Final Flashcards
Dr. Charles pastel relation to kindergarten document
Head researcher created, best model for kindergarten curriculum.
Made with our best futures in mind doc.
They determined that kindergarten needs an OCT and an RECE
Discovered that our ECE‘s are most fit for developmental education of kindergarteners (OCT’s are not)
Both should be equal teaching teams
Elect is a developmental continuum, where as…
The kindergarten document is not
The kindergarten program contributes to…
• school readiness
• improved literacy achievement in higher grades
• narrowing the gap in achievement levels for low SES students
• improved retention rates
• better integration of kindergarten into the elementary school community
What is SES
Social economic status
Kindergarten is shown to even the gap of __________ affect on education before grade one
Poverty’s
Children who have a higher quality kindergarten have a better likelihood of……
Graduating high school, and going to college and going to higher-paying jobs and having better mental health and health
What does OCT stand for?
Ontario certified teachers
Elect principles were embedded in…….
The kindergarten program
The Ontario early years policy framework guide Ontario‘s approach to…
Development and delivery of early years programs, and services for children and families
How does early learning happen Ontario’s pedagogy for early years set out the fundamental understanding of
Children, families, and educators that is shared by educators across childcare in education, settings, and a
Pedagogical framework that supports children’s transition from childcare to kindergarten and elementary grades.
The kindergarten program set out
principles expectations for learning and pedagogical approaches that are developmentally appropriate for four and five year old children, and that align with and extend the approach is outlined in how does learning happen?
What is the vision of the kindergarten program?
Achieving excellence, ensuring equity promoting well-being, and enhancing public confidence of children
What is the purpose of the kindergarten program?
to establish a:
-strong foundation for learning in the early years
- to do so in a safe and caring, play-based environment that promotes the physical, social, emotional, and cognitive development of all children.
What is the goals of the kindergarten program?
• to establish a strong foundation for learning in the early years;
• to help children make a smooth transition from home, child care, or preschool settings to school settings;
• to allow children to reap the many proven benefits of learning through relationships, and through play and inquiry;
• to set children on a path of lifelong learning and nurture competencies that they will need to thrive in the world of today and toriorrow.
What is the beliefs of the kindergarten program?
four- and five-year-olds are capable and competent learners, full of potential and ready to take ownership of their learning.
Based on these beliefs, the kindergarten program strives to:
-supports the creation of a learning environment that allows all children to feel comfortable in applying their unique ways of thinking and learning;
• is built around expectations that are challenging but attainable;
• is flexible enough to respond to individual differences;
Kindergarten document
Importance of early learning, and shared understanding of children and families and educators
Children, educators and families surrounding the kindergarten classroom are all capable, curious and competent learners.
The kindergarten age is a critical period where the foundation for a child’s life is built.
In the classroom, the pedagogical approach is based on development.
learning is reciprocal between the educator and the student.
The kindergarten document
Pedagogical approaches
Responsive relationships
Learning through exploration play an inquiry
Educators as co learners
Pedagogical documentation
Reflective, proactive and collaborative inquiry
The kindergarten document
Principles of play based learning
- Play is a child’s right and it is vital to a child’s physical, cognitive, social and emotional development.
- All children are viewed as competent, curious, capable of complex thinking, rich in potential and experience.
- A natural curiosity and desire to explore, play and inquire are the primary drivers of early learning.
- Learning environment plays a key role in child’s learning.
- In play-based learning programs, assessment supports the child’s learning and autonomy as a learner.
Play as a vehicle of learning and sets the core of innovation and creativity
The kindergarten document
Inquiry process
Elements or IP: initial engagement, exploration, investigation, communication
Educators engage with children and inquiries as Co-learners
Educators, build on children’s thinking, and invite children into new ways of learning
Inquiries emerge out of children’s thinking, wonders and theories, as well as ideas that peak their interest
Duration not predetermined
Co-constructed elements or learning
Learning is personalized
Providing opportunities for children to serialize explore, and ask questions and wonders
Concepts of citizenship and social justice emerge
The kindergarten document
The learning environment
Outside learning is made to invite and provoke socialization
Observations are used to see different points of view
Play helps children see beyond the materials and think outside the box
Interest focussed Contant allows children to learn best
Facilitates the four frames
The kindergarten document
Assessment
Pedagogical, documentation
Co-constructing learning with children
Connecting previous and new experiences
Sustained shared thinking that uses extension on children’s thinking, and allows educators to gain insight into children’s learning.
Naming the learning
Considering children’s different stages of development, diverse backgrounds and experiences in assessment of learning
Collaboration of parents
The kindergarten document
Self-regulation
the six critical elements that are required for optimal self-regulation
Self-regulation has five domains, including biological emotional, cognitive, social, and pro social
Supporting the development of self regulation
The kindergarten document
Flow of the day, transitions, children with diverse needs and inclusion
Providing children with a full day of learning
Flexible and fluid plans that include variety of contacts for learning and minimal transitions
Supporting transition
Children with special education needs
English language learners
Equity and inclusive Education in kindergarten
The kindergarten document
The 4 frames
HDLH relation to KD Frames
Belonging - Belonging and contributing
Well-being - self Regulation and well being
Expression - Demonstrating Literacy and Mathematics behaviours
Engagement - Problem Solving and innovating
How is the KD organizing
Frame
Overall expectation (OE)
Specific Exectations
Elect in relation to KD
domain= Frame
Root skill= Overall Expectation
Specific indicators= Specific Expectation
BAS programs are often in ______ and shared with _______
Schools
OCT kindergarten rooms
BAS environment
Have different areas of interest
Update and rotate materials regularly
Allow children to display art work
Quiet/rest area
BAS
Educators role
you will wear many hats.
You’re there to facilitate their learning, their fun, their conflict resolution etc.
You have to be both their teacher and their confidant.
Make sure to create a classroom environment that makes children feel safe and engaged.
Creating meaningful connections
You can do this by:
• Finding a common interest
• Remembering that each child comes to your program with a different homelife.
• Listening to them about their interests.
• Be respectful, open and honest
Behaviors and conflicts in school age classrooms
The steps for conflict resolution are the same, though you might handle them a bit different
• Older children can try to resolve smaller conflicts before you need to intervene.
• Never raise your voice or yell.
always try to explain why a certain behavior is appropriate or not. This helps them understand more.
Treat them as participants in resolving conflict
• over time children will start using the steps themselves.
• Try to do conflict resolution in a quieter spot.
• Teach about emotions, promote use emotion words when upset. ask if they’re feeling a certain way.
• Mindfulness techniques are a good way for a child to help regulate their emotions.
• If you have siblings in your classroom, know that they may fight frequently
• Speak to parents about behaviours if you’re seeing repeated patterns.
How Do you Build Partnerships with staff and families?
• Education is a team sport
• Make sure to communicate with other educators
• try to communicate about a child’s day at pick up.
• If there was a behaviour while you had them, make sure to try to also talk about good things.
• you can use newsletters, apps or a board in or outside your classroom.
• organizations such as Childrens First are often an incredibly helpful resource for any questions you have.
• Understand and respect that families all have different backgrounds and come from different cultures.
Curriculum and School-age Children
The cornerstones of school age curriculum are open ended materials and emergent curriculum.
• Pay attention to interests or what they’re trying to learn. create an activity that takes what they know and are interested in, but also adds on to it.
Children can take a greater role in their own learning and can be their own advocate.
This leads to a wider variety of interests and curriculum you can implement.
Older children maintain interests in projects for a longer time.
plan for curriculum that is adaptable to a wide range of ages.
you may have to modify your activities if you have children with exceptionalities in your classroom.
Don’t be too attached to your exact idea. Children will see it and take it in a way that you never expected, and that’s ok.
Children need to be active participants in learning.
Role of Physical Activity BAS
Outdoor time is vital for children
you can have both unstructured and structured activities outside.
Have things they can do outside (chalk, blkes etc), but they don’t have to engage with
The biggest place where safe risks happen is outside.
letting children take safe risks gives them a very effective learning tools that helps bulld confidence and teaches them skills.
you’ll have to remind older children to be conscious with youngers ones.
Outdoor time is a great time for Inquiry and new interests.
Ministry of education BAS
- DUTY: PROVISION OF BEFORE AND AFTER SCHOOL CARE
- PROGRAM FEES AND ACCESS TO CHILD CARE SUBSIDY
- PLANNING: COMMUNITY ENGAGEMENT
- SCHOOL BOARD-OPERATED (EXTENDED DAY): PROGRAM
REQUIREMENTS - AUTHORIZED RECREATIONAL/SKILL BUILDING PROGRAMS
- LICENSED CHILD CARE CENTRES
- THIRD PARTY PROGRAMS: LINKAGES TO THE SCHOOL DAY
- COMMUNICATION TO PARENTS
- REPORTING TO THE MINISTRY
Ministry of education BAS
- DUTY: PROVISION OF BEFORE AND AFTER SCHOOL CARE
school boards are required to ensure the provision of a before and after school program where there is sufficient demand and/or viability.
Ministry of education BAS
- PROGRAM FEES AND ACCESS TO CHILD CARE SUBSIDY
Every school board shall charge fees to parents of students enrolled
Ministry of education BAS
- PLANNING: COMMUNITY ENGAGEMENT
To support an integrated approach to the planning and delivery, school boards are required to consult with community partners to determine demand and program viability
• Service system manager
• Any First Nation that has a tuition agreement with the school board
• Operators of existing third-party programs selected by the school board
• Parents with chldren who are enrolled/they intend to enroll
• Indigenous organizations
Ministry of education BAS
- SCHOOL BOARD-OPERATED (EXTENDED DAY): PROGRAM
REQUIREMENTS
Consistent with HDLH it is expected that school board-operated programs are guided by the principles
Ratio Requirements followed
STAFF QUALIFICATIONS AND ADULT SUPERVISION Requirements followed
School board-operated programs are required to offer a minimum of 30 minutes of active play in daily programming to provide opportunities for increased physical activity for children and youth.
Ministry of education BAS
- AUTHORIZED RECREATIONAL/SKILL BUILDING PROGRAMS
PROGRAM REQUIREMENTS
key factors in quality after-school programs include
staff qualifications, small group sizes, more adults per child to encourage increased and meaningful interaction, and a variety of activities that stem from self-directed programming.
View of the Child:
All students are competent and capable of complex thinking, curious and rich in potential. Programming allows students to exercise choice and responds to individual interests.
Positive Interactions:
Programs support students in making connections with their peers and staff in structured and unstructured interactions, and provide opportunities for students to engage in independent activities. All Students, including students with differing abilities, feel valued, connected to others, and are able to make positive contributions to the group, community and natural world.
Developmentally Responsive:
All students are able to participate fully in ways that are most comfortable for them. Programs support physical and mental health and wellnes: and are rooted in an understanding of child development and the broader contexts within which this development is happening (e.g. local, social, cultural, economic).
Safe, Inclusive Spaces:
Programs establish and maintain positive, harassment/discrimination free environments for optimal participant growth so that students, each with differing abilities, interests and perspectives feel that their experiences and strengths are valued.
Ratios, staff, qualifications and supervision, active play, outdoor play, optional activities and programs, developmentally responsive spaces health and safety requirements, policies and procedures, safe arrival and dismissal policy, standard first aid and CPR, VSC, professional learning and development, liability insurance
Ministry of education BAS
- License child care centres
Licensed child care centres are regulated under the Child Care and Early Years Act, 2014.
Under the Act and its regulations, centres must meet a number of provincial standards including:
• Maximum group size and ratios for staff and children in care
• Staff qualifications
• Policies and procedures to support health, safety and wellbeing of children in care.
Guided by HDLH
Ministry of education BAS
- Third-party programs linkages to the school day
Transitions around the school day, Safe schools, programs offered off school premises
Ministry of education BAS
- Communication to parents
Posting information
School boards are required to provide the following information to parents and guardians in writing and posted on the school website before the start of each year
The fees for before and after school programs
The process and approach for determining sufficient demand and viability
• Schools that will and will not be offering a before and/or after school program
• Information on how to apply for financial assistance for before and after school programs
•Notice that if a third party program ceases to operate, the school board will ensure that another program will be available but the fees, days and times of operation may change
Ministry of education BAS
- Reporting to the ministry
Report all required information to the Ministry by the end of each school year
Schoolages shift away from perception and friendships related to…
Conservation. They are not focussed on how people work, and are looking at internal enduring qualities.
School ages are beginning to develop real friendships at about age ___/___
And are looking at more in her qualities 
8/9
Preschoolers based friendships on
Shared activities
Behaviours or physical features, focussed Friendship peaks at age 8 to 9 and then shifts to
psychological characteristics based
Male friendships tend to be more_______ than females
competitive
The age that people are most likely to change friends is age
21 to 25
What is relational aggression?
A goal to damage self-esteem or peer relationships
Seen in female friendships
Manipulation, exclusion, and gossip mongering is seen more in these friendships
Female friendships
Rejecting comments, ordering manipulation, challenging, defiance, physical, aggression, and control and competition is higher in these friendships
Male friendships
Popularity: liked is
Prosocial
Positive, supportive, non-punitive, and non-aggressive in interactions with other children.
Explains takes playmates views into consideration, takes turns in conversation
Regulate expression of strong emotions
Rejected children: disliked is
Antisocial
Aggressive, destructive, uncooperative, unable to control strong emotions, interrupt others often, less empathetic.
Views, ambiguous events, as aggressive and on purpose
Controversial is
Liked and disliked
Average is
Liked and disliked, but with less intensity
Neglected or..
Ignored
Popularity and rejection types of children
Popularity
rejected children
controversial
average
neglected or ignored
What type of child tends to be the bully because of lack of empathy?
Rejected child
SEL
Social, emotional learning
Self-esteem
Drops throughout elementary years
Evaluate self with variance between domains
Positive relationships of parents given a message of being valued
Set rules but discuss them
Proactive vs reactive *
Sel is
Socal and emotional learning (SEL) Is an Integral part of education and human development.
SEL is the process through which all young people and adults acquire and apply the knowledge, sklls, and attitudes to develop healthy Identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
SEL advances educational______ and excellence through ________school famlly-community partnerships to establish learning environments and experiences that feature trusting and__________ relationships, rigorous and meaningful_________ and instruetion, and ongoing
equity
authentic
collaborative
curriculum
Social and emotional learning
5 core competencies (parts of the circle)
Self-awareness, self management, social awareness, relationship, skills, responsible decision making
Self- Awareness is
The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts
Self Management is
The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations.
Responsible decision making is
The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations.
Relationship skills is
The abilities to establish and main- tain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.
Social awareness
The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, & contexts.
Benefits of SEL
There is a huge growing concern about children’s social and emotional development and mental health.
•Improvement in students’ social and emotional skills, attitudes, relationships, academic performance, and perceptions of classroom and school climate
• Long-term improvements in students’ skills, attitudes, prosocial behavior, and academic performance -11%
• Decline in students’ anxiety, behavior problems, and substance use
• Impact Is Long-Term and Global (18 years)
• 11:1 Return on Investment
• Improves Lifetime Outcomes
• Better predictor of future outcomes than standardized tests
SEL is the______ research-based approach to what is missing from traditional _______
proactive
education
The bully Version is by
Lea hirsch
The bully doc
(Google)
documents the lives of five students who face bullying on a daily basis in U.S. schools.
over 13 million American kids will be bullied at school, online, on the bus, at home, through their cell phones and on the streets of their towns, making it the most common form of violence young people in this country experience.
more than 160,000 kids across the country are absent because they’re afraid of being bullied-but for many districts it’s just one more problem that gets swept under the rug.
What are the 4 types of bullying?
Verbal
Physical
Emotional
Cyberbullying
Cyberbullying
verbal harassment & threats that occurs during online activities.
Bullied children are
Anxious, depressed, low self-esteem, have higher suicide rate
Cyberbullying causes
Feeling of fear, isolation and humiliation
Cyberbullying occurs in any combination of the following:
Flaming
cyber harassment
Denigration
Impersonation
Outing and trickery
Exclusion
Cyberstalking
• Flaming:
a brief heated exchange between two or more individuals.
• Example: Facebook comments
Cyber Harassment:
repetitive offensive messages sent to the target.
• Consistent attempts/ non-stop
• Denigration:
Sharing information about another person that is not true.
Used to isolate victim
Impersonation:
The perpetrator poses as the victim, by gaining access to his or her accounts, and bullies another person using their identity.
•Using another personsraccount to post terrible things
Outing and Trickery:
Revealing personal and sometimes embarrassing information with
others whom the information was never meant to be shared.
• Sharing secrets (blackmail kinda)
• Exclusion:
Refusal to let someone into the online group or kicking someone off of a buddy list.
Purposely not including somone
Cyberstalking:
Using electronic communications to stalk another person through re harassing and threatening communications.
o Snapchat Location
• Perpetrators
join in the bullying, escalate the harassment, or initiate new attacks on the target later.
• Bystanders
attempt to remain uninvolved in the situation, often by looking on silently or finding an excuse to walk away.
