INTRODUCTION TO PREKINDERGARTEN

Welcome Powerpoint content: Background to Prekindergarten Before you proceed please have the following items with you: Better Beginnings, Better Futures, Play and Exploration: Early Learning Program Guide, Essential Learning Experiences and Family Engagement in Prekindergarten

Who We Are Early Years Branch Early Learning and Child Care Service Delivery Early Childhood Program, Policy and Design Early Learning and Evaluation Integration and Community Programs

BACKGROUND INFORMATION Prekindergarten is a targeted early intervention program for 3 and 4 year olds Began in in 26 Community Schools Built upon existing initiatives and research Collaboration with school divisions Currently 316 programs

Focus of Prekindergarten Social development and self-esteem Educational growth and school success Language development Family engagement

Foundations of Prekindergarten Developmentally and culturally appropriate Holistic development Play-based Child-centred Responsive, caring learning environment

TEAM WORK IN PREKINDERGARTEN Team approach important to success of the program Collaborative working relationships are a strong predictor of high quality early learning programs.

Effective Prekindergarten Team Teacher Role Teacher and PreK Associate Prekindergarten Associate Selection process Home visits Developmentally appropriate Co-planning Documentation Relationships Observations Conversation Play partner Professional learning Adult child ratio 1 to 8 Co-planning Documentation Interactions for oral language development

Role of Prekindergarten Teacher Selection process Home visits Developing relationships and partnerships Observation, documentation and assessment Understanding of holistic development Commitment to professional growth and development

Role of the Prekindergarten Associate Participate in team approach with teacher Maintain 1 adult to 8 children ratio Support oral language development Partner in play experiences Develop relationships with children, families and community

Relationships Relationships cannot be developed in a vacuum; we have to relate to each other about something – something that matters to the participants in the relationship. The content of our relationship with children should not be mainly about rules, regulations and conduct, but about their increasing knowledge and developing understandings of those things within and around them worth knowing more about and understanding more deeply, more fully, and more accurately. -Lillian Katz

Annual Prekindergarten Reports Completed by the teacher in June Valuable information Each program needs a report On-line format now available

Documents for Prekindergarten Better Beginnings: Better Futures (2008) Play and Exploration: Early Learning Program Guide Essential Learning Experiences Family Engagement in Prekindergarten Core Learning Resources for Prekindergarten and Kindergarten (2009) and (2011) Website:

KEY PRINCIPLES Child-Centred/ Family Focused Cooperation and Shared Responsibility Equity and Respect for Diversity Preventive, Responsive & Holistic Continuous Learning Accountability

Early Learning Environment Environments have the power to shape the learning that takes place. Environments affect children’s physical, social- emotional, intellectual and spiritual development Create a sense of belonging

Early Learning Environments Child sized Welcome children and families Invite exploration and investigation Places for individual, small and large group gatherings Indoor and outdoor spaces Experiential centres Choices available and props/materials accessible

Family Engagement “The evidence is consistent, positive and convincing: families have a major influence on their children’s achievement in school and through life…when schools and families work together to support learning, children tend to do better in school, stay in school longer, and like school more.” (Henderson & Mapp, 2007)

Family Engagement Home visits Open door policy Welcoming environment Pictures reflect children and families Events have genuine value

Community Partnerships Selection committee KidsFirst Professionals – speech and language, occupational therapy, psychologists Post secondary field placements Health – immunization, dental services Library Churches and service clubs

Clarification Access to second-level services: SLP, OT, ED Psych Home Visits Transportation Family Engagement Prekindergarten Program Promotion

Play and Exploration Vision Children and their Learning Experiences Children and their Relationships Children and their Environment

Play and Exploration cont’d Principles of Early Learning Children as Competent Learners Holistic Development and Learning Strong Positive Relationships Stimulating and Dynamic Environments

Quality in Action QUALITY IN ACTION Adults contribute to play by: modeling oral language and emergent literacy providing props and resources to enrich the play observing children’s play to assess social and cognitive growth negotiating with children where the play will progress and what materials or props are needed for the next steps

Educator Participation Reflection and Decision Making How do I… respond to the vision? currently demonstrate the four major principles in my program? Action What will I do… to include the vision and principles of early learning into my program? Evaluation How will I know… that the vision and principles are evident in my program?

Essential Learning Experiences

How do the Essential Learning Experiences connect with Play and Exploration? Play and Exploration Children as Competent Learners Holistic Development and Learning Strong Positive Relationships Stimulating and Dynamic Environments Essential Learning Experiences Actualizing the principles of Play and Exploration Use holistic development to organize experiences for children and identify the educator’s role in providing the opportunities. Physical IntellectualSpiritual Social Emotional

The ELE and Holistic Development Page 2

Into Practice Booklets Supplementary web-based resource documents Offer additional background information Ideas for implementation Currently available: – Leading for Change – Creating Early Learning Environments – Play and Exploration for Infants and Toddlers – Essential Learning Experiences Available on the website:

Professional Development Workshops – Play and Exploration Phase I available on-line Introduction to the Guide – Play and Exploration Phase II How Young Children Learn Responding to Children’s Interests Early Learning Site Visits

Prekindergarten Successes Increasing verbal and social skills Watching children gain confidence as learners Building relationships: – teacher/child – teacher/prekindergarten associate/school staff – child/child – Teacher to family – Family to teacher/associate

Ministry of Education Program Analysts North and South Regions: Twyla Mensch Central Region Kathryn Cooper Inclusion/Social-Emotional Development Debbie Thompson Kindergarten Supports Michelle Gray