th
eir
pra
ctic
e an
d s
har
e th
eir
exp
erie
nce
s in
rel
atio
n t
o o
ne
of
the
go
als
for
chil
dre
n.
•
Ind
ivid
ual
s m
ay i
nco
rpo
rate
var
iou
s q
ues
tio
ns
into
per
son
al
dai
ly r
eflec
tio
ns
at t
he
beg
inn
ing
an
d e
nd
of
each
day
.
Th
ese
qu
esti
on
s ar
e a
star
tin
g p
oin
t. E
du
cato
rs a
nd
ad
min
istr
ators
are
enco
ura
ged
to
co
nsi
der
ad
dit
ion
al q
ues
tio
ns
that
em
erg
e fr
om
the
go
als
and
exp
ecta
tio
ns
du
rin
g d
aily
pra
ctic
e.
“By
invo
lvin
g ou
rsel
ves
in a
con
stan
t in
quir
y in
to w
hat
we
beli
eve
…
we
wil
l be
on
a jo
urn
ey o
f ge
ttin
g to
be
bett
er a
nd
bett
er a
s te
ache
rs a
ll
the
tim
e.”
8
8. C
alla
ghan
, 201
1, E
arly
Lear
ning
Fra
mew
ork
webs
ite,
Prin
ciple
6: W
hat t
he e
xper
ts sa
y.
14
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Supp
ortin
g a
Cont
inuu
m o
f Le
arni
ng
Ped
ago
gic
al a
pp
roac
hes
an
d p
ract
ices
th
at w
ork
fo
r yo
un
g ch
ild
ren
are
sim
ilar
to
str
ateg
ies
that
wo
rk f
or
lear
ner
s o
f al
l ag
es, fr
om
infa
ncy
to
adu
lth
oo
d. A
com
mon
vie
w o
f ch
ild
ren
as
com
pet
ent
and
cap
able
, a
shar
ed u
nd
erst
and
ing
of
the
fou
nd
atio
ns
for
lear
nin
g
and
dev
elop
men
t, a
nd
coh
eren
ce a
cro
ss p
edag
ogic
al a
ppro
ach
es le
ad
to m
ore
sea
mle
ss p
rog
ram
s
for
chil
dre
n, fa
mil
ies,
an
d a
ll
lear
ner
s al
on
g a
co
nti
nu
um
of
lear
nin
g a
nd
dev
elo
pm
ent.
Th
is v
isio
n i
s il
lust
rate
d b
elo
w.
Figur
e 4.
Ped
agog
ical a
ppro
ache
s to
supp
ort t
he k
ey fo
unda
tions
for l
earn
ing
are
com
mon
acro
ss se
tting
s and
age
s for
a co
ntin
uum
of l
earn
ing.
15
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Early
Yea
rs C
urric
ulum
Ear
ly y
ears
cu
rric
ulu
m f
ram
ewo
rks
hav
e b
eco
me
a p
rio
rity
in
nea
rly
all
dev
elo
ped
co
un
trie
s. A
co
mm
on
fra
mew
ork
has
man
y
ben
efits
an
d c
on
trib
ute
s to
hig
her
qu
alit
y ea
rly
year
s ex
per
ien
ces
and
ou
tco
mes
. A
cco
rdin
g t
o t
he
inte
rnat
ion
al O
rgan
isat
ion
for
Eco
no
mic
Co
-op
erat
ion
an
d D
evel
op
men
t, a
cu
rric
ulu
m
fram
ewo
rk:
•
esta
bli
shes
a c
om
mo
n u
nd
erst
and
ing
of
go
od
pra
ctic
e ac
ross
dif
fere
nt
sett
ing
s;
•
pro
vid
es p
edag
og
ical
dir
ecti
on
fo
r ed
uca
tors
;
•
info
rms
and
in
clu
des
fam
ilie
s in
wh
at a
nd
ho
w t
hei
r ch
ild
ren
are
lear
nin
g a
nd
dev
elo
pin
g;
•
sup
po
rts
incr
ease
d c
on
tin
uit
y fo
r ch
ild
ren
as
they
tra
nsi
tio
n
acro
ss s
etti
ng
s.9
Cu
rric
ulu
m i
n e
arly
yea
rs s
etti
ng
s is
ver
y d
iffe
ren
t fr
om
th
at
use
d i
n f
orm
al s
cho
ol
con
text
s. A
s d
efin
ed i
n E
LE
CT
, ea
rly
year
s cu
rric
ulu
m i
s th
e su
m t
ota
l o
f ex
per
ien
ces,
act
ivit
ies,
an
d
even
ts t
hat
occ
ur
wit
hin
an
in
clu
sive
en
viro
nm
ent
des
ign
ed
to f
ost
er c
hil
dre
n’s
wel
l-b
ein
g, l
earn
ing,
an
d d
evel
op
men
t an
d
ensu
re m
ean
ing
ful
par
tici
pat
ion
fo
r ev
ery
chil
d. It
beg
ins
wit
h a
n
info
rmed
un
der
stan
din
g o
f w
hat
ch
ild
ren
are
cap
able
of
lear
nin
g
and
ho
w t
hey
lea
rn e
ffec
tive
ly; it
set
s o
ut
go
als
for
chil
dre
n’s
lear
nin
g a
nd
dev
elo
pm
ent,
hea
lth
, an
d w
ell-
bei
ng
; an
d it
pro
vid
es
dir
ecti
on
fo
r ed
uca
tors
.10 T
his
is
the
bas
is o
f tr
ain
ing
in
th
e ea
rly
9. O
rgan
isatio
n fo
r Eco
nom
ic Co
-ope
ratio
n an
d De
velo
pmen
t (OE
CD),
2012
.
10. E
LECT
, p. 6
6.
chil
dh
oo
d e
du
cati
on
fiel
d.11
It
is a
n e
xpec
tati
on
fo
r al
l re
gis
tere
d
earl
y ch
ild
ho
od
ed
uca
tors
in
On
tari
o.1
2
Th
e fo
cus
is n
ot o
n t
each
ing
a b
od
y o
f k
no
wle
dg
e o
r a
pre
det
erm
ined
set
of
top
ics.
No
r is
it
cen
tred
on
ch
ild
ren’s
ach
ieve
men
t o
f a
spec
ific
skil
l se
t. I
n t
he
earl
y ye
ars,
pro
gra
ms
are
mo
st e
ffec
tive
wh
en t
he
con
ten
t o
f le
arn
ing
is
focu
sed
on
sup
po
rtin
g t
he
dev
elo
pm
ent
of
stra
teg
ies,
dis
po
siti
on
s, a
nd
sk
ills
for
life
lon
g l
earn
ing
th
rou
gh
pla
y an
d i
nq
uir
y.
Th
rou
gh
pla
y an
d i
nq
uir
y, y
ou
ng
ch
ild
ren
pra
ctis
e w
ays
of
lear
nin
g a
nd
in
tera
ctin
g w
ith
th
e w
orl
d a
rou
nd
th
em t
hat
th
ey
wil
l ap
ply
th
rou
gh
ou
t th
eir
live
s. P
rob
lem
so
lvin
g a
nd
cri
tica
l
thin
kin
g, c
om
mu
nic
atio
n a
nd
co
llab
ora
tio
n, cr
eati
vity
an
d
imag
inat
ion
, in
itia
tive
an
d c
itiz
ensh
ip a
re a
ll c
apac
itie
s vi
tal
for
succ
ess
thro
ugh
ou
t sc
ho
ol
and
bey
on
d.13
How
Doe
s L
earn
ing
Hap
pen?
ask
s ed
uca
tors
to
be
attu
ned
to
wh
at c
hil
dre
n k
no
w, w
hat
th
ey w
on
der
ab
ou
t, a
nd
th
eir
wo
rkin
g
theo
ries
ab
ou
t th
e w
orl
d a
rou
nd
th
em. E
du
cato
rs e
ng
age
wit
h, o
bse
rve,
an
d l
iste
n t
o c
hil
dre
n. T
hey
dis
cuss
wit
h o
ther
edu
cato
rs, as
wel
l as
wit
h c
hil
dre
n a
nd
fam
ilie
s an
d c
areg
iver
s,
the
po
ssib
ilit
ies
for
chil
dre
n’s
fu
rth
er e
xplo
rati
on
in
in
crea
sin
gly
com
ple
x w
ays.
All
are
co
-lea
rner
s, c
on
stru
ctin
g k
no
wle
dg
e
tog
eth
er.
11. M
inist
ry o
f Tra
inin
g, C
olle
ges a
nd U
nive
rsiti
es, O
ntar
io, D
ecem
ber 2
012,
p. 8
; Col
lege
of E
arly
Child
hood
Educ
ator
s, 20
11, p
. 19.
12. C
olle
ge o
f Ear
ly Ch
ildho
od E
duca
tors,
201
1.
13. F
ulla
n, 2
013.
16
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
“In
tak
ing
a n
ego
tiat
ed l
earn
ing
ap
pro
ach
, te
ach
ers
mo
ve
bey
on
d s
imp
ly p
rovi
din
g c
hil
dre
n w
ith
exp
erie
nce
s. T
hey
pro
be
furt
her
, ei
ther
by
ask
ing
qu
esti
on
s, o
r b
y en
gag
ing
in d
iscu
ssio
n t
o d
isco
ver
wh
y ch
ild
ren
are
dee
ply
abso
rbed
in
exp
lori
ng
a m
ater
ial,
or
they
try
to
fig
ure
ou
t
wh
at c
hil
dre
n a
re t
hin
kin
g a
s th
ey t
ou
ch, ta
ste,
exa
min
e,
and
exp
lore
[th
e w
orl
d a
rou
nd
th
em].”
14
Early
Yea
rs P
edag
ogy
Ped
ago
gy
is d
efin
ed a
s th
e u
nd
erst
and
ing
of
ho
w l
earn
ing
hap
pen
s an
d t
he
ph
ilo
sop
hy
and
pra
ctic
e th
at s
up
po
rt t
hat
un
der
stan
din
g o
f le
arn
ing.
15
Th
e te
rm “
ped
ago
gy”
may
be
un
fam
ilia
r to
so
me
in e
arly
yea
rs
sett
ing
s. T
hin
kin
g a
bo
ut
ped
ago
gy
pro
vid
es a
new
way
fo
r
edu
cato
rs t
o c
on
sid
er t
hei
r w
ork
. It
hel
ps
edu
cato
rs t
o:
•
loo
k m
ore
car
efu
lly
at w
hat
they
do
eac
h a
nd
eve
ry d
ay;
•
thin
k ab
ou
t th
e w
hy o
f th
eir
pra
ctic
e;
•
un
der
stan
d m
ore
dee
ply
how
th
eir
acti
on
s h
ave
an i
mp
act
on
chil
dre
n a
nd
th
eir
fam
ilie
s.
14. F
rase
r, 20
12, p
. 184
.
15. E
LECT
, p. 9
0.
Ped
ago
gic
al a
pp
roac
hes
th
at n
urt
ure
lea
rnin
g a
nd
dev
elo
pm
ent
in t
he
earl
y ye
ars
incl
ud
e:
•
esta
bli
shin
g p
osi
tive
, re
spo
nsi
ve a
du
lt-c
hil
d r
elat
ion
ship
s;
•
pro
vid
ing
in
clu
sive
lea
rnin
g e
nvi
ron
men
ts a
nd
exp
erie
nce
s
that
en
cou
rag
e ex
plo
rati
on
, p
lay,
an
d i
nq
uir
y;
•
eng
agin
g a
s co
-lea
rner
s w
ith
ch
ild
ren
, fa
mil
ies/
care
giv
ers,
an
d
oth
ers;
•
pla
nn
ing
an
d c
reat
ing
en
viro
nm
ents
as
a “t
hir
d t
each
er”;
•
usi
ng
ped
ago
gic
al d
ocu
men
tati
on
as
a m
ean
s to
val
ue,
dis
cuss
,
and
mak
e le
arn
ing
vis
ible
;
•
par
tici
pat
ing
in
on
go
ing
refl
ecti
ve p
ract
ice
and
co
llab
ora
tive
inq
uir
y w
ith
oth
ers.
16
Th
ese
sam
e ap
pro
ach
es t
hat
are
eff
ecti
ve f
or
chil
dre
n a
re a
lso
key
elem
ents
of
lear
nin
g a
nd
en
gag
emen
t fo
r fa
mil
ies
and
th
ose
wh
o
wo
rk w
ith
ch
ild
ren
; w
hat
is
go
od
ped
ago
gy
for
chil
dre
n i
s al
so
go
od
ped
ago
gy
for
adu
lts.
16. R
efer
ence
s and
add
ition
al re
sour
ces o
n pe
dago
gica
l app
roac
hes a
re a
vaila
ble
on th
e M
inist
ry o
f Edu
catio
n
webs
ite, a
t ww
w.on
tario
.ca/e
du.
17
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
The
Child
Und
erst
andi
ng C
hild
Dev
elop
men
t A
so
lid
un
der
stan
din
g o
f ch
ild
dev
elo
pm
ent
is e
ssen
tial
fo
r
edu
cato
rs t
o a
pp
ly t
he
ped
ago
gic
al a
pp
roac
hes
th
at a
re o
utl
ined
in t
his
do
cum
ent.
Ch
ild
dev
elo
pm
ent
pro
vid
es a
bo
dy
of
kn
ow
led
ge
that
can
hel
p u
s to
rec
og
niz
e an
d a
rtic
ula
te c
hil
dre
n’s
ob
serv
ed b
ehav
iou
rs a
nd
dis
cuss
th
eir
emer
gin
g s
kil
ls w
ith
fam
ilie
s an
d o
ther
s.
Wh
en e
du
cato
rs h
ave
an u
nd
erst
and
ing
of
chil
d d
evel
op
men
t –
of
wh
at h
as c
om
e b
efo
re a
nd
wh
at m
ay c
om
e n
ext
– th
ey a
re a
ble
to
pro
vid
e ex
per
ien
ces
that
ch
alle
ng
e ch
ild
ren
to
str
etch
ju
st b
eyo
nd
wh
at t
hey
kn
ow
an
d c
an d
o. A
s L
.S. V
ygo
tsk
y su
gg
ests
, “g
oo
d
lear
nin
g”
hap
pen
s th
rou
gh
in
tera
ctio
ns
wh
ere
the
adu
lt c
an
chal
len
ge
chil
dre
n a
nd
pro
voke
lea
rnin
g a
t a
leve
l th
at i
s sl
igh
tly
in a
dva
nce
of
the
chil
d’s
cu
rren
t ca
pac
itie
s.17
Kn
ow
ing
wh
at t
o
exp
ect
in t
yp
ical
ly d
evel
op
ing
ch
ild
ren
can
als
o h
elp
ed
uca
tors
to
reco
gn
ize
wh
en a
ch
ild
is
exp
erie
nci
ng
ch
alle
ng
es o
r w
hen
his
or
her
nee
ds
are
no
t b
ein
g m
et.
EL
EC
T p
rovi
des
a r
eso
urc
e, t
he
con
tin
uu
m o
f d
eve
lop
men
t,
that
ed
uca
tors
can
use
to
un
der
stan
d t
he
seq
uen
ces
of
dev
elo
pm
ent.
It
is n
ot
a lo
ck-s
tep
, u
niv
ersa
l p
atte
rn t
hat
sh
ou
ld
be
ach
ieve
d a
cco
rdin
g t
o a
sp
ecifi
c ti
met
able
, n
or
is it
inte
nd
ed
to b
e u
sed
as
an a
sses
smen
t to
ol
or
chec
kli
st o
f ta
sks
to b
e
com
ple
ted
.18
17. V
ygot
sky,
1978
.
18. E
LECT
, p. 2
2.
Wh
ile
chil
d d
evel
op
men
t is
oft
en c
ateg
ori
zed
in
to s
epar
ate
do
mai
ns,
it
is i
mp
ort
ant
to k
eep
in
min
d t
hat
all
asp
ects
of
hu
man
dev
elo
pm
ent
are
inte
rco
nn
ecte
d. E
LE
CT
say
s,
“sep
arat
ing
ou
t th
e d
evel
op
men
t o
f em
oti
on
al m
atu
rity
fro
m s
oci
al c
om
pet
ence
or
lan
gu
age
abil
itie
s is
an
art
ifici
al
cate
go
riza
tio
n o
f w
hat
is
an i
nte
gra
ted
pro
cess
”.19
Res
earc
h t
ells
us
that
hig
h-q
ual
ity
pro
gra
ms
are
tho
se t
hat
in
teg
rate
all
are
as
of
dev
elo
pm
ent
in a
ho
list
ic m
ann
er, w
ith
no
gre
ater
em
ph
asis
on
on
e ar
ea o
ver
ano
ther
.20
Und
erst
andi
ng C
hild
ren
from
Diff
eren
t Per
spec
tives
W
hil
e it
is
imp
ort
ant
to p
ay a
tten
tio
n t
o c
hil
dre
n’s
dev
elo
pm
ent
acro
ss t
he
“tra
dit
ion
al”
do
mai
ns
(so
cial
, em
oti
on
al, p
hys
ical
,
cog
nit
ive,
an
d l
ang
uag
e d
evel
op
men
t), th
is d
oes
no
t p
rovi
de
the
wh
ole
pic
ture
. O
ther
are
as s
uch
as
the
crea
tive
, ae
sth
etic
, an
d
spir
itu
al d
imen
sio
ns
of
exp
erie
nce
mu
st a
lso
be
con
sid
ered
.
How
Doe
s L
earn
ing
Hap
pen?
fu
rth
er e
xpan
ds
on
wh
at w
e k
no
w
abo
ut
chil
d d
evel
op
men
t an
d i
nvi
tes
edu
cato
rs t
o c
on
sid
er a
mo
re
com
ple
x vi
ew o
f ch
ild
ren
an
d t
he
con
text
s in
wh
ich
th
ey l
earn
and
mak
e se
nse
of
the
wo
rld
aro
un
d t
hem
. T
his
th
ink
ing
may
req
uir
e, f
or
som
e, a
sh
ift
in m
ind
sets
an
d h
abit
s. I
t m
ay p
rom
pt
a re
thin
kin
g o
f th
eori
es a
nd
pra
ctic
es –
a c
han
ge
in w
hat
we
pay
atte
nti
on
to
; in
th
e co
nve
rsat
ion
s th
at w
e h
ave
wit
h c
hil
dre
n,
fam
ilie
s, a
nd
co
llea
gu
es; an
d i
n h
ow
we
pla
n a
nd
pre
par
e.
Ch
ild
ren
are
in
flu
ence
d b
y m
ult
iple
fac
tors
su
ch a
s th
e fa
mil
y,
soci
al a
nd
cu
ltu
ral
con
text
s in
wh
ich
th
ey l
ive
and
pla
y, t
hei
r o
wn
19. E
LECT
, p. 2
1.
20. O
ECD,
201
3.
18
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
un
iqu
e p
ersp
ecti
ves,
an
d t
hei
r li
fe e
xper
ien
ces.
Ed
uca
tors
can
kn
ow
mo
re a
bo
ut
the
com
ple
xity
of
each
ch
ild
an
d c
an d
eep
en
chil
dre
n’s
lea
rnin
g a
nd
exp
erie
nce
s w
hen
th
ey l
oo
k at
an
d l
iste
n
to c
hil
dre
n f
rom
mu
ltip
le p
ersp
ecti
ves,
ask
ing,
fo
r ex
amp
le:
•
Wh
at a
re t
he
un
iqu
e st
ren
gth
s an
d n
eed
s, a
pp
roac
hes
,
atti
tud
es, an
d d
isp
osi
tio
ns
of
each
ch
ild
?
•
Ho
w d
o a
ch
ild
’s r
elat
ion
ship
s, f
amil
ies,
ho
me
envi
ron
men
ts,
and
th
e cu
ltu
ral
con
text
in
wh
ich
th
e ch
ild
liv
es i
nfl
uen
ce h
is
or
her
dev
elo
pm
ent
and
lea
rnin
g?
•
Wh
at m
oti
vate
s a
chil
d’s
act
ion
s; w
hat
is
mea
nin
gfu
l to
him
or
her
; w
hat
bri
ng
s a
chil
d jo
y?
•
Wh
at c
an b
e d
on
e to
ext
end
an
d d
eep
en c
hil
dre
n’s
lea
rnin
g?
•
Wh
at d
o I
kn
ow
ab
ou
t ea
ch c
hil
d’s
un
iqu
e sp
irit
an
d
char
acte
r?
Th
ese
sam
e q
ues
tio
ns
can
be
app
lied
to
fam
ilie
s.
The
Fam
ily
Gai
nin
g k
no
wle
dg
e ab
ou
t ch
ild
ren
fro
m m
ult
iple
per
spec
tive
s
hel
ps
edu
cato
rs e
nsu
re t
hat
pro
gra
ms
also
val
ue
the
un
iqu
e
and
div
erse
ch
arac
teri
stic
s o
f th
e ch
ild
ren’s
fam
ilie
s an
d t
he
com
mu
nit
ies
in w
hic
h t
hey
liv
e. I
t’s
no
t a
“on
e-si
ze-fi
ts-a
ll”
app
roac
h. In
par
ticu
lar,
pro
gra
ms
sho
uld
be
refl
ecti
ve o
f th
e
cult
ura
l an
d l
ing
uis
tic
bac
kg
rou
nd
s o
f th
e ch
ild
ren
an
d f
amil
ies
they
ser
ve, in
clu
din
g t
ho
se f
rom
Fir
st N
atio
ns,
Mét
is, In
uit
, an
d
fran
cop
ho
ne
com
mu
nit
ies.
“T
he
web
of
fam
ily
and
co
mm
un
ity
is
the
chil
d’s
an
cho
r fo
r ea
rly
dev
elo
pm
ent.
”21
21. E
LECT
, p. 9
.
A s
har
ed v
iew
of
fam
ilie
s as
co
mp
eten
t an
d c
apab
le, cu
rio
us,
an
d
rich
in
exp
erie
nce
in
form
s o
ur
rela
tio
nsh
ips
wit
h f
amil
ies
and
has
a si
gn
ifica
nt
imp
act
on
ch
ild
ren
. T
he
pri
nci
ple
s o
f E
LE
CT
, as
wel
l as
fin
din
gs
fro
m r
ecen
t re
sear
ch, h
igh
ligh
t th
e im
po
rtan
ce
of
stro
ng,
res
pec
tfu
l, a
nd
rec
ipro
cal
rela
tio
nsh
ips
wit
h f
amil
ies.
Cre
atin
g a
n e
nvi
ron
men
t th
at w
elco
mes
fam
ilie
s in
to t
he
spac
e,
invi
tin
g t
hei
r p
ersp
ecti
ves
and
pro
vid
ing
op
po
rtu
nit
ies
for
fam
ilie
s to
par
tici
pat
e in
mea
nin
gfu
l w
ays
(th
at t
hey
are
mo
st
com
fort
able
wit
h)
on
an
on
go
ing
bas
is, su
pp
ort
s th
eir
sen
se o
f
bel
on
gin
g.22
So
me
qu
esti
on
s ed
uca
tors
can
refl
ect
on
to
en
sure
that
fam
ilie
s ar
e va
lued
, fo
r ex
amp
le, in
clu
de:
•
Wh
at a
re t
he
un
iqu
e ch
arac
teri
stic
s an
d s
tren
gth
s o
f ea
ch
fam
ily
in o
ur
pro
gra
m?
•
Ho
w c
an w
e w
eave
th
ese
into
dif
fere
nt
area
s o
f th
e p
rog
ram
?
•
Wh
at c
an w
e d
o t
o s
tren
gth
en “
cult
ura
l co
mp
eten
ce”
wit
hin
ou
r p
rog
ram
?
•
Ho
w c
an w
e h
elp
fam
ilie
s to
exp
erie
nce
a s
ense
of
bel
on
gin
g
in o
ur
pro
gra
m?
•
Ho
w c
an w
e en
gag
e w
ith
fam
ilie
s as
co
-lea
rner
s ab
ou
t an
d
wit
h t
hei
r ch
ild
ren
?
Wh
en w
e re
cog
niz
e an
d b
uil
d o
n
the
stre
ng
ths
of
fam
ilie
s an
d t
he
love
th
ey h
ave
for
thei
r ch
ild
ren
,
ever
yon
e b
enefi
ts.
22. F
RP C
anad
a, 2
011.
19
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
The
Com
mun
ity
Ear
ly y
ears
set
tin
gs
can
pla
y a
key
role
in
pro
mo
tin
g t
he
visi
bil
ity,
in
clu
sio
n, an
d a
ctiv
e p
arti
cip
atio
n o
f yo
un
g c
hil
dre
n i
n
soci
ety.
23 O
pp
ort
un
itie
s to
en
gag
e w
ith
peo
ple
, p
lace
s, a
nd
th
e
nat
ura
l w
orl
d i
n t
he
loca
l en
viro
nm
ent
hel
p c
hil
dre
n, fa
mil
ies,
edu
cato
rs, an
d c
om
mu
nit
ies
bu
ild
co
nn
ecti
on
s, l
earn
an
d
dis
cove
r, a
nd
mak
e co
ntr
ibu
tio
ns
to t
he
wo
rld
aro
un
d t
hem
. It
fost
ers
a se
nse
of
bel
on
gin
g t
o t
he
loca
l co
mm
un
ity,
th
e n
atu
ral
envi
ron
men
t, a
nd
th
e la
rger
un
iver
se o
f li
vin
g t
hin
gs.
As
wel
l,
com
mu
nit
ies
ben
efit
fro
m t
he
rich
exp
erie
nce
s th
ey h
ave
in
lear
nin
g a
bo
ut,
wit
h, an
d f
rom
ch
ild
ren
.
“Pro
gra
ms
are
mo
st e
ffec
tive
if
the
pri
mar
y fo
cus
stay
s o
n
sup
po
rtin
g t
he
chil
d w
ith
in h
is o
r h
er f
amil
y an
d c
om
mu
nit
y.
Ch
ild
, fa
mil
y an
d c
om
mu
nit
y w
ell-
bei
ng
mu
st b
e eq
ual
ly v
alu
ed,
sin
ce t
hey
are
in
extr
icab
ly l
inke
d.”
24 E
du
cato
rs c
an r
eflec
t o
n
way
s to
bu
ild
co
nn
ecti
on
s w
ith
th
e lo
cal
envi
ron
men
t b
y as
kin
g,
for
exam
ple
:
•
Wh
at o
pp
ort
un
itie
s ar
e av
aila
ble
in
ou
r co
mm
un
ity
to b
uil
d
con
nec
tio
ns?
•
Ho
w c
an w
e fa
cili
tate
str
on
ger
rel
atio
nsh
ips
wit
hin
ou
r lo
cal
com
mu
nit
y?
•
Wh
at c
on
trib
uti
on
s ca
n w
e m
ake
in c
arin
g f
or
the
nat
ura
l
envi
ron
men
t ar
ou
nd
us?
23. D
ahlb
erg
et a
l., 2
007.
24. F
RP C
anad
a, 2
011,
p. 1
5.
The
Educ
ator
Th
e ro
le o
f th
e ed
uca
tor
is m
ult
idim
ensi
on
al. T
he
bes
t
edu
cato
rs, fi
rst
and
fo
rem
ost
, u
se a
war
m, re
spo
nsi
ve, an
d
incl
usi
ve a
pp
roac
h, b
uil
din
g p
osi
tive
rel
atio
nsh
ips
wit
h c
hil
dre
n,
fam
ilie
s, c
oll
eag
ues
, an
d c
om
mu
nit
ies.
Ed
uca
tors
par
tici
pat
e as
co-l
earn
ers
wit
h f
amil
ies
and
ch
ild
ren
– l
earn
ing
wit
h c
hil
dre
n,
abo
ut
chil
dre
n, an
d f
rom
ch
ild
ren
. K
no
wle
dg
eab
le e
du
cato
rs g
et
invo
lved
in
pla
y w
ith
ch
ild
ren
to
su
pp
ort
dev
elo
pm
ent,
ch
alle
ng
e
thin
kin
g, a
nd
ext
end
lea
rnin
g. T
hey
en
gag
e in
rec
ipro
cal
rela
tio
nsh
ips
wit
h f
amil
ies
and
car
egiv
ers,
lea
rnin
g a
bo
ut,
wit
h,
and
fro
m t
hem
. E
du
cato
rs s
har
e th
eir
pro
fess
ion
al k
no
wle
dg
e
and
exp
erie
nce
an
d a
lso
see
k o
ut
the
kn
ow
led
ge
and
per
spec
tive
s
of
fam
ilie
s. T
he
valu
e o
f ea
rly
year
s ed
uca
tors
can
no
t b
e
ove
rsta
ted
.
Ed
uca
tors
are
refl
ecti
ve p
ract
itio
ner
s w
ho
lea
rn a
bo
ut
chil
dre
n
usi
ng
var
iou
s st
rate
gie
s. T
hey
lis
ten
, o
bse
rve,
do
cum
ent,
and
dis
cuss
wit
h o
ther
s, f
amil
ies
in p
arti
cula
r, t
o u
nd
erst
and
chil
dre
n a
s u
niq
ue
ind
ivid
ual
s. T
hey
ob
serv
e an
d l
iste
n t
o l
earn
ho
w c
hil
dre
n m
ake
mea
nin
g t
hro
ugh
th
eir
exp
erie
nce
s in
th
e
wo
rld
aro
un
d t
hem
. E
du
cato
rs c
on
sid
er t
hei
r o
wn
pra
ctic
es a
nd
app
roac
hes
an
d t
he
imp
acts
th
ey h
ave
on
ch
ild
ren
, fa
mil
ies,
an
d
oth
ers.
Ed
uca
tors
use
th
is k
now
led
ge, g
ain
ed t
hro
ugh
ob
serv
ing
and
dis
cuss
ing
wit
h o
ther
s, a
nd
th
eir
pro
fess
ion
al ju
dge
men
t to
cre
ate
con
text
s to
su
pp
ort
ch
ild
ren’
s le
arn
ing,
dev
elo
pm
ent,
hea
lth
, an
d
wel
l-b
ein
g.
20
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Crit
ical
Ref
lect
ion
A p
roce
ss o
f cr
itic
al r
eflec
tio
n, le
arn
ing,
an
d g
row
th i
s th
e b
asis
of
hig
h-q
ual
ity
pro
gra
ms
that
co
nti
nu
ou
sly
imp
rove
an
d c
reat
e
con
text
s th
at a
re m
ean
ing
ful
for
the
chil
dre
n a
nd
fam
ilie
s/
care
giv
ers
they
ser
ve. C
hil
dre
n l
earn
th
rou
gh
qu
esti
on
ing
an
d
test
ing
th
eori
es i
n t
hei
r p
lay.
In
th
e sa
me
way
, w
e en
cou
rag
e
edu
cato
rs t
o b
e re
sear
cher
s, t
o t
ry n
ew i
dea
s an
d t
est
theo
ries
.
Wh
en e
du
cato
rs e
ng
age
in c
on
tin
uo
us
lear
nin
g a
nd
qu
esti
on
ing,
exp
lori
ng
new
id
eas
and
ad
just
ing
pra
ctic
es, th
ey a
chie
ve t
he
bes
t
ou
tco
mes
fo
r ch
ild
ren
, fa
mil
ies,
an
d t
hem
selv
es.25
Th
rou
gh
cri
tica
l re
flec
tio
n, ed
uca
tors
tes
t lo
ng
-sta
nd
ing
vie
ws
and
tak
en-f
or-
gra
nte
d p
ract
ices
an
d c
on
sid
er n
ew a
pp
roac
hes
and
way
s o
f th
ink
ing
ab
ou
t th
eir
wo
rk. A
s d
escr
ibed
by
Joh
n
Dew
ey, le
arn
ing
hap
pen
s th
rou
gh
“re
flec
tive
act
ion
(ac
tio
n g
iven
care
ful
con
sid
erat
ion
an
d ju
stifi
cati
on
) as
op
po
sed
to
ro
uti
ne
acti
on
(ac
tio
n d
rive
n b
y h
abit
an
d r
ou
tin
e)”.
26 H
ow D
oes
Lea
rnin
g
Hap
pen?
su
pp
ort
s ed
uca
tors
in
th
ink
ing,
fee
lin
g, a
ctin
g o
n t
hei
r
idea
s an
d q
ues
tio
ns,
an
d l
earn
ing
abo
ut
and
wit
h ch
ild
ren
an
d
fam
ilie
s ev
ery
day
.
Col
labo
rativ
e In
quir
y W
hen
ed
uca
tors
en
gag
e w
ith
oth
ers
in c
riti
cal
refl
ecti
on
as
a m
ean
s to
qu
esti
on
th
eory
an
d p
ract
ice,
dis
cuss
id
eas,
tes
t
theo
ries
, an
d s
har
e le
arn
ing,
th
ey a
re e
ng
agin
g i
n c
oll
abo
rati
ve
inq
uir
y.
25. M
acNa
ught
on, 2
003;
Pai
ge-S
mith
& C
raft,
201
1; R
aban
et a
l., 2
007.
26. D
ewey
, 193
3, p
p. 4
–7.
“In
pra
ctic
e, i
nq
uir
y en
gag
es t
each
ers
as l
earn
ers
in c
riti
cal
and
crea
tive
th
ink
ing.
It
ho
no
urs
op
enn
ess
and
flex
ibil
ity.
Th
rou
gh
coll
abo
rati
ve d
ialo
gu
e, t
each
ers
seek
em
erg
ent
po
ssib
ilit
ies
– n
ew
qu
esti
on
s an
d s
olu
tio
ns.
”27 C
oll
abo
rati
ve i
nq
uir
y ca
n b
e ca
rrie
d
ou
t w
ith
in i
nd
ivid
ual
pro
gra
ms,
in
co
mm
un
ity
net
wo
rks,
or
as a
ctio
n r
esea
rch
pro
ject
s. W
hen
ed
uca
tors
en
gag
e in
cri
tica
l
refl
ecti
on
to
get
her
, th
ey d
isco
ver
mu
ltip
le p
ersp
ecti
ves
and
dee
per
un
der
stan
din
gs.
The
Envi
ronm
ent
Th
e en
viro
nm
ent
is t
he
con
text
in
wh
ich
lea
rnin
g t
akes
pla
ce.
Th
e en
viro
nm
ent
was
des
crib
ed b
y L
ori
s M
alag
uzz
i as
“th
e
thir
d t
each
er”
and
is
valu
ed f
or
its
po
wer
to
org
aniz
e, p
rom
ote
rela
tio
nsh
ips,
an
d e
du
cate
. It
mir
rors
th
e id
eas,
val
ues
, at
titu
des
,
and
cu
ltu
res
of
tho
se w
ho
use
th
e sp
ace.
28 A
s su
gg
este
d b
y K
aryn
Cal
lagh
an, “t
he
envi
ron
men
t is
a t
each
er”.
29 F
rom
th
e ae
sth
etic
s
of
the
spac
e, t
o t
he
typ
e o
f fu
rnis
hin
gs
and
mat
eria
ls a
vail
able
,
to t
he
org
aniz
atio
n o
f ti
me,
th
e en
viro
nm
ent
com
mu
nic
ates
a
po
wer
ful
mes
sag
e an
d c
on
trib
ute
s to
sh
apin
g t
he
acti
on
s th
at c
an
be
take
n w
ith
in it.
Ch
ild
ren
th
rive
in
in
do
or
and
ou
tdo
or
spac
es t
hat
in
vite
th
em
to i
nve
stig
ate,
im
agin
e, t
hin
k, cr
eate
, so
lve
pro
ble
ms,
an
d
mak
e m
ean
ing
fro
m t
hei
r ex
per
ien
ces
– es
pec
iall
y w
hen
th
e
spac
es c
on
tain
in
tere
stin
g a
nd
co
mp
lex
op
en-e
nd
ed m
ater
ials
that
ch
ild
ren
can
use
in
man
y w
ays.
In
ad
dit
ion
, w
hen
th
e
sch
edu
le a
llo
ws
for
lon
g p
erio
ds
of
un
inte
rru
pte
d p
lay,
wit
h
27. M
inist
ry o
f Edu
catio
n, O
ntar
io, 2
010,
p. 2
.
28. M
alag
uzzi,
199
3.
29. C
alla
ghan
, 201
3, p
. 11.
21
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
few
tra
nsi
tio
ns,
ch
ild
ren
are
cal
mer
an
d m
ore
en
gag
ed. W
hen
the
envi
ron
men
t su
pp
ort
s ch
ild
ren’s
gro
win
g a
uto
no
my
and
ind
epen
den
ce, ch
alle
ng
ing
beh
avio
urs
are
red
uce
d a
nd
ed
uca
tors
can
fo
cus
mo
re f
ull
y o
n o
bse
rvin
g, i
nte
ract
ing,
an
d e
xten
din
g
chil
dre
n’s
lea
rnin
g a
nd
dev
elo
pm
ent
in m
ean
ing
ful
way
s.3
0
All
of
thes
e b
enefi
ts o
ccu
r es
pec
iall
y w
ith
in c
hil
dre
n’s
con
nec
tio
ns
to a
nd
in
tera
ctio
ns
wit
h t
he
nat
ura
l w
orl
d.
Op
po
rtu
nit
ies
to e
xper
ien
ce n
atu
re e
nh
ance
ch
ild
ren’s
sen
se o
f
wo
nd
er a
nd
joy
in t
he
wo
rld
aro
un
d t
hem
, w
het
her
pro
gra
ms
are
loca
ted
in
lar
ge
urb
an c
entr
es w
ith
sm
all
pat
ches
of
gre
en
spac
e, g
ard
ens,
an
d t
rees
or
in v
ast
fiel
ds
and
fo
rest
s. A
gro
win
g
bo
dy
of
rese
arch
su
gg
ests
th
at c
on
nec
tin
g t
o t
he
nat
ura
l w
orl
d
con
trib
ute
s to
ch
ild
ren’s
men
tal,
ph
ysic
al, em
oti
on
al, an
d
spir
itu
al h
ealt
h a
nd
wel
l-b
ein
g.31
Pro
vid
ing
dai
ly o
pp
ort
un
itie
s
to e
xplo
re, ca
re f
or,
an
d i
nte
ract
wit
h t
he
nat
ura
l w
orl
d h
elp
s to
stre
ng
then
th
ese
con
nec
tio
ns.
30. S
hank
er, 2
013;
Wie
n, 2
004.
31. L
ouv,
2008
.
Peda
gogi
cal D
ocum
enta
tion
Ped
ago
gic
al d
ocu
men
tati
on
is
abo
ut
mo
re t
han
rec
ord
ing
eve
nts
– it
is
a m
ean
s to
lea
rnin
g a
bo
ut
ho
w c
hil
dre
n t
hin
k an
d l
earn
.
It o
ffer
s a
pro
cess
to
exp
lore
all
of
ou
r q
ues
tio
ns
abo
ut
chil
dre
n.
As
sug
ges
ted
by
Car
lin
a R
inal
di,
it
is a
way
of
list
enin
g t
o
chil
dre
n, h
elp
ing
us
to l
earn
ab
ou
t ch
ild
ren
du
rin
g t
he
cou
rse
of
thei
r ex
per
ien
ces
and
to
mak
e th
is l
earn
ing
vis
ible
to
oth
ers
for
inte
rpre
tati
on
.32 A
nd
, it
en
cou
rag
es e
du
cato
rs t
o b
e co
-lea
rner
s
alo
ng
sid
e b
oth
ch
ild
ren
an
d t
hei
r fa
mil
ies.
“Ped
ago
gic
al d
ocu
men
tati
on
su
pp
ort
s ed
uca
tors
in
bo
th i
ncl
ud
ing
ch
ild
dev
elo
pm
ent
in t
hei
r vi
ew, b
ut
also
loo
kin
g b
eyo
nd
dev
elo
pm
ent
to c
aptu
re b
road
er a
spec
ts
of
exp
erie
nce
fo
r re
flec
tio
n.”
33
Mo
vin
g b
eyo
nd
sim
ply
an
ob
ject
ive
rep
ort
ing
of
chil
dre
n’s
beh
avio
ur,
ped
ago
gic
al d
ocu
men
tati
on
hel
ps
to fi
nd
mea
nin
g i
n
wh
at c
hil
dre
n d
o a
nd
wh
at t
hey
exp
erie
nce
.34 I
t is
:
•
a w
ay t
o v
alu
e ch
ild
ren’s
exp
erie
nce
s an
d i
ncl
ud
e th
eir
per
spec
tive
s;
•
a w
ay t
o m
ake
chil
dre
n’s
lea
rnin
g a
nd
un
der
stan
din
g o
f th
e
wo
rld
aro
un
d t
hem
vis
ible
to
th
e ch
ild
ren
th
emse
lves
;
•
a p
roce
ss f
or
edu
cato
rs t
o c
o-p
lan
wit
h c
hil
dre
n a
nd
wit
h
fam
ilie
s;
32. R
inal
di, 2
004.
33. W
ien,
201
3, p
. 28.
34. G
andi
ni &
Kam
insk
y, n.
d.
22
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
•
a m
ean
s o
f sh
arin
g p
ersp
ecti
ves
wit
h p
aren
ts a
nd
co
llea
gu
es.
Wh
en f
amil
ies
and
oth
ers
are
invi
ted
to
co
ntr
ibu
te t
o t
he
do
cum
enta
tio
n a
nd
sh
are
thei
r o
wn
in
terp
reta
tio
ns,
it
can
pro
vid
e ev
en m
ore
in
sigh
ts t
hat
ch
ild
ren
, ed
uca
tors
, an
d
fam
ilie
s ca
n r
etu
rn t
o, re
flec
t o
n, an
d r
emem
ber
in
ord
er t
o
exte
nd
lea
rnin
g.
Usi
ng
qu
esti
on
s ca
n h
elp
to
fra
me
do
cum
enta
tio
n, su
pp
ort
pla
nn
ing
th
at r
eflec
ts t
he
com
ple
xity
of
chil
dre
n’s
liv
ed
exp
erie
nce
s, a
nd
pro
vid
e a
dee
per
un
der
stan
din
g o
f w
hy
thes
e
exp
erie
nce
s ar
e im
po
rtan
t fo
r ch
ild
ren
. F
or
exam
ple
:
•
Ask
ing
“H
ow
do
ch
ild
ren
dem
on
stra
te t
hey
are
co
mp
eten
t
and
cap
able
of
com
ple
x th
ink
ing?
” h
elp
s ed
uca
tors
bu
ild
on
wh
at c
hil
dre
n a
lrea
dy
kn
ow
an
d c
an d
o. It
hel
ps
to e
nsu
re
the
envi
ron
men
ts a
nd
exp
erie
nce
s cr
eate
d f
or
chil
dre
n a
re
eng
agin
g a
nd
sti
mu
lati
ng
rat
her
th
an l
imit
ing
ch
ild
ren’s
po
ten
tial
.
•
Ask
ing
“H
ow
is
a ch
ild
’s c
urr
ent
app
roac
h t
o a
pro
ble
m
dif
fere
nt
fro
m a
n e
arli
er r
esp
on
se?”
hel
ps
edu
cato
rs t
o i
den
tify
the
pro
gre
ssio
n o
f le
arn
ing
an
d t
he
incr
easi
ng
co
mp
lexi
ty o
f
app
roac
hes
. T
his
can
be
shar
ed w
ith
par
ents
an
d w
ith
ch
ild
ren
them
selv
es.
•
Ask
ing
“W
hat
qu
esti
on
s an
d t
heo
ries
do
ch
ild
ren
hav
e ab
ou
t
the
wo
rld
aro
un
d t
hem
? H
ow
are
th
ey g
oin
g a
bo
ut
fin
din
g
answ
ers
to t
hei
r q
ues
tio
ns
or
test
ing
th
eir
theo
ries
?” h
elp
s
edu
cato
rs t
o b
e co
-lea
rner
s w
ith
ch
ild
ren
. T
his
can
hel
p
edu
cato
rs t
o m
ake
sure
th
e m
ater
ials
an
d e
xper
ien
ces
avai
lab
le
to c
hil
dre
n s
up
po
rt t
his
dee
per
in
vest
igat
ion
.
•
Ask
ing
“H
ow
do
ch
ild
ren
fo
rm r
elat
ion
ship
s w
ith
on
e
ano
ther
?” h
elp
s ed
uca
tors
un
der
stan
d w
her
e ch
ild
ren
mig
ht
nee
d a
ssis
tan
ce i
n e
ng
agin
g i
n p
osi
tive
in
tera
ctio
ns,
rec
og
niz
e
and
fo
ster
dev
elo
pin
g s
oci
al s
kil
ls, an
d s
up
po
rt c
hil
dre
n’s
sen
se
of
bel
on
gin
g.
23
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Foun
datio
ns f
or L
earn
ing
How
Doe
s L
earn
ing
Hap
pen?
in
clu
des
go
als
for
chil
dre
n a
nd
exp
ecta
tio
ns
for
pro
gra
ms.
Org
aniz
ed a
rou
nd
th
e fo
un
dat
ion
s
of
bel
on
gin
g, w
ell-
bei
ng,
en
gag
emen
t, a
nd
exp
ress
ion
, th
e g
oal
s
and
exp
ecta
tio
ns
inte
gra
te t
he
six
gu
idin
g p
rin
cip
les
of
EL
EC
T.
Rat
her
th
an c
on
sid
erin
g t
he
pri
nci
ple
s as
sep
arat
e el
emen
ts i
n
hig
h-q
ual
ity
pro
gra
ms,
th
is p
edag
og
ical
do
cum
ent
hel
ps
us
to
thin
k ab
ou
t h
ow
th
e p
rin
cip
les
and
th
e g
oal
s an
d e
xpec
tati
on
s
wo
rk t
og
eth
er.
Th
e g
oal
s an
d e
xpec
tati
on
s
hel
p e
du
cato
rs t
o s
triv
e to
pro
vid
e th
e b
est
exp
erie
nce
s an
d
ou
tco
mes
fo
r ch
ild
ren
an
d f
amil
ies
and
fo
r ed
uca
tors
. T
hes
e co
mp
on
ents
are
ou
tlin
ed i
n t
he
char
t b
elo
w.
FO
UN
DA
TIO
NS
GO
ALS F
OR
CH
ILD
REN
EX
PEC
TATIO
NS F
OR
PR
OG
RA
MS
Belo
ng
ing
Ever
y ch
ild h
as
a s
ense
of bel
ong
ing w
hen
he o
r sh
e is
co
nnec
ted to o
ther
s and
cont
ribut
es to the
ir w
orld.
Early
child
hood p
rogra
ms
culti
vate
aut
hent
ic,
caring
re
latio
nshi
ps
and
conn
ectio
ns to c
reate
a s
ense
of
bel
ong
ing a
mong
and
bet
wee
n ch
ildre
n, a
dul
ts,
and
th
e w
orld a
roun
d the
m.
Well-B
ein
gEv
ery
child
is
dev
elopin
g a
sen
se o
f se
lf, h
ealth
, and
w
ell-b
eing
.
Early
child
hood p
rogra
ms
nurt
ure
child
ren’
s he
alth
y dev
elopm
ent and
sup
port
the
ir g
row
ing s
ense
of se
lf.
En
ga
gem
ent
Ever
y ch
ild is
an
act
ive
and
eng
aged
lea
rner
who
ex
plo
res
the
world w
ith b
ody,
min
d,
and
sen
ses.
Early
child
hood p
rogra
ms
pro
vide
envi
ronm
ents
and
ex
per
ienc
es to e
ngage
child
ren
in a
ctiv
e, c
reativ
e,
and
mea
ning
ful ex
plo
ratio
n, p
lay,
and
inq
uiry
.
Ex
pre
ssio
nEv
ery
child
is
a c
apable
com
mun
icato
r w
ho e
xpre
sses
hi
mse
lf or
hers
elf in
many
ways
.Ea
rly
child
hood p
rogra
ms
fost
er c
om
mun
icatio
n and
ex
pre
ssio
n in
all
form
s.
24
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Belo
ngin
g: C
ultiv
atin
g Au
then
tic R
elat
ions
hips
an
d Co
nnec
tions
Go
al f
or
chil
dre
n:
Eve
ry c
hil
d h
as a
sen
se o
f b
elo
ng
ing
wh
en h
e o
r sh
e is
co
nn
ecte
d t
o o
ther
s an
d c
on
trib
ute
s to
thei
r w
orl
d.
Pro
gra
m e
xpect
atio
n:
Ear
ly c
hil
dh
oo
d p
rog
ram
s
cult
ivat
e au
then
tic,
car
ing
rel
atio
nsh
ips
and
co
nn
ecti
on
s
to c
reat
e a
sen
se o
f b
elo
ng
ing
am
on
g a
nd
bet
wee
n
chil
dre
n, ad
ult
s, a
nd
th
e w
orl
d a
rou
nd
th
em.
Ove
rvie
w
“You
ng c
hild
ren
exp
erie
nce
the
ir w
orld
as
an e
nvi
ron
men
t
of r
elat
ion
ship
s, w
hich
aff
ect
virt
ual
ly a
ll a
spec
ts o
f th
eir
deve
lopm
ent.”
35
Fo
ster
ing
go
od
rel
atio
nsh
ips
wit
h c
hil
dre
n a
nd
th
eir
fam
ilie
s is
the
sin
gle
mo
st i
mp
ort
ant
pri
ori
ty f
or
edu
cato
rs i
n e
arly
yea
rs
pro
gra
ms.
Th
e ab
ilit
y to
est
abli
sh c
on
stru
ctiv
e re
lati
on
ship
s
wit
h c
hil
dre
n a
nd
fam
ilie
s is
a r
equ
irem
ent
for
Reg
iste
red
Ear
ly
Ch
ild
ho
od
Ed
uca
tors
in
On
tari
o, as
set
ou
t in
th
e C
oll
ege
of
Ear
ly C
hil
dh
oo
d E
du
cato
rs C
ode
of E
thic
s an
d S
tan
dard
s of
Pra
ctic
e.36
35. N
atio
nal S
cient
ific C
ounc
il on
the
Deve
lopi
ng C
hild,
200
4, p
. 1.
36. C
olle
ge o
f Ear
ly Ch
ildho
od E
duca
tors,
201
1.
A s
ign
ifica
nt
bo
dy
of
rese
arch
in
dic
ates
th
at p
osi
tive
, ca
rin
g, a
nd
resp
ectf
ul
rela
tio
nsh
ips
are
the
fou
nd
atio
n f
or
op
tim
al l
earn
ing,
dev
elo
pm
ent,
hea
lth
, an
d w
ell-
bei
ng.
By
resp
on
din
g p
osi
tive
ly
to c
hil
dre
n’s
cu
es a
nd
en
gag
ing
in
rec
ipro
cal
inte
ract
ion
s
wit
h t
hem
, ed
uca
tors
su
pp
ort
th
e d
evel
op
men
t o
f se
cure
rela
tio
nsh
ips.
37 S
ecu
re r
elat
ion
ship
s co
ntr
ibu
te t
o c
hil
dre
n’s
emo
tio
nal
wel
l-b
ein
g a
nd
pro
vid
e th
em w
ith
a s
afe
envi
ron
men
t
in w
hic
h t
o l
earn
. P
osi
tive
in
tera
ctio
ns
sup
po
rt t
he
dev
elo
pm
ent
of
soci
al a
nd
co
gn
itiv
e co
mp
eten
ce a
nd
co
mm
un
icat
ion
sk
ills
,38
wh
ich
in
tu
rn s
tren
gth
en c
hil
dre
n’s
cap
acit
y to
lea
rn i
n t
he
sho
rt
and
lo
ng
ter
m. W
hen
ch
ild
ren
are
str
on
gly
con
nec
ted
to
th
eir
care
giv
ers,
th
ey f
eel
safe
an
d h
ave
the
con
fid
ence
to
pla
y, e
xplo
re,
and
lea
rn a
bo
ut
the
wo
rld
aro
un
d t
hem
.
En
abli
ng
ch
ild
ren
to
dev
elo
p a
sen
se o
f b
elo
ng
ing
as
par
t o
f a
gro
up
is
also
a k
ey c
on
trib
uto
r to
th
eir
life
lon
g w
ell-
bei
ng.
A
sen
se o
f b
elo
ng
ing
is
sup
po
rted
wh
en e
ach
ch
ild
’s u
niq
ue
spir
it,
ind
ivid
ual
ity,
an
d p
rese
nce
are
val
ued
.
“Eve
ry c
hild
des
erve
s to
hav
e so
meo
ne’
s ey
es lig
ht u
p w
hen
the
y
ente
r th
e ro
om.”
39
As
chil
dre
n e
ng
age
in v
ario
us
form
s o
f so
cial
pla
y an
d a
re
sup
po
rted
to
rec
og
niz
e th
e va
ried
cap
abil
itie
s an
d c
har
acte
rist
ics
of
oth
er c
hil
dre
n, th
ey l
earn
to
get
alo
ng
wit
h o
ther
s; t
o
neg
oti
ate,
co
llab
ora
te, an
d c
om
mu
nic
ate;
an
d t
o c
are
for
oth
ers.
Stu
die
s sh
ow
th
at w
hen
ed
uca
tors
mo
del
led
an
d h
elp
ed c
hil
dre
n
37. A
insw
orth
& B
owlb
y, 19
65; B
owlb
y, 19
88; N
atio
nal S
cient
ific C
ounc
il on
the
Deve
lopi
ng C
hild,
201
2.
38. B
urch
inal
et a
l., 2
008;
Syl
va e
t al.,
201
1; W
ylie
et a
l., 2
009.
39. C
linto
n, 2
012.
25
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
exp
ress
fee
lin
gs,
rec
og
niz
e o
ther
s’ f
eeli
ng
s, a
nd
hel
p o
ther
s,
chil
dre
n d
evel
op
ed p
osi
tive
so
cial
sk
ills
su
ch a
s p
ersp
ecti
ve-
tak
ing,
em
pat
hy,
40 a
nd
em
oti
on
reg
ula
tio
n41
an
d w
ere
less
lik
ely
to e
ng
age
in p
rob
lem
atic
beh
avio
urs
.42
Rel
atio
nsh
ips
mat
ter
for
fam
ilie
s to
o. F
amil
ies
dev
elo
p t
rust
,
con
fid
ence
, an
d a
sen
se o
f b
elo
ng
ing
in
pro
gra
ms
that
val
ue
the
cen
tral
ity
of
the
fam
ily
to t
he
hea
lth
an
d w
ell-
bei
ng
of
chil
dre
n.
In h
igh
-qu
alit
y p
rog
ram
s, t
he
aim
is
to s
triv
e to
est
abli
sh a
nd
mai
nta
in r
ecip
roca
l re
lati
on
ship
s am
on
g e
du
cato
rs a
nd
fam
ilie
s,
and
to
vie
w f
amil
ies
as i
mp
ort
ant
con
trib
uto
rs w
ith
un
iqu
e
kn
ow
led
ge,
exp
erie
nce
s, a
nd
str
eng
ths.
43 C
hil
dre
n’s
sen
se o
f
bel
on
gin
g a
nd
fee
lin
gs
of
secu
rity
are
als
o s
tren
gth
ened
wh
en
they
hav
e o
pp
ort
un
itie
s to
mak
e an
d e
xplo
re c
on
nec
tio
ns
bet
wee
n h
om
e an
d t
he
earl
y ch
ild
ho
od
pro
gra
m. In
viti
ng
fam
ilie
s to
par
tici
pat
e (a
t th
eir
com
fort
lev
el)
in t
hei
r ch
ild
ren’s
exp
erie
nce
s in
ear
ly y
ears
pro
gra
ms
ign
ites
ch
ild
ren’s
in
tere
st
in l
earn
ing.
44 W
hen
ed
uca
tors
bu
ild
rel
atio
nsh
ips
and
wo
rk i
n
par
tner
ship
wit
h f
amil
ies,
un
der
stan
d t
he
fam
ily’
s p
erce
pti
on
of
thei
r ch
ild
, an
d h
elp
fam
ilie
s k
no
w t
hei
r ch
ild
fro
m t
he
edu
cato
r’s
po
int
of
view
, ev
eryo
ne
gai
ns
a d
eep
er u
nd
erst
and
ing.
Ear
ly y
ears
set
tin
gs
can
pla
y a
key
role
in
pro
mo
tin
g t
he
visi
bil
ity,
in
clu
sio
n, an
d a
ctiv
e p
arti
cip
atio
n o
f yo
un
g c
hil
dre
n i
n
soci
ety.
45 A
ll c
hil
dre
n b
enefi
t fr
om
bei
ng
in
in
clu
sive
40. G
ordo
n, 2
005;
Hol
ahan
& C
oste
nbad
er, 2
000;
Odo
m, 2
002.
41. S
hank
er, 2
013.
42. P
icken
s, 20
09; S
chul
tz e
t al.,
201
1.
43. F
RP C
anad
a, 2
011.
44. G
ordo
n, 2
005.
45. D
ahlb
erg
et a
l., 2
007.
envi
ron
men
ts w
her
e th
ey a
re a
ble
to
par
tici
pat
e an
d c
oll
abo
rate
in m
ean
ing
ful
way
s an
d f
orm
au
then
tic,
car
ing
rel
atio
nsh
ips.
Th
e
Con
vent
ion
on
the
Rig
hts
of t
he C
hild
(C
RC
) an
d t
he
Con
vent
ion
on t
he R
ight
s of
Per
son
s w
ith
Dis
abil
itie
s (C
RP
D)
hig
hli
gh
t h
ow
all
chil
dre
n, in
clu
din
g t
ho
se w
ith
sp
ecia
l n
eed
s, a
re e
nti
tled
to
the
sam
e o
pp
ort
un
itie
s –
for
exam
ple
to
hea
lth
car
e, n
utr
itio
n,
edu
cati
on
, so
cial
in
clu
sio
n, an
d p
rote
ctio
n. W
hen
ch
ild
ren
wit
h
spec
ial
nee
ds
hav
e ac
cess
to
ap
pro
pri
ate
sup
po
rt f
rom
ear
ly y
ears
pro
gra
ms
it c
an h
elp
th
em t
o h
ave
rich
an
d f
ulfi
llin
g c
hil
dh
oo
ds
and
pre
par
e th
em f
or
mea
nin
gfu
l p
arti
cip
atio
n i
n s
oci
ety.
46
Th
rou
gh
op
po
rtu
nit
ies
to e
ng
age
wit
h a
nd
mak
e co
ntr
ibu
tio
ns
to t
he
wo
rld
aro
un
d t
hem
, ch
ild
ren
dev
elo
p a
sen
se o
f
bel
on
gin
g a
nd
co
nn
ecte
dn
ess
to t
hei
r lo
cal
com
mu
nit
y, t
he
nat
ura
l en
viro
nm
ent,
an
d t
he
larg
er u
niv
erse
of
livi
ng
th
ing
s.
Su
pp
ort
ing
ch
ild
ren’s
co
nn
ecti
on
s to
th
e n
atu
ral
wo
rld
is
an
imp
ort
ant
area
of
focu
s. O
pp
ort
un
itie
s to
exp
erie
nce
nat
ure
ever
y d
ay a
nd
to
car
e fo
r an
d i
nte
ract
wit
h t
he
nat
ura
l w
orl
d
enh
ance
ch
ild
ren’s
co
nn
ecti
on
s to
th
e w
orl
d a
rou
nd
th
em. A
gro
win
g b
od
y o
f re
sear
ch s
ug
ges
ts t
hat
co
nn
ecti
ng
to
th
e n
atu
ral
wo
rld
co
ntr
ibu
tes
to c
hil
dre
n’s
men
tal,
ph
ysic
al, em
oti
on
al, an
d
spir
itu
al h
ealt
h a
nd
wel
l-b
ein
g.47
46. W
orld
Hea
lth O
rgan
izatio
n &
UNI
CEF,
2012
, p.5
.
47. L
ouv,
2008
.
26
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Goa
ls an
d Ex
pect
atio
ns
Belo
ng
ing
: Cult
iva
tin
g A
uth
enti
c R
ela
tio
nsh
ips
and
Co
nn
ect
ions
Wa
ys
in w
hic
h c
hild
ren m
ight
dem
onst
rate
a s
ense
of
belo
ng
ing
Wa
ys
in w
hic
h p
rog
ram
s ca
n h
elp
cre
ate
a
sense
of
belo
ng
ing
Ad
dit
ion
al co
nsi
dera
tio
ns
for
ed
uca
tors
Goa
l fo
r ch
ild
ren:
Ever
y ch
ild h
as
a s
ense
of bel
ong
ing w
hen
he o
r sh
e is
conn
ecte
d to o
ther
s and
cont
ribut
es
to the
ir w
orld.
Chi
ldre
n dem
ons
trate
a s
ense
of
bel
ong
ing w
hen
they
:
•
feel
inc
luded
and
safe
in
rela
tions
hips
with
adul
ts a
nd o
ther
ch
ildre
n in
the
early
years
set
ting;
•
part
icip
ate
ful
ly in
ways
tha
t are
m
ost
com
fort
able
to the
m;
•
part
icip
ate
in
soci
al in
tera
ctio
ns,
share
d e
xplo
ratio
n, p
lay,
and
le
arn
ing w
ith a
dul
ts a
nd c
hild
ren;
•
make
sm
ooth
tra
nsiti
ons
bet
wee
n ho
me
and
early
years
set
tings;
•
beg
in to s
how
conc
ern
and
em
path
y and
take
act
ion
to a
ssis
t oth
ers;
•
notic
e si
mila
ritie
s and
diffe
renc
es
bet
wee
n se
lf and
oth
ers
and
re
spond
posi
tivel
y to
the
un
ique
ness
, diffe
ring
capabili
ties,
and
per
spec
tives
of oth
ers;
Pro
gra
m e
xp
ect
ati
on:
Early
chi
ldho
od
pro
gra
ms
culti
vate
aut
hent
ic, ca
ring
rel
atio
nshi
ps
and
conn
ectio
ns to c
reate
a s
ense
of bel
ong
ing
am
ong
and
bet
wee
n ch
ildre
n, a
dul
ts,
and
the
w
orld a
roun
d the
m.
Educ
ato
rs c
an
crea
te c
ont
exts
in
whi
ch a
ll ch
ildre
n ca
n dev
elop a
sen
se o
f bel
ong
ing b
y:
•
bei
ng a
ttune
d to the
phy
sica
l and
em
otio
nal
state
s of ea
ch c
hild
and
res
pond
ing in
a
warm
and
sen
sitiv
e m
ann
er;
•
conn
ectin
g w
ith e
ach
chi
ld a
nd r
ecogni
zing
and
valu
ing h
is o
r he
r un
ique
spirit,
in
div
idua
lity,
and
pre
senc
e;
•
pla
nnin
g for
ways
to s
upport
sm
ooth
trans
itions
: –
bet
wee
n th
e ho
me
and
the
early
years
se
tting
, –
in d
aily
rout
ines
, –
acr
oss
early
years
set
tings;
•
support
ing r
elatio
nshi
ps
bet
wee
n ch
ildre
n as
they
ini
tiate
, re
spond
, co
llabora
te,
cele
bra
te,
and
dem
ons
trate
care
for
oth
ers;
A w
arm
and
caring
mann
er is
conv
eyed
th
roug
h body
lang
uage
as
wel
l as
word
s –
how
w
e to
uch,
carr
y, a
nd m
ove
chi
ldre
n th
roug
h daily
rout
ines
sen
ds
a s
trong
mes
sage.
Capita
lize
on
opport
uniti
es for
one
-to-o
ne
inte
ract
ions
dur
ing d
aily
rout
ines
(e.
g., for
infa
nts
and
toddle
rs:
dia
per
cha
ngin
g,
dre
ssin
g
to g
o o
utdoors
, and
fee
din
g/m
eal tim
es a
re
idea
l opport
uniti
es for
maki
ng c
onn
ectio
ns a
nd
bui
ldin
g r
elatio
nshi
ps)
.
Dis
cove
r th
e un
ique
cha
ract
eris
tics
and
gifts
of ea
ch c
hild
by
talk
ing w
ith h
is o
r he
r fa
mily
, obse
rvin
g,
and
docu
men
ting (e.
g., in
additi
on
to w
hat th
e ch
ildre
n are
int
eres
ted in,
notic
e w
hat bring
s th
em joy
and
how
the
y re
late
to
oth
ers
and
to the
env
ironm
ent aro
und the
m;
to s
upport
inc
lusi
on,
cons
ider
each
chi
ld’s
ca
pabili
ties
rath
er tha
n fo
cusi
ng s
ole
ly o
n hi
s
or
her
need
s and
defi
cien
cies
).
(cont
inue
d)
27
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Wa
ys
in w
hic
h c
hild
ren m
ight
dem
onst
rate
a s
ense
of
belo
ng
ing
Wa
ys
in w
hic
h p
rog
ram
s ca
n h
elp
cre
ate
a
sense
of
belo
ng
ing
Ad
dit
ion
al co
nsi
dera
tio
ns
for
ed
uca
tors
•
reco
gni
ze,
explo
re,
and
make
co
nnec
tions
: –
bet
wee
n ho
me
and
the
early
child
hood s
ettin
g,
–w
ith the
ir c
om
mun
ity,
–w
ith the
natu
ral en
viro
nmen
t;•
expre
ss a
sen
se o
f pur
pose
as
they
part
icip
ate
and
make
cont
ribut
ions
to
the
pro
gra
m a
nd c
om
mun
ity.
•
dev
elopin
g p
olic
ies,
pra
ctic
es,
and
en
viro
nmen
ts tha
t re
spec
t and
sup
port
incl
usio
n, m
eani
ngfu
l part
icip
atio
n, a
nd a
se
nse
of bel
ong
ing for
all
child
ren;
•
findin
g w
ays
to int
entio
nally
int
egra
te the
un
ique
per
spec
tives
and
gifts
of pare
nts,
ca
regiv
ers,
and
ext
ended
fam
ily thr
oug
hout
all
elem
ents
of th
e pro
gra
m in
a m
eani
ngfu
l and
aut
hent
ic w
ay;
•
esta
blis
hing
and
main
tain
ing p
osi
tive
reci
pro
cal re
latio
nshi
ps
with
com
mun
ity
part
ners
to s
upport
mea
ning
ful part
icip
atio
n;
•
crea
ting o
pport
uniti
es thr
oug
hout
daily
ex
per
ienc
es tha
t en
able
chi
ldre
n to
ex
plo
re,
wond
er a
bout
, ca
re for, a
nd m
ake
co
nnec
tions
to the
natu
ral en
viro
nmen
t; •
giv
ing v
isib
ility
to the
many
rel
atio
nshi
ps
that
child
ren
form
with
adul
ts,
oth
er c
hild
ren,
the
co
mm
unity,
and
the
natu
ral w
orld thr
oug
h va
rious
form
s of docu
men
tatio
n;
•
invi
ting c
om
mun
ity
mem
ber
s to
cont
ribut
e to
and
part
icip
ate
in
the
pro
gra
m a
nd
pro
vidin
g o
pport
uniti
es for
child
ren
to p
art
icip
ate
and
make
mea
ning
ful
cont
ribut
ions
to the
com
mun
ity
on
an
ong
oin
g b
asi
s.
Rath
er tha
n re
prim
and
ing c
hild
ren
for
undes
irable
beh
avi
our
s, a
ssis
t th
em in
findin
g
new
ways
to a
chie
ve the
ir g
oals
(e.
g., look
for
the
root ca
use
of beh
avi
our
; re
duc
e st
ress
ors
; su
pport
chi
ldre
n’s
effo
rts
to ini
tiate
and
join
in
pla
y w
ith o
ther
s; n
otic
e, a
ckno
wle
dge,
and
docu
men
t posi
tive
inte
ract
ions
and
atte
mpts
at
self-
regul
atio
n and
sha
re the
inf
orm
atio
n w
ith
child
ren
and
fam
ilies
to g
ain
new
ins
ight
s).
Hel
pin
g a
ll ch
ildre
n in
the
pro
gra
m to g
ain
a
clea
rer
under
stand
ing o
f th
e ca
pabili
ties
and
ch
alle
nges
of oth
ers
is a
way
to b
uild
the
ir
soci
al co
mpet
ence
. Th
e abili
ty to v
alu
e th
e diffe
renc
es o
f oth
ers
is s
tren
gth
ened
both
for
typic
ally
dev
elopin
g c
hild
ren
and
for
child
ren
who
req
uire
additi
ona
l su
pport.
Bui
ld c
onn
ectio
ns b
etw
een
the
hom
e and
the
pro
gra
m b
y co
mm
unic
atin
g w
ith fam
ilies
usi
ng
mul
tiple
mea
ns (e.
g., s
end e
update
s;
crea
te a
blo
g;
set up
a d
ocu
men
tatio
n pane
l and
pla
ce it ne
ar
the
entranc
e w
here
fam
ilies
ca
n fin
d o
ut m
ore
about
the
ir c
hild
ren’
s ex
per
ienc
es;
invi
te fam
ilies
to c
om
men
t on
a
spec
ific
pie
ce o
f docu
men
tatio
n; s
ugges
t w
ays
fa
mili
es c
an
exte
nd lea
rnin
g a
t ho
me
to b
uild
on
a p
art
icul
ar
idea
chi
ldre
n are
exp
loring
; en
cour
age
fam
ilies
to h
elp y
ou
under
stand
the
ch
ild fro
m the
ir p
ersp
ectiv
e).
Belo
ng
ing
: Cult
iva
tin
g A
uth
enti
c R
ela
tio
nsh
ips
and
Co
nn
ect
ions
(cont
inue
d)
28
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Que
stio
ns fo
r Re
flect
ion
Belo
ng
ing
: Cult
iva
tin
g A
uth
enti
c R
ela
tio
nsh
ips
and
Co
nn
ect
ions
Con
sider
you
r pro
gra
m –
its
phi
loso
phy
, m
issi
on,
pol
icie
s, a
nd d
aily
pra
ctic
es.
How
do
the
pro
gra
m’s
valu
es r
eflec
t and
aff
ect y
our
rela
tions
hip w
ith e
ach
chi
ld?
With
each
fam
ily?
Is e
very
one’
s vo
ice
valu
ed?
How
wou
ld a
n ob
serv
er k
now
?
Whi
ch p
olic
ies
and
pra
ctic
es m
ay
be
barr
iers
to e
stablis
hing
rel
atio
nshi
ps
and
ens
urin
g th
e m
eani
ngfu
l part
icip
atio
n of
all
child
ren?
Of
all
fam
ilies
?
Wha
t els
e ca
n be
don
e to
str
ength
en r
elatio
nshi
ps
and
ens
ure
soci
al i
nclu
sion
, part
icip
atio
n, a
nd a
sen
se o
f bel
ongin
g f
or e
ach
chi
ld a
nd
fam
ily?
If yo
u m
ake
one
cha
nge
today
to s
tren
gth
en r
elatio
nshi
ps
in y
our
pro
gra
m,
wha
t will
it b
e? If
you
wer
e to
make
ano
ther
cha
nge
tom
orro
w,
wha
t wou
ld i
t be?
“Wha
t I’v
e co
me
to u
nder
stand
is
that t
he m
ost i
mpor
tant
wor
k I d
o –
to s
ee a
chi
ld i
n pos
itive
ways
– i
s w
ithin
me.
I m
ust c
ontin
ually
wor
k to
trans
form
my
own
view
of
child
ren’
s beh
avi
ours
, se
e th
eir
poi
nts
of v
iew
, and
str
ive
to u
ncov
er h
ow w
hat I
am
see
ing r
evea
ls
the
child
ren’
s dee
p d
esir
e, e
ager
ness
, and
capaci
ty f
or r
elatio
nshi
ps.
The
re i
s no
mor
e im
por
tant
or
rew
ard
ing w
ork
than
this
.”4
8
Con
sider
a c
hild
who
se b
ehavi
our
you
find “
diffi
cult”
. W
hat p
ossi
bili
ties
mig
ht e
xist
if
you
wer
e to
vie
w th
e ch
ild’s
beh
avi
our
and
int
entio
ns
from
the
child
’s p
oint
of
view
and
fro
m th
e ch
ild’s
des
ire
for
rela
tions
hips?
48. C
urtis
, 200
9, p
. 12.
29
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Wel
l-Bei
ng: N
urtu
ring
Heal
thy
Deve
lopm
ent
and
Wel
l-Bei
ng
Go
al f
or
chil
dre
n:
Eve
ry c
hil
d i
s d
evel
op
ing
a s
ense
of
self
, h
ealt
h, an
d w
ell-
bei
ng.
Pro
gra
m e
xpect
atio
n:
Ear
ly c
hil
dh
oo
d p
rog
ram
s
nu
rtu
re c
hil
dre
n’s
hea
lth
y d
evel
op
men
t an
d s
up
po
rt t
hei
r
gro
win
g s
ense
of
self
.
Ove
rvie
wT
her
e is
cle
ar e
vid
ence
th
at e
arly
exp
erie
nce
s h
ave
a si
gn
ifica
nt
imp
act
on
th
e b
iolo
gy
of
the
bo
dy
and
on
bra
in d
evel
op
men
t,
wit
h i
mp
lica
tio
ns
for
life
lon
g p
hys
ical
an
d m
enta
l h
ealt
h a
nd
wel
l-b
ein
g.4
9
Ph
ysic
al w
ell-
bei
ng.
Pat
tern
s o
f ea
tin
g, p
hys
ical
act
ivit
y, a
nd
slee
p t
hat
are
est
abli
shed
in
ear
ly c
hil
dh
oo
d c
on
tin
ue
into
lat
er
life
. In
adeq
uat
e n
utr
itio
n a
nd
sle
ep, lo
w l
evel
s o
f p
hys
ical
act
ivit
y,
and
per
sist
ent
stre
ss i
n e
arly
ch
ild
ho
od
can
lea
d t
o l
ater
hea
lth
pro
ble
ms,
in
clu
din
g o
bes
ity,
dia
bet
es, h
eart
dis
ease
, d
epre
ssio
n,
and
an
xiet
y.50
Th
ere
is a
var
iety
of
way
s in
wh
ich
ear
ly y
ears
49. N
atio
nal S
cient
ific C
ounc
il on
the
Deve
lopi
ng C
hild,
200
7.
50. C
hapu
t & Tr
embl
ay, 2
012;
Ont
ario
Hea
lthy
Kids
Pan
el, 2
013.
pro
gra
ms
can
hav
e a
po
siti
ve i
nfl
uen
ce o
n c
hil
d h
ealt
h a
nd
wel
l-
bei
ng,
su
ch a
s b
y:
•
pro
vid
ing
nu
trit
iou
s fo
od
an
d b
ever
ages
th
at i
nco
rpo
rate
fam
ily
and
cu
ltu
ral
pre
fere
nce
s;
•
crea
tin
g p
osi
tive
eat
ing
en
viro
nm
ents
wit
h f
oo
ds
and
po
rtio
n
size
s th
at a
re r
esp
on
sive
to
ch
ild
ren’s
cu
es o
f h
un
ger
an
d
full
nes
s;
•
incr
easi
ng
ch
ild
ren’s
ph
ysic
al a
ctiv
ity
and
dec
reas
ing
th
e
amo
un
t o
f ti
me
spen
t in
sed
enta
ry a
ctiv
itie
s;
•
resp
ecti
ng
an
d fi
nd
ing
way
s to
su
pp
ort
eac
h c
hil
d’s
var
ied
ph
ysio
log
ical
an
d b
iolo
gic
al r
hy
thm
s an
d n
eed
s fo
r ac
tive
pla
y,
rest
, an
d q
uie
t ti
me.
Co
nn
ect
ion
s b
etw
een
co
gn
itio
n a
nd
ph
ysic
al a
nd
em
oti
on
al
wel
l-b
ein
g.
Ch
ild
ren
th
rive
in
pro
gra
ms
wh
ere
they
can
eng
age
in v
igo
rou
s p
hys
ical
pla
y in
nat
ura
l o
utd
oo
r sp
aces
and
pla
ygro
un
ds
that
pre
sen
t m
anag
eab
le l
evel
s o
f ch
alle
ng
e.
Wh
ile
thes
e en
viro
nm
ents
nee
d t
o b
e sa
fe, it
is
also
im
po
rtan
t
for
them
to
pro
vid
e ch
ild
ren
wit
h i
nte
rest
ing
op
po
rtu
nit
ies
for
a re
aso
nab
le d
egre
e o
f ri
sk t
akin
g. P
rog
ram
ad
apta
tio
ns
and
ph
ysic
al a
cco
mm
od
atio
ns
can
be
mad
e to
all
ow
eve
ry c
hil
d t
o
par
tici
pat
e an
d b
e ch
alle
ng
ed i
n m
ean
ing
ful
way
s. I
n a
dd
itio
n
to p
rovi
din
g p
hys
ical
ben
efits
, ac
tive
pla
y o
utd
oo
rs s
tren
gth
ens
fun
ctio
nin
g i
n c
og
nit
ive
area
s su
ch a
s p
erce
pti
on
, at
ten
tio
n,
crea
tive
pro
ble
m s
olv
ing,
an
d c
om
ple
x th
ink
ing.
51 T
hro
ugh
act
ive
pla
y an
d p
hys
ical
exp
lora
tio
n, ch
ild
ren
gai
n i
ncr
easi
ng
lev
els
of
ind
epen
den
ce, le
arn
to
per
seve
re a
nd
pra
ctis
e se
lf-c
on
tro
l, a
nd
51. H
anna
ford
, 199
5.
30
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
dev
elo
p a
sen
se o
f p
hys
ical
, em
oti
on
al, an
d i
nte
llec
tual
mas
tery
and
co
mp
eten
ce.52
Sel
f-ca
re.
Hig
h-q
ual
ity
earl
y ch
ild
ho
od
pro
gra
ms
pla
y an
imp
ort
ant
role
in
su
pp
ort
ing
ch
ild
ren’s
dev
elo
pin
g s
ense
of
self
, au
ton
om
y, a
nd
co
mp
eten
ce. A
saf
e en
viro
nm
ent
that
off
ers
con
sist
ency
an
d c
on
tin
uit
y as
wel
l as
gra
du
ated
su
pp
ort
fo
r
chil
dre
n’s
gro
win
g i
nd
epen
den
ce a
nd
cap
acit
y fo
r se
lf-c
are
enab
les
chil
dre
n t
o t
ack
le c
hal
len
ges
, le
arn
to
per
seve
re, an
d
exp
lore
way
s to
co
pe
wit
h m
anag
eab
le l
evel
s o
f p
osi
tive
str
ess.
53
Sel
f-re
gu
lati
on
. T
he
abil
ity
to s
elf-
reg
ula
te i
s an
im
po
rtan
t
com
po
nen
t o
f ch
ild
ren’s
dev
elo
pm
ent.
A g
row
ing
nu
mb
er o
f
stu
die
s h
ave
iden
tifi
ed t
his
ab
ilit
y as
cen
tral
to
ch
ild
ren’s
lo
ng
-
term
ph
ysic
al, p
sych
olo
gic
al, b
ehav
iou
ral,
an
d e
du
cati
on
al w
ell-
bei
ng.
54 S
elf-
reg
ula
tio
n i
s d
iffe
ren
t fr
om
sel
f-co
ntr
ol
(res
isti
ng
an i
mp
uls
e) o
r co
mp
lian
ce (
sup
pre
ssin
g b
ehav
iou
r to
avo
id
pu
nis
hm
ent
or
atta
in a
rew
ard
). S
elf-
reg
ula
tio
n i
s ab
ou
t h
ow
a
chil
d i
s ab
le t
o d
eal
effe
ctiv
ely
wit
h s
tres
sors
an
d t
hen
rec
ove
r.55
Wh
en c
hil
dre
n a
re c
alm
ly f
ocu
sed
an
d a
lert
, th
ey a
re b
est
able
to m
od
ula
te t
hei
r em
oti
on
s, p
ay a
tten
tio
n, ig
no
re d
istr
acti
on
s,
inh
ibit
im
pu
lses
, as
sess
th
e co
nse
qu
ence
s o
f th
eir
acti
on
s, a
nd
un
der
stan
d w
hat
oth
ers
are
thin
kin
g a
nd
fee
lin
g. E
du
cato
rs
can
pla
y an
im
po
rtan
t ro
le i
n s
up
po
rtin
g s
elf-
reg
ula
tio
n b
y
pro
vid
ing
en
viro
nm
ents
th
at r
edu
ce s
tres
sors
wh
ile
reco
gn
izin
g
52. G
ill, 2
007.
53. D
iam
ond,
201
0; G
alin
sky,
2010
.
54. S
hank
er, 2
013.
55. I
bid.
and
su
pp
ort
ing
ch
ild
ren’s
eff
ort
s an
d i
ncr
easi
ng
ab
ilit
y to
sel
f-
reg
ula
te. E
du
cato
rs c
an a
lso
su
pp
ort
ch
ild
ren’s
dev
elo
pin
g a
bil
ity
to s
elf-
reg
ula
te b
y b
ein
g r
esp
on
sive
an
d a
ttu
ned
to
ch
ild
ren’s
ind
ivid
ual
cu
es, ar
ou
sal
stat
es, an
d r
esp
on
ses
to v
ario
us
stre
sso
rs.
An
d t
hey
can
hel
p c
hil
dre
n l
earn
str
ateg
ies
for
bec
om
ing
or
stay
ing
cal
m a
nd
fo
cuse
d b
y en
abli
ng
th
em t
o r
eco
gn
ize
and
mo
du
late
th
eir
emo
tio
nal
sta
tes
and
im
pu
lses
an
d b
eco
me
mo
re
awar
e o
f th
e ef
fect
s o
f th
eir
acti
on
s o
n o
ther
s.56
Men
tal
heal
th a
nd
wel
lness
. O
ntar
io’s
Pol
icy
Fra
mew
ork
for
Chi
ld
and
You
th M
enta
l H
ealt
h re
po
rts
that
15
to
21
per
cen
t o
f ch
ild
ren
and
yo
uth
in
On
tari
o h
ave
at l
east
on
e m
enta
l h
ealt
h d
iso
rder
.57
Th
e m
ost
ser
iou
s o
f th
ese
illn
esse
s ca
n c
on
tin
ue
into
ad
ult
ho
od
,
affe
ctin
g f
un
ctio
nin
g a
nd
pro
du
ctiv
ity
in t
he
com
mu
nit
y an
d
the
hea
lth
y d
evel
op
men
t o
f th
e n
ext
gen
erat
ion
. L
eft
un
trea
ted
,
thes
e ca
n h
ave
sig
nifi
can
t im
pac
ts o
n t
he
qu
alit
y o
f ch
ild
ren’s
exp
erie
nce
s in
ear
ly y
ears
set
tin
gs
as w
ell
as l
ater
co
nse
qu
ence
s
such
as
po
or
acad
emic
ach
ieve
men
t, f
ailu
re t
o c
om
ple
te h
igh
sch
oo
l, s
ub
stan
ce a
bu
se, an
in
abil
ity
to l
ive
ind
epen
den
tly,
hea
lth
pro
ble
ms,
an
d s
uic
ide.
58
Ch
ild
ren’s
men
tal
hea
lth
an
d w
ell-
bei
ng
mu
st b
e co
nsi
der
ed
wit
hin
th
e co
nte
xt o
f th
eir
full
en
viro
nm
ent
of
rela
tio
nsh
ips.
Ch
ild
ren
are
at
the
gre
ates
t ri
sk w
hen
th
e p
eop
le c
arin
g f
or
them
are
exp
erie
nci
ng
per
sist
ent
and
sev
ere
adve
rsit
ies.
Ch
ild
ren
wh
o e
xper
ien
ce c
hal
len
gin
g f
amil
y ci
rcu
mst
ance
s an
d l
ive
in
com
mu
nit
ies
wh
ere
ther
e ar
e li
mit
ed r
eso
urc
es a
re a
lso
mo
re
56. I
bid.
57. M
inist
ry o
f Chi
ldre
n an
d Yo
uth
Serv
ices,
Onta
rio, 2
006.
58. I
bid.
31
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
vuln
erab
le t
o t
he
imp
act
of
qu
alit
y le
vels
in
ch
ild
car
e p
rog
ram
s.
Wh
en v
uln
erab
le c
hil
dre
n s
pen
d p
rolo
ng
ed p
erio
ds
of
tim
e
in v
ery
po
or
chil
d c
are
envi
ron
men
ts w
ith
ou
t th
e p
rese
nce
of
sup
po
rtiv
e ad
ult
rel
atio
nsh
ips
they
hav
e an
in
crea
sed
lik
elih
oo
d
of
exp
erie
nci
ng
ser
iou
s p
hys
ical
an
d m
enta
l h
ealt
h p
rob
lem
s in
the
earl
y ye
ars
that
can
co
nti
nu
e in
to a
du
lth
oo
d.59
Hig
h-q
ual
ity
earl
y ch
ild
ho
od
pro
gra
ms
can
ser
ve a
s a
bu
ffer
fo
r ch
ild
ren
exp
erie
nci
ng
tem
po
rary
or
lon
g-t
erm
, p
ersi
sten
t st
ress
by
esta
bli
shin
g r
esp
on
sive
, n
urt
uri
ng,
an
d s
tab
le r
elat
ion
ship
s w
ith
chil
dre
n a
s w
ell
as w
ith
th
eir
fam
ilie
s.6
0
Evi
den
ce f
rom
rec
ent
stu
die
s sh
ow
s th
at p
reve
nti
on
an
d
inte
rven
tio
n i
s m
ost
eff
ecti
ve w
hen
str
ateg
ies
are
in p
lace
no
t o
nly
to
bu
ild
sk
ills
in
ch
ild
ren
, b
ut
also
to
str
eng
then
the
cap
acit
y o
f al
l w
ho
hav
e re
lati
on
ship
s w
ith
ch
ild
ren
. B
y
stre
ng
then
ing
th
e ca
pac
itie
s o
f th
e ad
ult
s w
ho
car
e fo
r ch
ild
ren
,
bu
ild
ing
sk
ills
su
ch a
s co
pin
g w
ith
str
esso
rs, se
lf-r
egu
lati
on
, an
d
the
abil
ity
to s
olv
e p
rob
lem
s, f
ocu
s at
ten
tio
n, an
d m
ake
dec
isio
ns,
fam
ilie
s an
d e
du
cato
rs i
n e
arly
yea
rs s
etti
ng
s ca
n r
edu
ce
vuln
erab
ilit
y fo
r ch
ild
ren
an
d f
or
them
selv
es.61
Ear
ly y
ears
pro
gra
ms
can
als
o s
up
po
rt f
amil
ies
by
tak
ing
a
stre
ng
th-b
ased
ap
pro
ach
. W
hen
ed
uca
tors
est
abli
sh p
osi
tive
,
auth
enti
c, a
nd
car
ing
rel
atio
nsh
ips
wit
h f
amil
ies
and
pro
vid
e a
safe
, n
on
-ju
dg
emen
tal
envi
ron
men
t fo
r sh
ared
lea
rnin
g, e
very
on
e
ben
efits
.
59. N
atio
nal S
cient
ific C
ounc
il on
the
Deve
lopi
ng C
hild,
201
2.
60. I
bid.
61. N
atio
nal S
cient
ific C
ounc
il on
the
Deve
lopi
ng C
hild,
201
3.
Ed
uca
tors
can
pla
y an
im
po
rtan
t ro
le i
n s
up
po
rtin
g o
pti
mal
men
tal
hea
lth
an
d w
ell-
bei
ng
fo
r fa
mil
ies
and
fo
r ch
ild
ren
, fo
r
exam
ple
, b
y:
•
bec
om
ing
aw
are
of
and
co
nn
ecti
ng
wit
h c
om
mu
nit
y
org
aniz
atio
ns
that
pro
vid
e in
form
atio
n a
nd
su
pp
ort
;
•
inte
gra
tin
g p
ract
ices
th
at s
up
po
rt r
esil
ien
ce;
•
ensu
rin
g t
hat
ch
ild
ren
an
d f
amil
ies
wit
h m
enta
l h
ealt
h
dis
ord
ers
are
incl
ud
ed a
nd
acc
epte
d;
•
tak
ing
a s
tren
gth
-bas
ed a
pp
roac
h, re
cog
niz
ing
an
d v
alu
ing
the
cap
acit
ies
that
fam
ilie
s h
ave,
wh
ile
sup
po
rtin
g t
hem
in
acce
ssin
g s
up
po
rts
they
nee
d.
32
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Goa
ls an
d Ex
pect
atio
ns
Well-B
ein
g:
Nurt
uri
ng
Hea
lthy D
evelo
pm
ent
and
Well-B
ein
g
Wa
ys
in w
hic
h c
hild
ren m
ight
dem
onst
rate
hea
lth a
nd
well-b
ein
g
Wa
ys
in w
hic
h p
rog
ram
s ca
n f
ost
er
hea
lth a
nd
well-b
ein
g
Ad
dit
ion
al co
nsi
dera
tio
ns
for
ed
uca
tors
Goa
l fo
r ch
ild
ren:
Ever
y ch
ild is
dev
elopin
g a
sen
se o
f se
lf, h
ealth
, and
w
ell-b
eing
.
Chi
ldre
n ha
ve a
sen
se o
f se
lf and
hea
lth
and
wel
l-bei
ng w
hen
they
:
•
are
phy
sica
lly a
ctiv
e and
confi
den
t in
the
ir g
row
ing a
bili
ties;
•
are
inc
reasi
ngly
aw
are
of and
able
to
make
hea
lthy
choic
es to m
eet th
eir
basi
c ne
eds
(e.g
., for
food,
slee
p,
phy
sica
l act
ivity,
sel
f-ca
re);
•
exper
ienc
e a s
ense
of co
mpet
ence
, aut
ono
my,
and
agen
cy a
s th
ey
part
icip
ate
at th
eir
ow
n pace
th
roug
hout
daily
exp
erie
nces
and
in
tera
ctio
ns;
•
are
inc
reasi
ngly
able
to iden
tify,
m
oni
tor, a
nd m
ana
ge
stre
ss lev
els
and
eng
age
in s
trate
gie
s fo
r se
lf-re
gul
atio
n (e
.g., o
f em
otio
ns,
atte
ntio
n, a
nd b
ehavi
our
);•
are
inc
reasi
ngly
able
to take
in
itiativ
e, tack
le c
halle
nges
with
en
thus
iasm
and
per
sist
ence
, and
co
pe
with
and
adapt to
cha
nges
, fr
ustratio
ns,
and
the
une
xpec
ted in
ever
yday
livin
g;
Pro
gra
m e
xp
ect
ati
on:
Early
chi
ldho
od
pro
gra
ms
nurtur
e ch
ildre
n’s
health
y dev
elopm
ent and
sup
port the
ir g
row
ing s
ense
of se
lf.
Educ
ato
rs c
an
crea
te c
ont
exts
to s
upport
child
ren’
s he
alth
and
wel
l-bei
ng b
y:
•
pro
vidin
g h
ealth
y m
eals
and
sna
cks
and
es
tablis
hing
posi
tive
eatin
g e
nvironm
ents
th
at are
res
pons
ive
to c
hild
ren’
s cu
es o
f hu
nger
and
ful
lnes
s;
•
inco
rpora
ting o
pport
uniti
es a
nd tim
e to
pra
ctis
e se
lf-he
lp a
nd s
elf-ca
re s
kills
base
d
on
each
chi
ld’s
capabili
ties
thro
ugho
ut
daily
rout
ines
and
act
iviti
es;
•
pro
vidin
g r
egul
ar
daily
opport
uniti
es
(res
pons
ive
to ind
ivid
ual ca
pabili
ties)
for
child
ren
to b
e phy
sica
lly a
ctiv
e and
exp
lore
th
e w
orld a
roun
d the
m w
ith the
ir b
odie
s,
min
ds,
and
sen
ses;
•
limiti
ng a
ctiv
ities
whe
re c
hild
ren
are
se
den
tary
for
an
exte
nded
per
iod o
f tim
e;
•
crea
ting s
afe
and
stim
ulatin
g o
utdoor
space
s fo
r in
tent
iona
l act
ive
pla
y th
at is
in
div
idua
lized
and
adapte
d a
s ne
eded
to
support
chi
ldre
n’s
varied
abili
ties,
offer
ing
challe
nges
tha
t are
with
in e
ach
chi
ld’s
abili
ty to m
ast
er;
Many
early
years
pro
gra
ms
are
beg
inni
ng
to v
iew
the
ir o
utdoor
pla
ygro
unds
as
pla
ces
for
dis
cove
ry a
nd lea
rnin
g w
ith b
odie
s,
min
ds,
and
sen
ses
rath
er tha
n ju
st p
lace
s to
blo
w o
ff s
team
. Fo
r ex
am
ple
, so
me
pro
gra
ms
are
rem
ovi
ng larg
e pla
y st
ruct
ures
tha
t dom
inate
the
space
in
favo
ur o
f m
ore
natu
ral
out
door
pla
ygro
unds.
The
se m
ay
incl
ude
a v
ariet
y of na
tura
l su
rface
s su
ch a
s gra
ss,
sand
, and
peb
ble
s; p
ath
ways
to follo
w a
nd
hills
to c
limb;
gard
en a
reas;
low
pla
tform
s;
and
an
ass
ort
men
t of la
rge,
open
-end
ed
mate
rials
to e
ncour
age
bui
ldin
g a
nd c
reativ
e pro
ble
m-s
olv
ing a
nd fost
er im
agin
atio
n and
a s
ense
of m
ast
ery.
Adaptin
g the
out
door
envi
ronm
ent to
sup
port
the
varied
capabili
ties
of ch
ildre
n he
lps
to e
nsur
e all
have
equi
table
opport
uniti
es for
act
ive
out
door
pla
y.
(cont
inue
d)
33
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Wa
ys
in w
hic
h c
hild
ren m
ight
dem
onst
rate
hea
lth a
nd
well-b
ein
g
Wa
ys
in w
hic
h p
rog
ram
s ca
n f
ost
er
hea
lth a
nd
well-b
ein
g
Ad
dit
ion
al co
nsi
dera
tio
ns
for
ed
uca
tors
•
are
dev
elopin
g a
strong
sen
se o
f se
lf and
the
abili
ty to v
alu
e th
eir
ow
n un
ique
iden
tity;
•
are
inc
reasi
ngly
able
to r
ecogni
ze,
valu
e, a
nd r
espec
t th
e un
ique
id
entit
y and
per
spec
tives
of oth
ers.
•
faci
litatin
g c
hild
ren’
s ef
fort
s to
take
re
aso
nable
ris
ks,
test
the
ir li
mits
, and
gain
in
crea
sing
com
pet
ence
and
a s
ense
of
mast
ery
thro
ugh
act
ive
pla
y and
soci
al
inte
ract
ions
; •
reco
gni
zing
and
sup
port
ing c
hild
ren’
s dev
elopin
g a
nd v
aried
sel
f-reg
ulatio
n abili
ties
in a
ll dom
ain
s (b
iolo
gic
al,
emotio
nal,
com
mun
icativ
e, c
ogni
tive,
so
cial);
•
des
igni
ng e
nvironm
ents
tha
t are
attu
ned to
child
ren’
s va
ried
sen
sitiv
ities
, aro
usal st
ate
s,
and
nee
d for
main
tain
ing a
calm
, fo
cuse
d,
and
ale
rt s
tate
; •
reach
ing o
ut to a
ll fa
mili
es,
incl
udin
g tho
se
who
may
be
exper
ienc
ing s
tres
sful
and
ch
alle
ngin
g c
ircu
mst
anc
es,
and
hel
pin
g
them
to m
ake
conn
ectio
ns to form
al
support
s (e
.g., c
om
mun
ity
agen
cies
) and
in
form
al su
pport
s (e
.g., c
onn
ectio
ns w
ith
oth
er fam
ilies
and
/or
thei
r ow
n su
pport
netw
ork
s);
•
part
icip
atin
g in
pro
fess
iona
l le
arn
ing
and
conn
ectin
g w
ith c
om
mun
ity
part
ners
to
ens
ure
the
pro
gra
m fost
ers
soci
al and
em
otio
nal w
ell-b
eing
and
res
ilien
ce for
child
ren
and
fam
ilies
.
Daily
rout
ines
suc
h as
mea
ltim
es o
r get
ting
ready
to g
o o
utsi
de
can
pro
vide
an
idea
l opport
unity
for
child
ren
to p
ract
ise
thei
r gro
win
g s
elf-ca
re a
bili
ties
as
wel
l as
pro
motin
g s
elf-r
egul
atio
n, p
ersi
sten
ce,
and
a
sens
e of co
mpet
ence
. Fo
r ex
am
ple
: ha
ving
a
snack
table
open
thr
oug
hout
the
day
may
he
lp c
hild
ren
bec
om
e m
ore
aw
are
of th
eir
inte
rnal cu
es for
hung
er;
allo
win
g a
mple
tim
e dur
ing m
ealti
mes
and
daily
rout
ines
cre
ate
s a p
osi
tive
envi
ronm
ent fo
r ch
ildre
n to
pra
ctis
e se
lf-he
lp s
kills
suc
h as
serv
ing the
mse
lves
and
/or
get
ting d
ress
ed;
know
ing w
hen
to
stand
back
and
let
chi
ldre
n te
st the
ir a
bili
ties
help
s ch
ildre
n re
cogni
ze a
nd v
alu
e th
eir
ow
n ef
fort
s and
pro
gre
ss.
Educ
ato
rs c
an
support
dev
elopin
g s
elf-
regul
atio
n sk
ills
by,
for
exam
ple
, re
spond
ing
in a
calm
ing m
ann
er to a
n in
fant
’s d
istres
s and
su
pport
ing s
elf-s
ooth
ing b
ehavi
our
s; h
elpin
g
toddle
rs u
se lang
uage
to e
xpre
ss the
ir w
ant
s and
nee
ds;
and
hel
pin
g o
lder
chi
ldre
n to
re
cogni
ze s
tres
sors
and
dev
elop the
abili
ty to
mana
ge
thei
r ow
n aro
usal st
ate
s.
Well-B
ein
g:
Nurt
uri
ng
Hea
lthy D
evelo
pm
ent
and
Well-B
ein
g (
cont
inue
d)
34
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Que
stio
ns fo
r Re
flect
ion
Well-B
ein
g:
Nurt
uri
ng
Hea
lthy D
evelo
pm
ent
and
Well-B
ein
g
How
can
your
pro
gra
m p
ut m
ore
empha
sis
on o
utdoo
r ex
plo
ratio
n and
pla
y th
at e
ngage
the
bod
y, m
ind,
and
sen
ses?
How
can
the
envi
ronm
ent b
e arr
ang
ed to
enc
oura
ge
child
ren
to e
ngage
in a
ctiv
ities
that i
nvol
ve a
n el
emen
t of
mana
gea
ble
ris
k
(appro
pri
ate
for
chi
ldre
n’s
vari
ed c
apabili
ties)
?
Wha
t im
pro
vem
ents
are
nee
ded
to e
nsur
e th
at t
he ty
pe
of m
eals
/sna
cks
and
the
eatin
g e
nvir
onm
ent r
eflec
t the
goa
ls f
or c
hild
ren?
Chi
ldre
n’s
pre
sent
and
fut
ure
wel
l-bei
ng i
s in
fluen
ced b
y th
eir
abili
ty to
sel
f-re
gul
ate
. H
ow c
an
your
pro
gra
m m
ove
from
a f
ocus
on
the
adul
t mana
gin
g c
hild
ren’
s beh
avi
our
tow
ard
s a s
tron
ger
foc
us o
n su
ppor
ting c
hild
ren’
s dev
elop
ing s
elf-
regul
atio
n ca
paci
ties?
Wha
t env
iron
men
tal f
act
ors
may
be
caus
ing s
tres
s fo
r ch
ildre
n? W
hat c
hang
es c
an
be
made
to r
educ
e st
ress
for
all
who
use
the
space
?
How
can
you
conn
ect w
ith c
omm
unity
part
ners
to b
ette
r su
ppor
t the
men
tal h
ealth
and
wel
l-bei
ng o
f fa
mili
es a
nd c
hild
ren?
35
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Enga
gem
ent:
Crea
ting
Cont
exts
for L
earn
ing
thro
ugh
Expl
orat
ion,
Pla
y, a
nd In
quiry
Go
al f
or
chil
dre
n:
Eve
ry c
hil
d i
s an
act
ive
and
en
gag
ed
lear
ner
wh
o e
xplo
res
the
wor
ld w
ith
bo
dy,
min
d, a
nd
sen
ses.
Pro
gra
m e
xpec
tati
on
: E
arly
ch
ild
ho
od
pro
gra
ms
pro
vide
envi
ron
men
ts a
nd
exp
erie
nce
s to
en
gag
e ch
ild
ren
in
act
ive,
crea
tive
, an
d m
ean
ing
ful ex
plo
rati
on
, pla
y, a
nd
in
qu
iry.
Ove
rvie
w“E
ng
agem
ent”
ref
ers
to a
sta
te o
f b
ein
g g
enu
inel
y in
volv
ed a
nd
inte
rest
ed i
n w
hat
on
e is
do
ing.
Op
tim
al c
on
dit
ion
s fo
r le
arn
ing
occ
ur
wh
en w
e ar
e fu
lly
eng
aged
. F
or
chil
dre
n, th
is h
app
ens
in
pla
y th
at e
volv
es f
rom
th
e ch
ild
’s n
atu
ral
curi
osi
ty –
act
ive
pla
y
that
all
ow
s ch
ild
ren
to
exp
lore
wit
h t
hei
r b
od
ies,
min
ds,
an
d
sen
ses,
sti
mu
lati
ng
th
em t
o a
sk q
ues
tio
ns,
tes
t th
eori
es, so
lve
pro
ble
ms,
en
gag
e in
cre
ativ
e th
ink
ing,
an
d m
ake
mea
nin
g o
f
the
wo
rld
aro
un
d t
hem
. T
hes
e in
vest
igat
ion
s th
rou
gh
pla
y fu
se
inte
llec
t an
d f
eeli
ng
to
hel
p c
hil
dre
n m
ake
con
nec
tio
ns
and
dev
elo
p t
he
cap
acit
y fo
r h
igh
er-o
rder
th
ink
ing.
62 R
esea
rch
in
to
lear
nin
g a
nd
dev
elo
pm
ent
– fr
om
th
e ea
rly
theo
ries
of
Dew
ey,
Pia
get
, an
d V
ygo
tsk
y to
th
e la
test
fin
din
gs
of
neu
rosc
ien
ce
– m
akes
it
clea
r th
at c
hil
dre
n l
earn
bes
t w
hen
th
ey a
re f
ull
y
eng
aged
in
act
ive
exp
lora
tio
n, p
lay,
an
d i
nq
uir
y.
62. G
opni
k, 2
009.
Wh
en c
hil
dre
n i
nit
iate
exp
erie
nce
s, g
ener
ate
idea
s, p
lan
,
pro
ble
m-s
olv
e, m
ake
mea
nin
gfu
l ch
oic
es, an
d a
ct s
po
nta
neo
usl
y
thro
ugh
pla
y, t
hey
are
mo
re l
ikel
y to
be
hap
py
and
get
alo
ng
wel
l
wit
h o
ther
s,63
to
hav
e lo
wer
lev
els
of
stre
ss, an
d t
o b
e at
ten
tive
and
mo
tiva
ted
to
lea
rn.6
4 W
hen
ch
ild
ren
are
fu
lly
eng
aged
,
they
dev
elo
p d
isp
osi
tio
ns
and
sk
ills
fo
r li
felo
ng
lea
rnin
g t
hat
are
imp
ort
ant
for
succ
ess
in s
cho
ol
and
bey
on
d.
Th
e r
ole
of
the e
du
cato
r. C
hil
dre
n a
re m
ost
lik
ely
to e
ng
age
in l
on
g, c
om
ple
x ep
iso
des
of
pla
y an
d d
emo
nst
rate
in
tere
st i
n
lear
nin
g w
hen
ed
uca
tors
val
ue
thei
r id
eas
and
co
ntr
ibu
tio
ns
to t
he
curr
icu
lum
.65 C
hil
dre
n’s
en
gag
emen
t an
d l
earn
ing
are
enh
ance
d w
hen
ed
uca
tors
are
co
-lea
rner
s. T
his
ap
pro
ach
mea
ns
that
rat
her
th
an a
ctin
g a
s “k
eep
ers
of
kn
ow
led
ge”
or
the
sole
pla
nn
ers
of
pro
gra
ms,
ed
uca
tors
en
gag
e w
ith
ch
ild
ren
,
pla
nn
ing,
par
tici
pat
ing,
an
d l
earn
ing
wit
h t
he
chil
d a
nd
ab
ou
t
his
or
her
qu
esti
on
s, t
heo
ries
, an
d c
uri
osi
ties
. E
du
cato
rs c
an
gai
n a
dee
per
un
der
stan
din
g o
f ch
ild
ren’s
dev
elo
pin
g s
kil
ls a
nd
evo
lvin
g l
earn
ing
ap
pro
ach
es a
nd
can
su
pp
ort
new
lea
rnin
g b
y
coll
abo
rati
ng
wit
h c
hil
dre
n i
n d
isco
very
an
d s
ust
ain
ed, sh
ared
thin
kin
g. W
hen
ed
uca
tors
tak
e a
pu
rpo
sefu
lly
curi
ou
s ap
pro
ach
to n
ew e
xper
ien
ces
and
id
eas
rath
er t
han
act
ing
as
the
exp
ert,
chil
dre
n a
re m
ore
lik
ely
to e
ng
age
in c
reat
ive
pro
ble
m s
olv
ing
and
mo
re c
om
ple
x p
lay
and
in
qu
iry.
66
63. I
shim
ine
et a
l., 2
010;
Sira
j-Bla
tchfo
rd e
t al.,
200
4.
64. S
hank
er, 2
013.
65. H
anni
kain
en &
Ras
ku-P
utto
nen,
201
0.
66. G
opni
k, 2
011.
36
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Reg
ard
less
of
chil
dre
n’s
ab
ilit
ies,
ed
uca
tor
atti
tud
es a
re c
riti
cal
in
fost
erin
g c
hil
dre
n’s
en
gag
emen
t. W
hen
ed
uca
tors
bel
ieve
th
at a
ll
chil
dre
n h
ave
the
righ
t to
par
tici
pat
e an
d w
hen
th
ey u
se i
ncl
usi
ve
app
roac
hes
, th
ey a
re m
ore
lik
ely
to fi
nd
way
s to
red
uce
bar
rier
s,
un
der
stan
d h
ow
eac
h c
hil
d l
earn
s, a
nd
cre
ate
envi
ron
men
ts
and
exp
erie
nce
s th
at a
re m
ean
ing
ful
and
en
gag
ing.
67 T
ho
se i
n
lead
ersh
ip r
ole
s in
ear
ly y
ears
pro
gra
ms
pla
y a
crit
ical
ro
le i
n
sup
po
rtin
g s
taff
, ac
cess
ing
su
pp
ort
s, a
nd
cre
atin
g a
cu
ltu
re t
hat
ensu
res
incl
usi
ve p
ract
ices
.68
Th
e e
nvir
on
men
t as
ed
uca
tor.
Th
e en
viro
nm
ent
pla
ys a
key
role
in
th
e q
ual
ity
of
chil
dre
n’s
exp
lora
tio
n a
nd
pla
y. I
nd
oo
r an
d
ou
tdo
or
spac
es, m
ater
ials
, an
d f
urn
ish
ing
s (i
ncl
ud
ing
ho
w t
hey
are
po
siti
on
ed),
acc
om
mo
dat
ion
s to
en
sure
eq
uit
able
lea
rnin
g
op
po
rtu
nit
ies
and
par
tici
pat
ion
fo
r ch
ild
ren
wit
h s
pec
ial
nee
ds,
as w
ell
as t
he
gen
eral
des
ign
of
the
spac
e, a
nd
th
e o
rgan
izat
ion
of
tim
e, a
ll h
ave
a si
gn
ifica
nt
infl
uen
ce o
n c
hil
dre
n’s
lev
el o
f
eng
agem
ent
and
th
e p
oss
ibil
itie
s fo
r in
-dep
th e
xplo
rati
on
an
d
lear
nin
g.
“A l
ack
of c
lutt
er [
as w
ell as
] th
ough
tfu
lly
orga
niz
ed, ri
ch o
pen
-en
ded
mat
eria
ls i
nvi
te t
he c
hild
ren
to
mak
e re
lati
onsh
ips,
an
d to
com
mu
nic
ate
thei
r id
eas
in m
any
way
s ...
It
is n
ot m
erel
y a
mat
ter
of d
ecor
atin
g.
The
arr
ange
men
ts o
f m
ater
ials
sho
uld
in
vite
eng
agem
ent,
mea
nin
g-
mak
ing,
an
d ex
plor
atio
n. T
hink
ing
of ‘a
esth
etic
’ as
bei
ng t
he o
ppos
ite
of ‘a
nae
sthe
tic’
, a
shutt
ing
dow
n o
f th
e se
nse
s, m
ay h
elp
wit
h ap
prai
sing
the
envi
ron
men
t in
a r
iche
r w
ay.”
69
67. U
NESC
O, 2
009.
68. I
rwin
et a
l., 2
004.
69. C
alla
ghan
, 201
3, p
. 12.
Ch
ild
ren
ben
efit
sig
nifi
can
tly
fro
m h
avin
g l
on
g p
erio
ds
of
tim
e to
exp
lore
in
en
viro
nm
ents
eq
uip
ped
wit
h i
nte
rest
ing,
op
en-e
nd
ed m
ater
ials
th
at c
an b
e u
sed
in
man
y w
ays,
in
viti
ng
inve
stig
atio
n a
nd
co
mp
lex
pla
y. A
ctiv
itie
s in
ou
tdo
or
spac
es t
hat
are
des
ign
ed t
o i
nsp
ire
inve
stig
atio
n w
ith
bo
die
s, s
ense
s, a
nd
min
ds
imp
rove
ch
ild
ren’s
ph
ysic
al h
ealt
h a
nd
em
oti
on
al w
ell-
bei
ng
an
d e
nh
ance
th
eir
cap
abil
itie
s fo
r se
lf-r
egu
lati
on
, cr
eati
ve
pro
ble
m s
olv
ing,
an
d c
om
mu
nic
atio
n. C
hil
dre
n’s
sel
f-d
isci
pli
ne,
self
-aw
aren
ess,
an
d a
bil
ity
to f
ocu
s al
so i
mp
rove
, as
do
es t
hei
r
dev
elo
pm
ent
of
soci
al s
kil
ls s
uch
as
coo
per
atio
n a
nd
flex
ibil
ity.
70
70. L
ouv,
2008
.
37
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Goa
ls an
d Ex
pect
atio
ns
En
ga
gem
ent:
Cre
ati
ng
Co
nte
xts
fo
r Le
arn
ing
thro
ug
h E
xp
lora
tio
n,
Pla
y,
and
Inq
uir
y
Wa
ys
in w
hic
h c
hild
ren m
ight
dem
onst
rate
eng
ag
em
ent
Wa
ys
in w
hic
h p
rog
ram
s ca
n f
ost
er
en
ga
gem
ent
Ad
dit
ion
al co
nsi
dera
tio
ns
for
ed
uca
tors
Goa
l fo
r ch
ild
ren:
Ever
y ch
ild is
an
act
ive
and
eng
aged
lea
rner
who
ex
plo
res
the
world w
ith b
ody,
min
d,
and
sen
ses.
Chi
ldre
n are
eng
aged
lea
rner
s w
hen
they
:
•
expre
ss joy
and
wond
er in
thei
r en
coun
ters
with
the
env
ironm
ent,
the
natu
ral w
orld,
and
oth
er p
eople
;•
focu
s atte
ntio
n, m
ani
pul
ate
, in
vest
igate
, obse
rve,
que
stio
n, tes
t th
eories
, so
lve
pro
ble
ms,
cre
ate
, and
rep
rese
nt idea
s and
the
ir
under
stand
ing o
f th
e w
orld a
roun
d
them
thr
oug
h pla
y in
div
ergen
t and
in
crea
sing
ly c
om
ple
x w
ays
; •
engage
with
oth
ers
to n
egotia
te,
colla
bora
te,
crea
te,
and
co
mm
unic
ate
fee
lings,
idea
s,
exper
ienc
es,
and
kno
wle
dge;
•
thro
ugh
thei
r pla
y, e
xplo
re
mate
rials
tha
t su
pport
an
incr
easi
ng
aw
are
ness
and
und
erst
and
ing o
f co
ncep
ts a
ssoci
ate
d w
ith li
tera
cy
and
num
eracy
;
Pro
gra
m e
xp
ect
ati
on:
Early
chi
ldho
od
pro
gra
ms
pro
vide
envi
ronm
ents
and
ex
per
ienc
es to e
ngage
child
ren
in a
ctiv
e,
crea
tive,
and
mea
ning
ful ex
plo
ratio
n, p
lay,
and
inq
uiry
.
Educ
ato
rs c
an
crea
te c
ont
exts
tha
t en
gage
child
ren
by:
•
des
igni
ng ind
oor
and
out
door
envi
ronm
ents
and
exp
erie
nces
tha
t sp
ark
cur
iosi
ty,
invi
te
inve
stig
atio
n, a
nd p
rovi
de
challe
nges
tha
t are
res
pons
ive
to ind
ivid
ual ca
pabili
ties
to h
elp c
hild
ren
exte
nd the
boun
daries
of
thei
r le
arn
ing;
•
conn
ectin
g w
ith fam
ilies
and
com
mun
ities
and
inv
iting
the
ir p
artic
ipatio
n to
ens
ure
that
envi
ronm
ents
and
exp
erie
nces
refl
ect and
are
rel
evant
to c
hild
ren’
s ev
eryd
ay
lives
;•
pro
vidin
g a
wid
e va
riet
y of in
tere
stin
g
obje
cts
and
open
-end
ed m
ate
rials
for
child
ren
to e
xplo
re w
ith the
ir s
ense
s,
mani
pul
ate
, and
inv
estig
ate
;•
pla
nnin
g d
aily
rout
ines
(th
e flo
w o
f th
e day)
w
ith li
mite
d int
erru
ptio
ns a
nd tra
nsiti
ons
to
main
tain
a s
ense
of ca
lm a
nd s
implic
ity
for
infa
nts
and
toddle
rs,
and
pro
vidin
g a
mple
opport
uniti
es thr
oug
h la
rge
blo
cks
of tim
e fo
r old
er c
hild
ren
to e
ngage
in s
usta
ined
, co
mple
x pla
y and
inq
uiry
;
Ass
ess
the
type
of to
ys a
nd m
ate
rials
ava
ilable
in
your
pro
gra
m a
nd c
ons
ider
rep
laci
ng tho
se
that lim
it ex
plo
ratio
n (e
.g., s
ingle
-pur
pose
to
ys) w
ith “
open
-end
ed”
mate
rials
tha
t ca
n be
used
in
many
ways
(e.
g., for
infa
nts:
obje
cts
that en
cour
age
explo
ratio
n of que
stio
ns
such
as,
“H
ow
does
thi
s fe
el,
soun
d,
tast
e,
move
?”;
for
toddle
rs:
mate
rials
to h
elp the
m
explo
re q
uest
ions
suc
h as,
“W
hat part
s does
thi
s ha
ve?
Wha
t ca
n I m
ake
it do?”
; fo
r pre
scho
ole
rs:
mate
rials
tha
t en
cour
age
cons
truc
tion
and
exp
lora
tory
que
stio
ns s
uch
as,
“H
ow
does
thi
s go toget
her?
” “W
hat ca
n I m
ake
?”;
for
old
er c
hild
ren:
opport
uniti
es to
enco
urage
repre
sent
atio
n of th
eir
thin
king
and
id
eas
thro
ugh
various
med
ium
s).
(cont
inue
d)
38
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Wa
ys
in w
hic
h c
hild
ren m
ight
dem
onst
rate
eng
ag
em
ent
Wa
ys
in w
hic
h p
rog
ram
s ca
n f
ost
er
en
ga
gem
ent
Ad
dit
ion
al co
nsi
dera
tio
ns
for
ed
uca
tors
•
part
icip
ate
to the
bes
t of th
eir
abili
ties
in a
n in
clus
ive
learn
ing
envi
ronm
ent.
•
part
icip
atin
g w
ith c
hild
ren
as
a c
o-
inve
stig
ato
r, c
o-le
arn
er,
and
co-p
lann
er
rath
er tha
n as
direc
tor
or
“kee
per
of
know
ledge”
and
“ke
eper
of th
e pla
ns”
in
a w
ay
that is
sep
ara
te a
nd a
part
fro
m the
ch
ildre
n;
•
cont
inuo
usly
que
stio
ning
and
tes
ting
thei
r ow
n th
eories
and
strate
gie
s and
se
ekin
g n
ew idea
s to
faci
litate
chi
ldre
n’s
explo
ratio
n and
und
erst
and
ing o
f th
e w
orld
aro
und the
m in
mea
ning
ful w
ays
;•
work
ing w
ith fam
ilies
and
com
mun
ity
part
ners
to e
nsur
e th
at en
viro
nmen
ts
and
exp
erie
nces
pro
vide
equa
l le
arn
ing
exper
ienc
es for
all
child
ren
by
maki
ng
flexi
ble
pro
gra
m a
dapta
tions
and
pro
vidin
g
spec
ial eq
uipm
ent and
/or
adaptiv
e dev
ices
(a
s re
com
men
ded
by
a r
egul
ate
d h
ealth
pro
fess
iona
l);•
ensu
ring
tha
t th
e sp
ace
s and
exp
erie
nces
pro
vided
pro
mote
pla
y and
inq
uiry
tha
t w
ill h
elp c
hild
ren
dis
cove
r and
dev
elop a
n in
crea
sing
aw
are
ness
and
und
erst
and
ing
of ke
y co
ncep
ts,
incl
udin
g tho
se a
ssoci
ate
d
with
lite
racy
and
num
eracy
dev
elopm
ent;
•
docu
men
ting a
nd m
aki
ng c
hild
ren’
s th
inki
ng,
learn
ing,
and
com
pet
ence
vis
ible
to
chi
ldre
n, fam
ilies
, and
oth
ers.
Cre
ate
env
ironm
ents
and
exp
erie
nces
tha
t su
pport
act
ive
engagem
ent and
mea
ning
ful
explo
ratio
n by
focu
sing
on
the
que
stio
ns a
nd
theo
ries
chi
ldre
n in
vest
igate
thr
oug
h th
eir
pla
y. T
his
may
invo
lve
movi
ng a
way
from
traditi
ona
l, adul
t-cho
sen
them
es tow
ard
s w
hat ch
ildre
n are
eng
aged
and
int
eres
ted
in a
s a s
tart
ing p
oin
t fo
r pla
nnin
g.
Educ
ato
rs
als
o n
eed to m
ake
dec
isio
ns a
bout
the
typ
es
of in
tere
sts
that ha
ve p
ote
ntia
l fo
r rich
and
co
mple
x pla
y. T
his
coul
d m
ean
focu
sing
les
s on
the
obje
cts
that in
tere
st c
hild
ren
and
more
on
wha
t ch
ildre
n are
doin
g w
ith the
obje
cts:
W
hat que
stio
ns a
re the
y ask
ing thr
oug
h th
eir
pla
y? W
hat th
eories
are
the
y te
stin
g?
Wha
t are
the
y no
ticin
g a
nd a
ttend
ing to?
Wha
t pro
ble
ms
are
the
y so
lvin
g?
For
exam
ple
, obse
rvin
g a
gro
up o
f ch
ildre
n in
tere
sted
in
cars
, ed
ucato
rs n
otic
ed tha
t it
wasn
’t so
m
uch
the
cars
chi
ldre
n w
ere
focu
sed o
n as
more
com
ple
x que
stio
ns s
uch
as,
“H
ow
can
I m
ake
it m
ove
?”;
“Wha
t ha
ppen
s on
diffe
rent
su
rface
s?”;
“H
ow
can
I m
ake
it go fast
er?”
; “H
ow
can
I bui
ld a
ram
p?”
; “W
hat oth
er
thin
gs
roll?
”; “
Wha
t m
ight
happen
if I tr
y th
ese
idea
s out
side?
” Exp
loring
que
stio
ns a
nd
theo
ries
about
“m
ove
men
t” thr
oug
h th
eir
pla
y dee
pen
s ch
ildre
n’s
learn
ing a
nd e
ngages
the
m
in thi
nkin
g a
bout
phy
sics
and
math
ematic
al
conc
epts
.
En
ga
gem
ent:
Cre
ati
ng
Co
nte
xts
fo
r Le
arn
ing
thro
ug
h E
xp
lora
tio
n,
Pla
y,
and
Inq
uir
y (
cont
inue
d)
39
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Que
stio
ns fo
r Re
flect
ion
En
ga
gem
ent:
Cre
ati
ng
Co
nte
xts
fo
r Le
arn
ing
thro
ug
h E
xp
lora
tio
n,
Pla
y,
and
Inq
uir
y
If w
e se
e all
child
ren
as
curi
ous,
com
pet
ent,
and
capable
of
com
ple
x th
inki
ng,
how
will
this
be
refle
cted
in
the
envi
ronm
ent?
How
cou
ld
gre
ate
r co
mple
xity
and
cha
lleng
e be
inte
gra
ted i
nto
the
envi
ronm
ent?
How
do
you
know
whe
n ch
ildre
n and
fam
ilies
are
ful
ly e
ngaged
? Ba
sed o
n yo
ur o
bse
rvatio
ns o
f in
div
idua
l chi
ldre
n, w
hen
are
they
mos
t
engaged
? H
ow c
an
you
giv
e vi
sibili
ty to
this
?
Con
sider
how
the
envi
ronm
ent a
nd e
xper
ienc
es th
at y
ou p
rovi
de
for
child
ren
engage
them
. W
hat d
raw
s th
em i
n?
Wha
t are
as
of th
e en
viro
nmen
t do
not a
ttract
chi
ldre
n? W
hy m
ight
this
be?
Wha
t cha
nges
mig
ht b
e ne
eded
?
How
can
fam
ilies
be
engaged
and
dra
wn
in to
the
space
? H
ow c
an
child
ren
and
fam
ilies
be
engaged
in
shapin
g th
e en
viro
nmen
t?
Wha
t barr
iers
exi
st th
at m
ay
limit
som
e ch
ildre
n’s
abili
ty to
eng
age
in a
ctiv
e ex
plo
ratio
n, p
lay,
and
inq
uiry
? W
hat a
dapta
tions
and
chang
es m
ight
be
made
to e
nsur
e th
e in
clus
ion
and
part
icip
atio
n of
eve
ry c
hild
?
How
doe
s th
e flo
w o
f th
e day
(e.g
., d
aily
sch
edul
e, r
outin
es,
trans
ition
s) a
llow
chi
ldre
n to
make
cho
ices
(e.
g.,
to e
ngage
in i
n-dep
th
explo
ratio
n ov
er s
ever
al d
ays
; to
rel
ax
and
do
noth
ing;
to r
eflec
t on
thei
r ex
per
ienc
es)?
(cont
inue
d)
40
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Wha
t que
stio
ns a
nd th
eori
es d
o th
e ch
ildre
n se
em to
be
explo
ring
thro
ugh
thei
r pla
y? W
hat a
re th
ey w
onder
ing a
bou
t in
the
ways
they
use
mate
rials
(e.
g.,
wha
t doe
s th
eir
non-
verb
al c
omm
unic
atio
n te
ll yo
u)?
How
can
you
make
thes
e vi
sible
? W
hat a
re f
am
ilies
not
icin
g a
t
hom
e?
Wha
t nex
t ste
ps
mig
ht y
ou ta
ke,
base
d o
n th
ese
obse
rvatio
ns,
to s
uppor
t mor
e co
mple
x pla
y and
inq
uiry
? Fo
r ex
am
ple
, ho
w c
an
the
child
ren’
s que
stio
ns a
nd th
eori
es b
e te
sted
, re
vise
d,
and
com
mun
icate
d?
Wha
t que
stio
ns d
o yo
u ha
ve?
Wha
t spark
s yo
ur c
urio
sity
?
Sinc
e ed
ucato
rs a
re r
esea
rche
rs w
ithin
thei
r pro
gra
ms
or c
omm
uniti
es,
wha
t wou
ld y
ou li
ke to
inv
estig
ate
fur
ther
in
your
pro
gra
m?
How
wou
ld y
ou f
urth
er c
omple
te th
is i
nves
tigatio
n w
ith y
our
colle
ague
s or
with
the
child
ren
in th
e pro
gra
m?
En
ga
gem
ent:
Cre
ati
ng
Co
nte
xts
fo
r Le
arn
ing
thro
ug
h E
xp
lora
tio
n,
Pla
y,
and
Inq
uir
y (
cont
inue
d)
41
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Expr
essio
n: F
oste
ring
Com
mun
icatio
n an
d Ex
pres
sion
in A
ll Fo
rms
Go
al f
or
chil
dre
n:
Eve
ry c
hil
d i
s a
cap
able
co
mm
un
icat
or
wh
o e
xpre
sses
him
self
or
her
self
in
man
y w
ays.
Pro
gra
m e
xpect
atio
n:
Ear
ly c
hil
dh
oo
d p
rog
ram
s fo
ster
com
mu
nic
atio
n a
nd
exp
ress
ion
in
all
fo
rms.
Ove
rvie
wS
eein
g c
hil
dre
n a
s ca
pab
le a
nd
po
wer
ful
com
mu
nic
ato
rs
fro
m b
irth
on
war
ds
mea
ns
reco
gn
izin
g t
hem
as
acti
ve s
oci
al
par
tner
s w
ho
are
ab
le t
o i
nit
iate
an
d r
esp
on
d t
o c
om
mu
nic
atio
n
exch
ang
es. C
on
vers
atio
n c
an o
ccu
r w
ith
eve
n t
he
you
ng
est
infa
nts
wh
en a
du
lts
are
attu
ned
to
th
e ch
ild
’s s
ub
tle
verb
al
and
no
n-v
erb
al c
ues
an
d g
estu
res
and
wh
en t
hey
res
po
nd
by
inte
ract
ing
in
“se
rve
and
ret
urn
” ex
chan
ges
. R
esp
on
sive
nes
s
to t
he
infa
nt’
s co
mm
un
icat
ion
“w
ires
” th
e ch
ild
’s b
rain
fo
r
lear
nin
g.71
Wh
en e
du
cato
rs a
re a
war
e o
f an
d a
ble
to
un
der
stan
d a
nd
res
po
nd
to t
he
man
y “l
ang
uag
es”
chil
dre
n u
se t
o c
om
mu
nic
ate,
th
ey g
ive
ever
y ch
ild
a “
voic
e”. R
egar
dle
ss o
f th
e ch
ild
’s a
ge
or
abil
ity,
71. C
ampo
s, Fr
anke
l, &
Cam
ras,
2004
; Nat
iona
l Scie
ntifi
c Cou
ncil
on th
e De
velo
ping
Chi
ld, 2
007.
reci
pro
cal
com
mu
nic
atio
n e
xch
ang
es (
esp
ecia
lly
tho
se t
hat
allo
w c
hil
dre
n t
o i
nit
iate
co
nve
rsat
ion
wit
h o
ther
s) b
uil
d a
sen
se o
f co
nn
ecti
on
an
d e
nh
ance
ch
ild
ren’s
lan
gu
age
skil
ls,
soci
al c
on
vers
atio
nal
sk
ills
, an
d c
og
nit
ive
acti
vity
. In
au
then
tic
con
vers
atio
ns,
ad
ult
s sh
ow
res
pec
t fo
r w
hat
th
e ch
ild
is
inte
rest
ed i
n a
nd
wh
at t
he
chil
d i
s tr
yin
g t
o c
om
mu
nic
ate
and
are
also
wil
lin
g t
o s
har
e th
eir
ow
n p
ersp
ecti
ve i
n a
po
siti
ve
and
mea
nin
gfu
l w
ay t
o c
on
tin
ue
the
exch
ang
e. T
hes
e sa
me
pra
ctic
es a
re t
rue
for
com
mu
nic
atio
n w
ith
fam
ilie
s, c
areg
iver
s,
and
co
-wo
rker
s. T
rad
itio
nal
ly, ed
uca
tors
hav
e fo
un
d t
hat
mu
ch
of
thei
r co
mm
un
icat
ion
wit
h c
hil
dre
n i
nvo
lves
dir
ecti
ng
th
em –
giv
ing
in
stru
ctio
ns,
tel
lin
g c
hil
dre
n w
hat
to
do
, an
d c
orr
ecti
ng
thei
r b
ehav
iou
r –
rath
er t
han
rea
lly
con
nec
tin
g w
ith
th
em i
n
a m
ean
ing
ful
way
.72 H
ow
ever
, an
ap
pro
ach
th
at e
mp
has
izes
list
enin
g, r
esp
on
din
g t
o, an
d b
uil
din
g o
n c
hil
d-i
nit
iate
d
com
mu
nic
atio
n a
nd
co
nve
rsat
ion
can
be
a m
ore
eff
ecti
ve w
ay t
o
pro
mo
te c
hil
dre
n’s
lan
gu
age
acq
uis
itio
n73 a
nd
th
eir
dev
elo
pm
ent
of
soci
al s
kil
ls, em
pat
het
ic u
nd
erst
and
ing,
an
d a
bil
ity
to p
ay
atte
nti
on
.74 A
skin
g f
or
and
co
nsi
der
ing
ch
ild
ren’s
id
eas
in jo
int
dia
log
ue
can
hel
p t
o s
tren
gth
en t
hei
r se
nse
of
auto
no
my,
th
eir
com
pet
ence
, an
d t
hei
r cr
itic
al t
hin
kin
g s
kil
ls.75
Fo
r ch
ild
ren
wh
o
may
be
exp
erie
nci
ng
lan
gu
age
del
ays
or
chal
len
ges
, it
is
key
for
edu
cato
rs t
o w
ork
wit
h c
om
mu
nit
y ag
enci
es t
o p
rovi
de
sup
po
rt
du
rin
g t
he
earl
y ye
ars
to e
nsu
re s
ucc
essf
ul
par
tici
pat
ion
in
all
asp
ects
of
the
pro
gra
m.
72. C
linto
n, 2
013,
pp.
5–1
0.
73. R
udd
et a
l., 2
008;
Sira
j-Bla
tchfo
rd &
Syl
va, 2
004.
74. D
alli
et a
l., 2
011.
75. I
bid.
42
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Op
po
rtu
nit
ies
for
chil
dre
n t
o e
xplo
re l
ang
uag
e an
d l
iter
acy
thro
ugh
pla
y co
ntr
ibu
te t
o t
hei
r d
evel
op
men
t o
f st
ron
g l
ang
uag
e
and
co
gn
itiv
e ab
ilit
ies
in b
oth
th
e sh
ort
an
d t
he
lon
g t
erm
.76
Pro
gra
ms
can
bes
t su
pp
ort
em
erg
ing
lit
erac
y sk
ills
by
pro
vid
ing
op
en-e
nd
ed m
ater
ials
th
at f
ost
er i
mag
inat
ion
an
d s
ym
bo
lic
pla
y,
incl
ud
ing
sig
ns,
sy
mb
ols
, an
d p
rop
s th
at s
up
po
rt p
rin
t aw
aren
ess
in a
uth
enti
c co
nte
xts;
by
enco
ura
gin
g c
hil
dre
n t
o e
ng
age
in
pla
y w
ith
wo
rds
and
so
un
ds
in s
on
g a
nd
rh
ym
e; a
nd
by
off
erin
g
nu
mer
ou
s o
pp
ort
un
itie
s fo
r ch
ild
ren
to
sh
are
bo
ok
s an
d s
tori
es.
Co
mm
un
icat
ion
als
o h
app
ens
thro
ugh
cre
ativ
e ex
pre
ssio
n.
Wh
en c
hil
dre
n m
anip
ula
te m
ater
ials
, ex
plo
re m
usi
c an
d
mo
vem
ent,
cre
ate
sym
bo
ls (
e.g.
, m
ark-
mak
ing),
an
d e
ng
age
in
imag
inat
ive
exp
ress
ion
(e.
g., vi
sual
art
) an
d d
ram
atic
pla
y, t
hey
are
com
mu
nic
atin
g. C
reat
ing
an
d d
esig
nin
g f
use
to
get
her
th
e
cog
nit
ive,
em
oti
on
al, an
d p
hys
ical
do
mai
ns
– th
ink
ing,
fee
lin
g,
and
do
ing.
En
cou
rag
ing
th
e cr
eati
ve e
xpre
ssio
n o
f id
eas,
fee
lin
gs,
and
in
terp
reta
tio
ns
usi
ng
a v
arie
ty o
f m
ater
ials
als
o h
elp
s so
lid
ify
chil
dre
n’s
lea
rnin
g, e
nh
ance
s th
eir
crea
tive
pro
ble
m-s
olv
ing
an
d
crit
ical
th
ink
ing
sk
ills
,77 a
nd
str
eng
then
s th
eir
mem
ory
an
d s
ense
of
iden
tity
.78
Val
uin
g a
nd
pro
tect
ing c
hil
dre
n’s
firs
t la
ng
uag
e a
nd
/or
trad
itio
nal
lan
gu
age a
nd
cu
ltu
re, an
d f
ost
erin
g s
eco
nd-
lan
gu
age a
cqu
isit
ion
. V
alu
ing
ch
ild
ren’s
firs
t la
ng
uag
e is
an
imp
ort
ant
way
of
affi
rmin
g t
hei
r cu
ltu
ral
iden
tity
, se
nse
of
self
,
76. B
urch
inal
et a
l., 2
008;
Cun
ning
ham
, 201
0; W
ayne
et a
l., 2
007.
77. M
inist
ry o
f Edu
catio
n, O
ntar
io, 2
010.
78. C
alla
ghan
& W
ien,
201
2.
and
pla
ce i
n t
he
bro
ader
co
mm
un
ity.
It
also
fac
ilit
ates
sec
on
d-
lan
gu
age
acq
uis
itio
n. P
rog
ram
s w
her
e ch
ild
ren’s
ho
me
lan
gu
age
and
cu
ltu
re a
re v
alu
ed a
nd
su
pp
ort
ed t
hro
ugh
var
iou
s m
ean
s
(e.g
., b
oo
ks,
sig
ns,
in
viti
ng
fam
ily
or
com
mu
nit
y m
emb
ers
to
shar
e th
eir
lan
gu
age
and
cu
ltu
ral
trad
itio
ns)
can
str
eng
then
chil
dre
n’s
ove
rall
lan
gu
age
skil
ls79
an
d b
uil
d a
sen
se o
f se
lf.
Affi
rmat
ion
of
chil
dre
n’s
lin
gu
isti
c an
d c
ult
ura
l h
erit
age
is
par
ticu
larl
y im
po
rtan
t fo
r F
ran
co-O
nta
rian
fam
ilie
s an
d
On
tari
o’s
Fir
st N
atio
n, M
étis
, an
d I
nu
it p
eop
les.
Fo
r A
bo
rig
inal
chil
dre
n, k
no
wle
dg
e o
f th
eir
ind
igen
ou
s la
ng
uag
es a
nd
cu
ltu
ral
teac
hin
gs
stre
ng
then
s th
eir
sen
se o
f id
enti
ty a
nd
co
ntr
ibu
tes
to t
he
wel
l-b
ein
g o
f cu
rren
t an
d f
utu
re g
ener
atio
ns.
80 E
arly
chil
dh
oo
d s
etti
ng
s in
fra
nco
ph
on
e co
mm
un
itie
s co
ntr
ibu
te t
o
the
pro
tect
ion
, en
han
cem
ent,
an
d t
ran
smis
sio
n o
f th
e F
ren
ch
lan
gu
age
and
cu
ltu
re i
n O
nta
rio
by
hel
pin
g c
hil
dre
n a
nd
fam
ilie
s
par
tici
pat
e in
day
-to
-day
act
ivit
ies
in F
ren
ch.
79. A
ukru
st, 2
007.
80. C
hief
s of O
ntar
io, 2
012.
43
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Goa
ls an
d Ex
pect
atio
ns
Ex
pre
ssio
n:
Fost
eri
ng
Co
mm
unic
ati
on a
nd
Ex
pre
ssio
n i
n A
ll F
orm
s
Wa
ys
in w
hic
h c
hild
ren m
ight
com
munic
ate
and
dem
onst
rate
th
at
they c
an e
xp
ress
th
em
selv
es
Wa
ys
in w
hic
h p
rog
ram
s ca
n f
ost
er
com
munic
ati
on a
nd
ex
pre
ssio
n
Ad
dit
ion
al co
nsi
dera
tio
ns
for
ed
uca
tors
Goa
l fo
r ch
ild
ren:
Ever
y ch
ild is
a
capable
com
mun
icato
r w
ho e
xpre
sses
hi
mse
lf or
hers
elf in
many
ways
.
Chi
ldre
n are
able
to c
om
mun
icate
whe
n th
ey:
•
initi
ate
, re
spond
to,
and
eng
age
in r
ecip
roca
l co
mm
unic
atio
n w
ith
oth
ers;
•
learn
, un
der
stand
, and
use
lang
uage
for
a v
ariet
y of pur
pose
s;•
use
varied
form
s of cr
eativ
e ex
pre
ssio
n to
com
mun
icate
fe
elin
gs,
exp
erie
nces
, id
eas,
and
un
der
stand
ing o
f th
e w
orld a
roun
d
them
; •
expre
ss the
mse
lves
in
thei
r fir
st
lang
uage
in a
dditi
on
to g
ain
ing
com
pet
ence
in
lang
uage
acq
uisi
tion;
•
part
icip
ate
in
mea
ning
ful in
tera
ctio
n and
com
mun
icatio
n w
ith p
eers
and
adul
ts,
regard
less
of th
eir
abili
ties;
Pro
gra
m e
xp
ect
ati
on:
Early
chi
ldho
od
pro
gra
ms
fost
er c
om
mun
icatio
n and
ex
pre
ssio
n in
all
form
s.
Educ
ato
rs c
an
crea
te c
ont
exts
tha
t fo
ster
co
mm
unic
atio
n by:
•
bei
ng a
ttune
d a
nd r
espond
ing to c
hild
ren’
s va
ried
cue
s and
com
mun
icatio
ns;
•
engagin
g in
aut
hent
ic,
reci
pro
cal
com
mun
icatio
n w
ith c
hild
ren,
whe
re
child
ren
part
icip
ate
as
both
ini
tiato
rs a
nd
equa
l part
ners
; •
faci
litatin
g s
ucce
ssfu
l co
mm
unic
atio
n bet
wee
n ch
ildre
n by
help
ing c
hild
ren
liste
n to
and
exp
ress
the
mse
lves
to o
ne a
noth
er;
•
docu
men
ting c
hild
ren’
s co
mm
unic
atio
n to
hel
p the
m r
evis
it th
oug
hts
and
idea
s ex
pre
ssed
in
ord
er to e
xten
d the
ir
under
stand
ing;
•
pro
vidin
g tim
e, s
pace
, and
mate
rials
to
enco
urage
expre
ssio
n th
roug
h cr
eativ
e m
ate
rials
tha
t re
flect
chi
ldre
n’s
capabili
ties
as
wel
l as
thei
r so
cial and
cul
tura
l back
gro
und;
Conv
ersa
tions
can
happen
with
chi
ldre
n of
all
ages
and
abili
ties
(e.g
., w
ith inf
ant
s or
non-v
erbal ch
ildre
n: b
y re
pea
ting s
oun
ds
and
ges
ture
s in
itiate
d b
y th
e ch
ild,
follo
win
g the
ch
ild’s
gaze
, and
ver
baliz
ing w
hat yo
u bel
ieve
th
e ch
ild is
com
mun
icatin
g;
by
bui
ldin
g o
n ch
ild-in
itiate
d c
onv
ersa
tion
as
a p
art
ner
rath
er
than
the
“direc
tor”
of th
e co
nver
satio
n).
Enco
urage
conv
ersa
tion
am
ong
chi
ldre
n (e
.g.,
rath
er tha
n sp
eaki
ng for
the
child
, act
as
a
coach
to h
elp the
chi
ld fi
nd the
rig
ht w
ord
s and
appro
ach
; m
odel
list
enin
g s
trate
gie
s and
su
pport
the
chi
ld’s
list
enin
g s
kills
).
(cont
inue
d)
44
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Wa
ys
in w
hic
h c
hild
ren m
ight
com
munic
ate
and
dem
onst
rate
th
at
they c
an e
xp
ress
th
em
selv
es
Wa
ys
in w
hic
h p
rog
ram
s ca
n f
ost
er
com
munic
ati
on a
nd
ex
pre
ssio
n
Ad
dit
ion
al co
nsi
dera
tio
ns
for
ed
uca
tors
•
dev
elop inc
reasi
ng c
apaci
ty in
the
foun
datio
ns o
f la
ngua
ge
that w
ill
support
late
r re
adin
g a
nd w
ritin
g.
•
engagin
g a
nd c
ultiv
atin
g c
hild
ren’
s co
nnec
tions
with
sto
ries
and
books
in
a v
ariet
y of co
ntex
ts (e.
g., b
y sh
aring
books
and
tel
ling s
tories
with
ind
ivid
uals
, sm
all
gro
ups,
and
larg
e gro
ups)
, and
fo
r a v
ariet
y of pur
pose
s (e
.g., to fost
er
close
rel
atio
nshi
ps,
exp
lore
and
pla
y w
ith
lang
uage
stru
ctur
es,
reco
unt past
eve
nts,
re
searc
h id
eas,
spark
conv
ersa
tions
, and
co
nnec
t w
ith c
ultu
ral traditi
ons
);•
wea
ving
lang
uage- a
nd li
tera
cy-rel
ate
d
act
iviti
es a
nd m
ate
rials
int
o a
ll daily
ex
per
ienc
es,
rout
ines
, and
phy
sica
l sp
ace
s;•
work
ing w
ith fam
ilies
and
com
mun
ity
mem
ber
s to
find
ways
to s
upport
and
en
rich
the
tra
nsm
issi
on
of la
ngua
ge
and
cu
lture
; •
bec
om
ing a
ware
of th
e m
any
“la
ngua
ges
” ch
ildre
n us
e to
com
mun
icate
and
pro
vidin
g
indiv
idua
lized
sup
port
so c
hild
ren
of all
abili
ties
can
expre
ss the
mse
lves
and
be
heard
; •
refle
ctin
g c
ont
inuo
usly
on
and
see
king
to
im
pro
ve the
ir o
wn
com
mun
icatio
n st
rate
gie
s and
tec
hniq
ues
for
faci
litatin
g
resp
ons
ive,
aut
hent
ic c
onv
ersa
tions
with
ch
ildre
n and
fam
ilies
.
Sup
port
chi
ldre
n’s
expre
ssio
n in
all
form
s. F
or
exam
ple
, so
me
pro
gra
ms
are
ret
hink
ing a
rt
act
iviti
es –
movi
ng a
way
from
usi
ng p
re-c
ut
mate
rials
or
expec
ting c
hild
ren
to c
om
ple
te
spec
ific
adul
t-det
erm
ined
pro
duc
ts a
nd
inst
ead c
ons
ider
ing c
hild
ren’
s art
as
a form
of
expre
ssio
n. W
hen
educ
ato
rs p
rovi
de
good
-qua
lity
mate
rials
and
am
ple
tim
e th
roug
hout
th
e day,
chi
ldre
n are
enc
our
aged
to e
xpre
ss
them
selv
es thr
oug
h dra
win
g,
pain
ting,
scul
ptu
re,
move
men
t, m
usic
, and
sto
ryte
lling
to
com
mun
icate
the
ir e
xplo
ratio
n of th
e m
ate
rials
or
to r
epre
sent
the
ir idea
s, e
xper
ienc
es,
and
un
der
stand
ing o
f th
e w
orld.
Sup
port
chi
ldre
n’s
lang
uage
and
lite
racy
dev
elopm
ent th
roug
hout
the
env
ironm
ent
(e.g
., r
ecall
and
ret
ell past
eve
nts;
rev
isit
docu
men
tatio
n w
ith c
hild
ren;
pla
ce fam
iliar
mate
rials
and
books
in
diffe
rent
are
as
to s
park
idea
s fo
r pla
y and
exp
lora
tion
– fo
r ex
am
ple
, co
okb
ooks
in
the
kitc
hen
are
a,
arc
hite
ctur
al pho
tos
as
a r
esour
ce for
cons
truc
tion
pro
ject
s; e
ncour
age
child
ren
and
fa
mili
es to c
reate
the
ir o
wn
books
and
sto
ries
to
sha
re w
ith e
ach
oth
er).
Ex
pre
ssio
n:
Fost
eri
ng
Co
mm
unic
ati
on a
nd
Ex
pre
ssio
n i
n A
ll F
orm
s (c
ont
inue
d)
45
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Que
stio
ns fo
r Re
flect
ion
Ex
pre
ssio
n:
Fost
eri
ng
Co
mm
unic
ati
on a
nd
Ex
pre
ssio
n i
n A
ll F
orm
s
At t
he e
nd o
f ea
ch d
ay,
ask
you
rsel
f, “
How
muc
h tim
e did
I sp
end c
onne
ctin
g (
dir
ect a
nd m
eani
ngfu
l int
eract
ions
)? D
irec
ting (
telli
ng
child
ren
wha
t to
do)
? C
orre
ctin
g (
telli
ng c
hild
ren
wha
t not
to d
o)?”
Wha
t is
your
C:D
:C r
atio
?
Wor
king
with
col
league
s (a
nd o
utsi
de
agen
cies
that m
ay
suppor
t spee
ch a
nd/o
r la
ngua
ge
dev
elop
men
t), i
den
tify
stra
tegie
s to
sup
por
t
each
oth
er i
n en
gagin
g c
hild
ren
in a
uthe
ntic
, re
cipro
cal c
omm
unic
atio
n ex
chang
es a
nd c
onve
rsatio
ns (
e.g.,
“W
hat c
an
we
do
so th
at
we’
re h
eari
ng m
ore
of th
e ch
ildre
n’s
voic
es a
nd le
ss o
f th
e adul
t voi
ces?
”).
Con
sider
ing th
at c
hild
ren
have
“1
00
lang
uages
”, h
ow m
any
ways
are
ther
e fo
r ch
ildre
n to
exp
ress
them
selv
es i
n yo
ur p
rogra
m?
How
can
you
make
sur
e th
at e
very
chi
ld,
regard
less
of
his
or h
er c
omm
unic
atio
n abili
ties,
is
heard
?
How
can
fam
ilies
have
a s
tron
ger
“vo
ice”
in
the
pro
gra
m?
Wha
t pol
icie
s and
pro
cedur
es c
an
adm
inis
trato
rs p
ut i
n pla
ce to
ens
ure
ever
y ed
ucato
r fe
els
that h
is o
r he
r vo
ice
is h
eard
and
valu
ed?
46
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Refe
renc
es
Ain
swo
rth
, M
., &
Bo
wlb
y, J
. (1
965
). C
hild
car
e an
d th
e gr
owth
of
love
. L
on
do
n: P
eng
uin
Bo
ok
s.
Au
kru
st, V
. (2
007
). Y
ou
ng
ch
ild
ren
acq
uir
ing
sec
on
d l
ang
uag
e
voca
bu
lary
in
pre
sch
oo
l g
rou
p t
ime:
Do
es a
mo
un
t, d
iver
sity
, an
d
dis
cou
rse
com
ple
xity
of
teac
her
tal
k m
atte
r? J
ourn
al o
f R
esea
rch
in
Chi
ldho
od E
duca
tion
, 22
, 17
–37.
Bo
wlb
y, J
. (1
98
8).
A s
ecu
re b
ase:
Par
ent-
chil
d at
tach
men
t an
d he
alth
y
hum
an d
evel
opm
ent.
New
Yo
rk: B
asic
Bo
ok
s.
Bu
rch
inal
, M
., H
ow
es, C
., P
ian
ta, R
., B
ryan
t, D
., E
arly
, D
.,
Cli
ffo
rd, R
., &
Bar
bar
in, O
. (2
00
8). P
red
icti
ng
ch
ild
ou
tco
mes
at t
he
end
of
kin
der
gar
ten
fro
m t
he
qu
alit
y o
f p
re-k
ind
erg
arte
n
teac
her
-ch
ild
in
tera
ctio
ns
and
in
stru
ctio
n.
App
lied
Dev
elop
men
tal
Sci
ence
, 12
, 14
0–5
3.
Cal
lagh
an, K
. (2
011)
. P
rin
cipl
e 6:
Wha
t th
e ex
pert
s sa
y. (
Vid
eo
reco
rdin
g).
On
tari
o. M
inis
try
of
Ed
uca
tio
n. R
etri
eved
fro
m:
ww
w.e
du
.go
v.o
n.c
a/o
elf/
pri
nci
ple
s.
Cal
lagh
an, K
. (2
013)
. T
he
envi
ron
men
t is
a t
each
er. In
On
tari
o.
Min
istr
y o
f E
du
cati
on
. T
hink
, fe
el, ac
t: L
esso
ns
from
res
earc
h
abou
t yo
ung
chi
ldre
n,
pp
. 11
–15.
To
ron
to: M
inis
try
of
Ed
uca
tio
n,
On
tari
o.
Cal
lagh
an, K
., &
Wie
n, C
.A. (2
012)
. A
vie
w o
f ch
ildr
en a
s st
rong
and
capa
ble.
Pre
sen
tati
on
to
On
tari
o M
inis
try
of
Ed
uca
tio
n o
n
Mo
der
niz
ing
Ch
ild
Car
e, S
epte
mb
er 2
4, 2
012.
Cam
po
s, J
.J.,
Fra
nke
l, B
.B.,
& C
amra
s, L
. (2
00
4). O
n t
he
nat
ure
of
emo
tio
n r
egu
lati
on
. C
hild
Dev
elop
men
t, 7
5, 3
77–9
4.
Ch
apu
t, J
., &
Tre
mb
lay,
A. (2
012)
. O
bes
ity
at a
n e
arly
ag
e an
d
its
imp
act
on
ch
ild
dev
elo
pm
ent.
En
cycl
oped
ia o
n e
arly
chi
ldho
od
deve
lopm
ent
(on
lin
e). M
on
trea
l: C
entr
e o
f E
xcel
len
ce f
or
Ear
ly
Ch
ild
ho
od
Dev
elo
pm
ent
and
Str
ateg
ic K
no
wle
dg
e C
lust
er o
n
Ear
ly C
hil
d D
evel
op
men
t. R
etri
eved
fro
m: h
ttp
://w
ww
.ch
ild
-
ency
clo
ped
ia.c
om
/do
cum
ents
/Ch
apu
t-T
rem
bla
yAN
Gxp
2.p
df.
Ch
iefs
of
On
tari
o. (2
012)
. O
ur
chil
dren
, ou
r fu
ture
, ou
r vi
sion
: F
irst
Nat
ion
ju
risd
icti
on o
ver
Fir
st N
atio
n e
duca
tion
in
Ont
ario
. R
etri
eved
fro
m: h
ttp
://w
ww
.ch
iefs
-of-
on
tari
o.o
rg/s
ites
/def
ault
/file
s/fi
les/
OC
OF
OV
%20
Ed
uca
tio
n%20
Rep
ort
%20
2012
.pd
f.
Cli
nto
n, J.
(20
12).
Bra
in d
evel
opm
ent
and
its
impa
ct o
n e
arly
chil
dhoo
d. P
rese
nta
tio
n, O
nta
rio
Min
istr
y o
f E
du
cati
on
, O
cto
ber
2012
.
Cli
nto
n, J.
(20
13).
Th
e p
ow
er o
f p
osi
tive
ad
ult
ch
ild
rel
atio
nsh
ips:
Co
nn
ecti
on
is
the
key.
In
On
tari
o. M
inis
try
of
Ed
uca
tio
n.
Thi
nk, fe
el, ac
t: L
esso
ns
from
res
earc
h ab
out
you
ng c
hild
ren
, p
p. 5
–10
.
To
ron
to: M
inis
try
of
Ed
uca
tio
n, O
nta
rio
.
Co
lleg
e o
f E
arly
Ch
ild
ho
od
Ed
uca
tors
(C
EC
E).
(20
11).
Cod
e of
ethi
cs a
nd
stan
dard
s of
pra
ctic
e. T
oro
nto
: A
uth
or.
47
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
Co
un
cil
of
Min
iste
rs o
f E
du
cati
on
Can
ada
(CM
EC
). (
2012
).
CM
EC
sta
tem
ent
on p
lay-
base
d le
arnin
g. (
July
19)
. R
etri
eved
fro
m:
ww
w.c
mec
.ca/
9/P
ub
lica
tio
ns/
ind
ex.h
tml?
sear
chC
at+1
4.
Cu
nn
ingh
am, D
.D. (2
010)
. R
elat
ing
pre
sch
oo
l q
ual
ity
to
chil
dre
n’s
lit
erac
y d
evel
op
men
t. E
arly
Chi
ldho
od E
duca
tion
Jou
rnal
,
37, 50
1–07
.
Cu
rtis
, D
. (2
00
9). S
eein
g c
hil
dre
n’s
eag
ern
ess
for
rela
tio
nsh
ips.
Exc
hang
e (J
uly
/Au
gu
st 2
00
9).
Ret
riev
ed f
rom
: w
ww
.
chil
dca
reex
chan
ge.
com
.
Dah
lber
g, G
., M
oss
, P
., &
Pen
ce, A
. (2
007
). B
eyon
d qu
alit
y in
ear
ly
chil
dhoo
d ed
uca
tion
: L
angu
ages
of
eval
uat
ion
. L
on
do
n: R
ou
tled
ge.
Dal
li, C
., W
hit
e, E
.J.,
Ro
ckel
, J.
, &
Du
hn
, I.
(20
11).
Qu
alit
y ea
rly
chil
dhoo
d ed
uca
tion
for
un
der-
two-
year
-old
s: W
hat
shou
ld i
t lo
ok
like
? A
lit
erat
ure
rev
iew
. R
epo
rt t
o t
he
[New
Zea
lan
d]
Min
istr
y
of
Ed
uca
tio
n. W
elli
ng
ton
: Je
ssie
Het
her
ing
ton
Cen
tre
for
Ed
uca
tio
nal
Res
earc
h, In
stit
ute
fo
r E
arly
Ch
ild
ho
od
Stu
die
s,
Vic
tori
a U
niv
ersi
ty o
f W
elli
ng
ton
. R
etri
eved
fro
m: h
ttp
://w
ww
.
edu
cati
on
cou
nts
.go
vt.n
z/_d
ata/
asse
ts/p
df_
file
/00
09/
895
32/9
65_
Qu
alit
yEC
E_W
eb-2
2032
011.
pd
f.
Dew
ey, J.
(19
33).
How
we
thin
k: A
res
tate
men
t of
the
rel
atio
n o
f
refl
ecti
ve t
hink
ing
in t
he e
duca
tion
pro
cess
. C
hic
ago
: H
enry
Reg
ner
y.
Rep
rin
ted
in
: P
oll
ard
, A
. (2
002
). R
eadi
ngs
for
refl
ecti
ve t
each
ing,
pp
. 4
–7. L
on
do
n: C
on
tin
uu
m B
oo
ks.
Dia
mo
nd
, A
. (2
010)
. C
urr
ent
appr
oach
es t
o op
tim
izin
g al
l as
pect
s
of a
chi
ld’s
dev
elop
men
t. P
rese
nta
tio
n a
t R
ob
bie
Cas
e M
emo
rial
Lec
ture
. O
nta
rio
In
stit
ute
of
Stu
die
s in
Ed
uca
tio
n, U
niv
ersi
ty o
f
To
ron
to, O
nta
rio
. F
ebru
ary
11.
Fra
ser,
S. (2
012)
. A
uth
enti
c ch
ildh
ood:
Exp
erie
nci
ng R
eggi
o E
mil
ia i
n
the
clas
sroo
m. T
oro
nto
: N
elso
n E
du
cati
on
.
FR
P C
anad
a. (
2011
). F
amil
y is
the
fou
nda
tion
: W
hy f
amil
y
supp
ort
and
earl
y ch
ildh
ood
edu
cati
on m
ust
be
a co
llab
orat
ive
effo
rt.
Ret
riev
ed f
rom
: h
ttp
://w
ww
.frp
.ca/
do
cum
ent/
do
cWin
do
w.
cfm
?fu
seac
tio
n+
do
cum
ent.
view
Do
cum
ent&
do
cou
men
tid
=549&
d
ocu
men
tFo
rmat
Id=1
054.
Fu
llan
, M
. (2
013)
. G
reat
to
exce
llen
t: L
aun
chin
g th
e nex
t st
age
of
Ont
ario
’s e
duca
tion
age
nda
. T
oro
nto
: M
inis
try
of
Ed
uca
tio
n,
On
tari
o.
Gal
insk
y, E
. (20
10).
Min
d in
the
mak
ing.
New
York
: Har
per
Col
lin
s.
Gan
din
i, L
., &
Kam
insk
y, A
. (n
.d.).
Refl
ecti
on
s o
n t
he
rela
tio
nsh
ip b
etw
een
do
cum
enta
tio
n a
nd
ass
essm
ent
in t
he
Am
eric
an c
on
text
: A
n i
nte
rvie
w w
ith
Bre
nd
a F
yfe
. In
nov
atio
ns
in
Ear
ly E
duca
tion
. R
etri
eved
fro
m: h
ttp
://w
ww
.reg
gio
alli
ance
.org
/
do
wn
load
s/re
flec
tio
nsf
yfe
:gan
din
ikam
insk
y.p
df.
Gil
l, T
. (2
007
). N
o fe
ar: G
row
ing
up
in a
ris
k av
erse
soc
iety
. L
on
do
n:
Cal
ou
ste
Gu
lben
kia
n F
ou
nd
atio
n.
Go
pn
ik, A
. (2
00
9). T
he p
hilo
soph
ical
bab
y: W
hat
chil
dren
’s m
inds
tel
l
us
abou
t tr
uth
, lo
ve, an
d th
e m
eanin
g of
lif
e. N
ew Y
ork
: P
icad
or.
Go
pn
ik, A
. (2
011)
. W
hy
pre
sch
oo
l sh
ou
ldn’t
be
like
sch
oo
l.
Sla
te M
agaz
ine
(Mar
ch 1
6),
1–2
. R
etri
eved
fro
m: h
ttp
://w
ww
.
slat
e.co
m/a
rtic
les/
do
ub
le_
x/d
ou
ble
x/20
11/0
3/w
hy_
pre
sch
oo
l_
sho
uld
nt_
be_
like
_sc
ho
ol.
htm
l.
Go
rdo
n, M
. (2
005
). R
oots
of
empa
thy:
Cha
ngin
g th
e w
orld
, ch
ild
by
chil
d. T
oro
nto
: D
un
du
rn.
48
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
Han
naf
ord
, C
. (1
995
). S
mar
t m
oves
: W
hy l
earn
ing
is n
ot a
ll i
n y
our
head
. A
rlin
gto
n, V
A: G
reat
Oce
an P
ub
lish
ers.
Han
nik
ain
en, M
., &
Ras
ku
-Pu
tto
nen
, H
. (2
010)
. P
rom
oti
ng
chil
dre
n’s
par
tici
pat
ion
: T
he
role
of
teac
her
s in
pre
sch
oo
l an
d
pri
mar
y sc
ho
ol
lear
nin
g s
essi
on
s. E
arly
Yea
rs: A
n I
nter
nat
ion
al
Jou
rnal
of
Res
earc
h an
d D
evel
opm
ent,
30
, 14
7–6
0.
Ho
lah
an, A
., &
Co
sten
bad
er, V
. (2
00
0). A
co
mp
aris
on
of
dev
elo
pm
enta
l g
ain
s fo
r p
resc
ho
ol
chil
dre
n w
ith
dis
abil
itie
s in
incl
usi
ve a
nd
sel
f-co
nta
ined
cla
ssro
om
s. T
opic
s in
Ear
ly C
hild
hood
Spe
cial
Edu
cati
on,
20
, 22
4–3
5.
Irw
in, S
., L
ero
, D
., &
Bro
ph
y, K
. (2
00
4). In
clu
sion
: T
he n
ext
gener
atio
n i
n c
hild
car
e in
Can
ada.
Wre
ck C
ove
, N
S: B
reto
n B
oo
ks.
Ish
imin
e, K
., W
ilso
n, R
., &
Eva
ns,
D. (2
010)
. Q
ual
ity
of
Au
stra
lian
ch
ild
care
an
d c
hil
dre
n’s
so
cial
sk
ills
. In
tern
atio
nal
Jou
rnal
of
Ear
ly Y
ears
Edu
cati
on, 18
, 15
9–7
5.
Lo
uv,
R. (2
00
8).
Las
t ch
ild
in t
he w
oods
: S
avin
g ou
r ch
ildr
en f
rom
nat
ure
defi
cit
diso
rder
. C
hap
el H
ill,
NC
: A
lgo
nq
uin
Bo
ok
s.
Mac
Nau
gh
ton
, G
. (2
003
). R
eflec
tin
g o
n e
arly
ch
ild
ho
od
curr
icu
lum
. In
G. M
acN
augh
ton
, S
hapi
ng e
arly
chi
ldho
od:
Lea
rner
s, c
urr
icu
lum
an
d co
ntex
ts, p
p. 11
3–2
0. M
aid
enh
ead
, B
erk
s:
Op
en U
niv
ersi
ty P
ress
.
Mal
agu
zzi,
L. (1
993
). F
or
an e
du
cati
on
bas
ed o
n r
elat
ion
ship
s.
You
ng C
hild
ren
, 49
(1)
, 9
–12.
Mo
ss, P
. (2
010)
. W
hat
is
you
r im
age
of
the
chil
d?
UN
ES
CO
Pol
icy
Bri
ef o
n E
arly
Chi
ldho
od. N
o. 4
7 (
Jan
uar
y–M
arch
).
Nat
ion
al S
cien
tifi
c C
ou
nci
l o
n t
he
Dev
elo
pin
g C
hil
d. (n
.d.).
In
brie
f: T
he s
cien
ce o
f ea
rly
chil
dhoo
d de
velo
pmen
t. R
etri
eved
fro
m:
ww
w.d
evel
op
ing
chil
d.h
arva
rd.e
du
.
Nat
ion
al S
cien
tifi
c C
ou
nci
l o
n t
he
Dev
elo
pin
g C
hil
d. (2
00
4).
You
ng c
hild
ren
dev
elop
in
an
en
viro
nm
ent
of r
elat
ion
ship
s. W
orki
ng
Pap
er N
o. 1
. R
etri
eved
fro
m: w
ww
.dev
elo
pin
gch
ild
.har
vard
.ed
u.
Nat
ion
al S
cien
tifi
c C
ou
nci
l o
n t
he
Dev
elo
pin
g C
hil
d. (2
007
). T
he
scie
nce
of
earl
y ch
ildh
ood
deve
lopm
ent:
Clo
sing
the
gap
on
wha
t w
e kn
ow
and
wha
t w
e do
. R
etri
eved
fro
m:
htt
p:/
/ww
w.d
evel
op
ing
chil
d.n
et.
Nat
ion
al S
cien
tifi
c C
ou
nci
l o
n t
he
Dev
elo
pin
g C
hil
d. (2
012)
.
Est
abli
shin
g a
leve
l fo
un
dati
on f
or lif
e: M
enta
l he
alth
beg
ins
in e
arly
chil
dhoo
d. W
orki
ng P
aper
No.
6. (D
ecem
ber
). R
etri
eved
fro
m:
ww
w.d
evel
op
ing
chil
d.h
arva
rd.e
du
.
Nat
ion
al S
cien
tifi
c C
ou
nci
l o
n t
he
Dev
elo
pin
g C
hil
d. (2
013)
.
Buil
ding
adu
lt c
apab
ilit
ies
to i
mpr
ove
chil
d ou
tcom
es: A
the
ory
of
chan
ge. (V
ideo
rec
ord
ing).
Ret
riev
ed f
rom
: h
ttp
://d
evel
op
ing
chil
d.
har
vard
.ed
u/r
eso
urc
es/m
ult
imed
ia/v
ideo
s/th
eory
_o
f_ch
ang
e/.
Od
om
, S
.L. (E
d.).
(20
02).
Wid
enin
g th
e ci
rcle
: In
clu
ding
chi
ldre
n
wit
h di
sabi
liti
es i
n p
resc
hool
pro
gram
s. N
ew Y
ork
: T
each
ers
Co
lleg
e
Pre
ss.
On
tari
o H
ealt
hy
Kid
s P
anel
. (2
013)
. N
o ti
me
to w
ait:
The
hea
lthy
kids
str
ateg
y. T
oro
nto
: A
uth
or.
On
tari
o. M
inis
try
of
Ch
ild
ren
an
d Y
ou
th S
ervi
ces.
(20
06
). A
shar
ed r
espo
nsi
bili
ty: O
ntar
io’s
pol
icy
fram
ewor
k fo
r ch
ild
and
youth
men
tal he
alth
. T
oro
nto
: A
uth
or.
49
How
Doe
s Le
arni
ng H
appe
n? O
ntar
io’s
Ped
agog
y fo
r th
e Ea
rly Y
ears
On
tari
o. M
inis
try
of
Ed
uca
tio
n. (2
007
). E
arly
lea
rnin
g fo
r
ever
y ch
ild
toda
y: A
fra
mew
ork
for
Ont
ario
ear
ly c
hild
hood
set
ting
s
(EL
EC
T).
Bes
t S
tart
Exp
ert
Pan
el o
n E
arly
Lea
rnin
g. T
oro
nto
:
Au
tho
r.
On
tari
o. M
inis
try
of
Ed
uca
tio
n. (2
011)
. C
olla
bora
tive
tea
cher
inqu
iry:
New
dir
ecti
ons
in p
rofe
ssio
nal
pra
ctic
e. C
apac
ity
buil
ding
seri
es. S
peci
al E
diti
on 1
6.
To
ron
to: A
uth
or.
On
tari
o. M
inis
try
of
Ed
uca
tio
n. (2
013)
. O
ntar
io’s
ear
ly y
ears
pol
icy
fram
ewor
k. T
oro
nto
: A
uth
or.
Ret
riev
ed f
rom
: h
ttp
://w
ww
.ed
u.
go
v.o
n.c
a/ch
ild
care
/On
tari
oE
arly
Yea
r.p
df.
On
tari
o. M
inis
try
of
Tra
inin
g, C
oll
eges
an
d U
niv
ersi
ties
. (2
012)
.
Ear
ly c
hild
hood
edu
cati
on p
rogr
am s
tan
dard
s. (
Dec
emb
er).
To
ron
to:
Au
tho
r.
Org
anis
atio
n f
or
Eco
no
mic
Co
-op
erat
ion
an
d D
evel
op
men
t
(OE
CD
). (
2012
). E
duca
tion
tod
ay 2
013:
The
OE
CD
per
spec
tive
.
Par
is: O
EC
D P
ub
lish
ing.
Org
anis
atio
n f
or
Eco
no
mic
Co
-op
erat
ion
an
d D
evel
op
men
t
(OE
CD
). (
2013
). S
tart
ing
stro
ng 3
: A
qu
alit
y to
olbo
x fo
r ea
rly
chil
dhoo
d ed
uca
tion
an
d ca
re.
Par
is: O
EC
D P
ub
lish
ing.
Pai
ge-
Sm
ith
, A
., &
Cra
ft, A
. (2
011)
. D
evel
opin
g re
flec
tive
pra
ctic
e in
the
earl
y ye
ars.
Mai
den
hea
d, B
erk
s: M
cGra
w H
ill
Inte
rnat
ion
al.
Pic
ken
s, J
. (20
09)
. So
cio
-em
oti
on
al p
rog
ram
me
pro
mo
tes
po
siti
ve
beh
avio
ur
in p
resc
ho
ole
rs. C
hild
Car
e in
Pra
ctic
e, 1
5, 2
61–7
8.
Rab
an, B
., N
ola
n, A
., W
anig
anay
ake,
M.,
Ure
, C
., B
row
n, R
., &
Dea
ns,
J. (2
007
). B
uil
ding
cap
acit
y: S
trat
egic
pro
fess
ion
al d
evel
opm
ent
for
earl
y ch
ildh
ood
prac
titi
oner
s. M
elb
ou
rne:
Th
om
son
So
cial
Sci
ence
Pre
ss.
Rin
ald
i, C
. (2
00
4). In
dia
logu
e w
ith
Reg
gio
Em
ilia
: L
iste
nin
g,
rese
arch
ing
and
lear
nin
g. L
on
do
n: R
ou
tled
ge.
Ru
dd
, L
.C.,
Cai
n, D
.W.,
& S
axo
n, T
.F. (2
00
8). D
oes
im
pro
vin
g
join
t at
ten
tio
n i
n l
ow
qu
alit
y ch
ild
-car
e en
han
ce l
ang
uag
e
dev
elo
pm
ent?
Ear
ly C
hild
Dev
elop
men
t an
d C
are,
178
, 31
5–3
8.
Sch
ult
z, B
.L.,
Ric
har
dso
n, R
.C.,
Bar
ber
, C
.R.,
& W
ilco
x,
D. (2
011)
. A
pre
sch
oo
l p
ilo
t st
ud
y o
f co
nn
ecti
ng
wit
h o
ther
s:
Les
son
s fo
r te
ach
ing
so
cial
an
d e
mo
tio
nal
co
mp
eten
ce.
Ear
ly
Chi
ldho
od E
duca
tion
Jou
rnal
, 39
, 14
3–
48.
Sh
anke
r, S
. (2
013)
. C
alm
, al
ert
and
lear
nin
g: C
lass
room
str
ateg
ies
for
self
-reg
ula
tion
. T
oro
nto
: P
ears
on
Ed
uca
tio
n C
anad
a.
Sir
aj-B
latc
hfo
rd, I.
, S
amm
on
s, P
., T
agg
art,
B.,
Syl
va, K
., M
elu
shi,
E.,
Man
ni,
L.,
et a
l. (
200
4). E
ffec
tive
pro
visi
on o
f pr
esch
ool ed
uca
tion
.
Lo
nd
on
: D
epar
tmen
t fo
r E
du
cati
on
an
d S
kil
ls.
Sir
aj-B
latc
hfo
rd, I.
, &
Syl
va, K
. (2
00
4). R
esea
rch
ing
ped
ago
gy
in E
ngl
ish
pre
-sch
oo
ls. B
riti
sh E
duca
tion
al R
esea
rch
Jou
rnal
, 30
,
713
–30.
Syl
va, K
., M
elh
uis
h, E
., S
amm
on
s, P
., S
iraj
-Bla
tch
ford
, I.
, &
Tag
gar
t, B
. (2
011)
. P
re-s
cho
ol
qu
alit
y an
d e
du
cati
on
al o
utc
om
es
at a
ge
11: L
ow
qu
alit
y h
as l
ittl
e b
enefi
t. J
ourn
al o
f E
arly
Chi
ldho
od
Res
earc
h, 9
, 10
9–2
4.
50
Ho
w D
oes
Lear
ning
Hap
pen?
Ont
ario
’s P
edag
ogy
for
the
Early
Yea
rs
UN
ES
CO
. (2
00
9).
Pol
icy
guid
elin
es o
n i
ncl
usi
on e
duca
tion
.
Par
is: U
nit
ed N
atio
ns
Ed
uca
tio
nal
, S
cien
tifi
c an
d C
ult
ura
l
Org
aniz
atio
n.
Vyg
ots
ky,
L.S
. (1
978
). M
ind
in s
ocie
ty: D
evel
opm
ent
of h
ighe
r
psyc
holo
gica
l pr
oces
ses.
Cam
bri
dg
e, M
A: H
arva
rd U
niv
ersi
ty P
ress
.
Way
ne,
A.,
DiC
arlo
, C
.F.,
Bu
rts,
D.C
., &
Ben
edic
t, J
. (2
007
).
Incr
easi
ng
th
e li
tera
cy b
ehav
iors
of
pre
sch
oo
l ch
ild
ren
th
rou
gh
envi
ron
men
tal
mo
difi
cati
on
an
d t
each
er m
edia
tio
n.
Jou
rnal
of
Res
earc
h in
Chi
ldho
od E
duca
tion
, 22
, 5
–16
.
Wie
n, C
.A. (2
00
4). F
rom
po
lici
ng
to
par
tici
pat
ion
: O
vert
urn
ing
the
rule
s an
d c
reat
ing
am
iab
le c
lass
roo
ms.
You
ng C
hild
ren
(Jan
uar
y), 34
–4
0.
Wie
n, C
.A. (2
005
). S
ix s
ho
rt r
easo
ns
wh
y p
edag
og
y m
atte
rs i
n
sch
oo
ls.
Can
adia
n C
hild
ren
, 30
, 21
–6
.
Wie
n, C
.A. (2
013)
. M
akin
g l
earn
ing
vis
ible
th
rou
gh
ped
ago
gic
al
do
cum
enta
tio
n. In
On
tari
o. M
inis
try
of
Ed
uca
tio
n.
Thi
nk, fe
el,
act:
Les
son
s fr
om r
esea
rch
abou
t yo
ung
chi
ldre
n, p
p. 27
–30. T
oro
nto
:
Min
istr
y o
f E
du
cati
on
, O
nta
rio
.
Wo
rld
Hea
lth
Org
aniz
atio
n &
UN
ICE
F. (2
012)
. E
arly
chi
ldho
od
deve
lopm
ent
and
disa
bili
ty: D
iscu
ssio
n p
aper
. W
orl
d H
ealt
h
Org
aniz
atio
n &
Un
ited
Nat
ion
s C
hil
dre
n’s
Fu
nd
. R
etri
eved
fro
m: h
ttp
://w
ww
.wh
o.i
nt/
dis
abil
itie
s/m
edia
/new
s/20
12/1
3_0
9/
en/i
nd
ex.h
tml.
Wyl
ie, C
., H
od
gen
, E
., H
ipk
ins,
R.,
& V
augh
an, K
. (2
00
9).
Com
pete
nt l
earn
ers
on t
he e
dge
of a
dult
hood
: A
su
mm
ary
of k
ey
fin
ding
s fr
om t
he C
ompe
tent
Lea
rner
s @
16
Pro
ject
. W
elli
ng
ton
:
New
Zea
lan
d C
ou
nci
l fo
r E
du
cati
on
al R
esea
rch
. R
etri
eved
fro
m:
htt
p:/
/ww
w.e
du
cati
on
cou
nts
.go
vt.n
z/p
ub
lica
tio
ns/
ece/
.