The Whole Child

 It seems no matter how many times we read the beginning pages of the  kindergarten curriculum (http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html), there is always more richness to discover.  It lays out the image of children as competent, capable and able to drive a great deal of their own learning.  It also constantly weaves in the concept of educating and supporting the whole child - not simply one aspect.

The Ministry of Education describes kindergarten as a time to focus not only on a child's intellectual capacity, but also on a child's social-emotional and motor development (fine and gross motor).  In fact, the very first part of the kindergarten curriculum is the personal-social focus.  There is a strong message sent through the curriculum in that kindergarten is the only grade level that has this area of curriculum explicitly listed.

(Working on turn taking a cooperation with modelling and support from educators to scaffold.)

We are also required to report on and assess this area of learning.  Some of these expectations include taking turns, demonstrating how to make and keep friends, understanding diverse needs in our classroom and world and problem solving.  Where else will your child have the chance to put these skills to authentic use while working alongside twenty peers?  This is a challenge.  These skills are not add-ons, just a given or a way of escaping true learning.  In fact, these skills are truly the most important part of the entire kindergarten curriculum.  This is precisely why it is at the beginning of the document and precisely why you will see us sitting at discovery areas with children to support these skills along with all other areas of the curriculum.

(Children work together to solve problems during play while an adult carefully observes and steps in to support as needed.)

(Here children offer suggestions and discuss possible ways to solve a problem.  What might the children be saying to each other?  What problem solving skills can you see simply by observing this photo?  Their suggestions were truly unique and amazing.)

In addition to these aspects being a specific part of our curriculum, research has also shown that developing self-regulation skills are one of the greatest predictors of later academic success.  Offering choice is one pivotal strategy in building this skill, and so, you will see a great deal of choice in our program.

(Children sign up for snack (now using name tags) and work on self-regulation (and literacy!) as they wait their turn.  They also have the opportunity to eat throughout the day to regulate themselves so the are at their best for learning and interacting.)

The idea is that children have two years to work toward the curriculum expectations and these areas of focus are chosen based on child development.  The goal is that we meet each child where they are at in each program area, and move them forward with enough challenge that they are learning but not so much that they are frustrated and developing negative self-talk.

(One of our very few whole group times where ALL children are able to be challenged appropriately.  Some children work on focus and attention, others work on oral language development, others on higher order comprehension, and some on reading along with the story.)

(We approach small group activities in a playful way with a specific goal in mind for each group.  Not all groups are working on the same skill nor should they be.  Our focus is to engage and challenge our learners and to build the next logical steps for them in math and literacy.)

(Sometimes our goal in small groups is to assess where children are at in a hands-on manner and make plans for next steps for each child.  This group was so engaged with the literacy materials that we chose that many stayed for longer than small group time or carried the activity out the next day independently.)

(We take a similar approach with math small groups but often choose an area in math that does not naturally come out in play (patterning, graphing, 3D shapes, etc.).  We are able to move a great deal of learning forward directly within play (eg. measurement at block centre) but also need to explicit teach some skills directly.)

(Often we notice after exploring a focus in math and putting out playful materials at choice centres, children begin to connect their learning to the materials that are intentionally chosen.  Above, a child explores patterning at the art centre.)

Our goal in programming is not to simply check off the boxes of the curriculum one by one as we go.  Our goal is to give your children the richest, most beautiful, and deeply authentic experiences directly related to these expectations.  Our goal is to spend a great deal of time intentionally choosing the materials we put out in the classroom to inspire learning in specific areas.  We are not satisfied with anything less.  We believe in multiple opportunities to explore topics - within a planned small group, within sporadic small groups, while working in a whole group (very rarely unless all children are able to be challenged or needs met at the same time), and through playful centres in the classroom.

(Just a few of our carefully designed learning areas.  We take great care and joy in often shopping in thrift stores for beautiful and intriguing materials to inspire curiousity.)

(The materials in the classroom that are chosen intentionally can also act as teachers for the children.  In addition, children's peers are very powerful models for learning.)

These multiple opportunities are what allow children to deeply strengthen pathways in their brain and we know that children connect new learning to previous knowledge.  And what do children know best?  Play!  So when we combine learning and play, it becomes a powerful instructional method.  It also inspires children to fall head over heels in love with learning and this is certainly our goal.  And we can only imagine that your dream for your child is exactly the same.