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The feeling of belonging, in the widest sense, contributes to inner well-being, security, and identity. Children need to know that they are accepted for who they are. They should know that what they do can make a difference and that they can explore and try out new activities. …
Belonging and Contributing. Kindergarten Program Overview. In Ontario, the Kindergarten program is made up of four “frames”, or broad areas of learning: This frame captures children’s learning and development with respect to: their sense of connectedness to others;
Children's sense of belonging and contributing grows as they: interact with others in many contexts and for many purposes; learn about themselves and their culture; develop the ability to empathize and get along with other living things; begin to understand that all people share similar needs, feelings, and aspirations;
Belonging and Contributing – “Children learn how to communicate and understand the importance of relationships with others and with the environment around them. Children’s sense of connectedness to others, to their community and to the natural world is part of this area of learning and development. Children begin to develop their sense of ...
- ELEMENTARY SCHOOLS FOR THE TWENTY-FIRST CENTURY
- SUPPORTING CHILDREN’S WELL-BEING AND ABILITY TO LEARN
- PART 1: A PROGRAM TO SUPPORT LEARNING AND TEACHING IN KINDERGARTEN
- VISION, PURPOSE, AND GOALS
- FUNDAMENTAL PRINCIPLES OF PLAY-BASED LEARNING
- SUPPORTING A CONTINUUM OF LEARNING
- THE ORGANIZATION AND FEATURES OF THIS DOCUMENT
- 1.2 PLAY-BASED LEARNING IN A CULTURE OF INQUIRY
- How Do Children Learn through Play?
- EDUCATOR TEAM REFLECTIONS
- EDUCATOR TEAM REFLECTION
- PLAY-BASED LEARNING IN AN INQUIRY STANCE
- USING QUESTIONS TO PROMOTE INQUIRY AND EXTEND THINKING
- QUESTIONS TO GUIDE VIDEO VIEWING
- they intentionally and purposefully:
- As we observe and document, then review and analyse our documentation to determine next steps for a particular child’s or group of children’s learning, we ask ourselves questions such as the following:
- Literacy in an inquiry stance
- Mathematics in an inquiry stance
- EDUCATOR TEAM REFLECTION
- MISCONCEPTIONS about Play-Based Learning
- MISCONCEPTIONS about Learning and Teaching in an Inquiry Stance
- BEFORE THE CHILDREN ARRIVE IN THE CLASSROOM: SAMPLE STRATEGIES FROM EDUCATORS
- QUESTIONS FOR REFLECTION: HOW CAN WE INCORPORATE CONSIDERATIONS ABOUT SPACE AND TIME IN OUR LEARNING ENVIRONMENT DESIGN?
- THINKING ABOUT TIME AND SPACE
- THINKING ABOUT MATERIALS AND RESOURCES
- INSIDE THE CLASSROOM: A PROFESSIONAL LEARNING CONVERSATION ABOUT MATERIALS
- QUESTIONS FOR REFLECTION: HOW CAN WE MAXIMIZE THE EFFECTIVENESS OF MATERIALS AND RESOURCES IN OUR LEARNING ENVIRONMENT?
- CO-CONSTRUCTING THE LEARNING ENVIRONMENT
- QUESTIONS FOR REFLECTION: HOW CAN WE INCLUDE THE CHILDREN’S VOICE IN CO-CONSTRUCTING THE LEARNING ENVIRONMENT?
- QUESTIONS FOR REFLECTION: HOW DOES OUR LEARNING ENVIRONMENT REFLECT OUR BELIEFS ABOUT CHILDREN AND LEARNING?
- • Children learn through play and inquiry.
- LEARNING IN THE OUTDOORS
- QUESTIONS FOR REFLECTION: HOW CAN WE MAKE THE OUTDOORS PART OF THE LEARNING ENVIRONMENT?
- MISCONCEPTIONS about the Learning Environment:
- EDUCATOR TEAM REFLECTIONS
- EDUCATOR TEAM REFLECTION
- QUESTIONS FOR REFLECTION: PEDAGOGICAL DOCUMENTATION
- CO-CONSTRUCTING LEARNING WITH THE CHILDREN: ASSESSMENT FOR LEARNING AND ASSESSMENT AS LEARNING
- Assessment for Learning
- MAKING CONNECTIONS BETWEEN PREVIOUS AND NEW EXPERIENCES
- EDUCATOR TEAM REFLECTION
- EDUCATOR TEAM REFLECTION
- NOTICING AND NAMING THE LEARNING: THE LINK TO LEARNING GOALS AND SUCCESS CRITERIA
- QUESTIONS FOR REFLECTION: LEARNING GOALS AND SUCCESS CRITERIA
- MISCONCEPTIONS about Learning Goals and Success Criteria in Kindergarten
- CONSIDERATIONS IN ASSESSMENT OF LEARNING: CHILDREN’S DEMONSTRATION OF LEARNING
- QUESTIONS FOR REFLECTION: DETERMINING INFLUENCES ON CHILDREN’S DEMONSTRATION OF LEARNING
- PART 2: THINKING ABOUT LEARNING AND TEACHING IN THE FOUR FRAMES
- DESCRIPTION OF THE FRAME
- EMOTIONAL DEVELOPMENT THROUGH RELATIONSHIPS
- LAYING THE FOUNDATIONS FOR CITIZENSHIP AND ENVIRONMENTAL STEWARDSHIP
- SUPPORTING CHILDREN’S SENSE OF BELONGING AND CONTRIBUTING THROUGH COLLABORATION, EMPATHY, AND INCLUSIVENESS
- EDUCATOR TEAM REFLECTION
- DEVELOPING A SENSE OF BELONGING AND CONTRIBUTING THROUGH THE ARTS
- EDUCATOR TEAM REFLECTION
- QUESTIONS FOR REFLECTION: BELONGING AND CONTRIBUTING
- DESCRIPTION OF THE FRAME
- EDUCATOR TEAM REFLECTIONS
- MISCONCEPTIONS about Self-Regulation
- EDUCATOR TEAM REFLECTION
- QUESTIONS FOR REFLECTION: HOW DOES THE LEARNING ENVIRONMENT SUPPORT THE DEVELOPMENT OF SELF-REGULATION?
- THE ROLE OF MENTAL HEALTH
- EDUCATOR TEAM REFLECTIONS
- QUESTIONS FOR REFLECTION: IN WHAT WAYS DO WE SUPPORT CHILDREN AND THEIR FAMILIES IN FURTHERING THEIR OWN AND OTHERS’ WELL-BEING?
- DESCRIPTION OF THE FRAME
- QUESTION FOR REFLECTION: HOW DOES THE LEARNING ENVIRONMENT ENHANCE CHILDREN’S ABILITY TO COMMUNICATE?
- CHILDREN’S PRIOR ENGAGEMENT WITH LITERACY OUTSIDE THE SCHOOL
- SUPPORTING THE DEVELOPMENT OF LITERACY BEHAVIOURS
- EDUCATOR TEAM REFLECTION
- LITERACY LEARNING THROUGHOUT THE DAY
- Making Decisions on Level of Support
- EDUCATOR TEAM REFLECTION
- LITERACY AND THE LEARNING ENVIRONMENT
- QUESTIONS FOR REFLECTION: HOW CAN/DOES THE LEARNING ENVIRONMENT CONTRIBUTE TO CHILDREN’S LITERACY?
- QUESTIONS FOR REFLECTION: HOW CAN WE USE THE OUTDOORS TO ENHANCE LITERACY LEARNING?
- EDUCATOR TEAM REFLECTION
- SUPPORTING THE DEVELOPMENT OF MATHEMATICS BEHAVIOURS
- Some Developmental Aspects of Learning Mathematics: What Children Might Be Saying, Doing, and Representing
- The Mathematical Processes for Early Learners
- Understanding the Importance of Connecting Mathematics to Relevant Contexts
- EDUCATOR TEAM REFLECTION
- MATHEMATICS LEARNING THROUGHOUT THE DAY
- EDUCATOR TEAM REFLECTION
- DESCRIPTION OF THE FRAME
- QUESTIONS FOR REFLECTION: HOW DOES THE LEARNING ENVIRONMENT SUPPORT THE DEVELOPMENT OF CHILDREN’S PROBLEM-SOLVING AND INNOVATING CAPACITIES?
- In the blocks area:
- In the dramatic play area:
- EDUCATOR TEAM REFLECTION
- PART 3: THE PROGRAM IN CONTEXT
- A FLEXIBLE APPROACH TO LEARNING: THE FLOW OF THE DAY
- QUESTIONS FOR REFLECTION
- SUPPORTING TRANSITIONS
- Ontario Early Years Policy Framework (2013) How Does Learning Happen? (2014) The Early Learning Framework website
- Supporting English Language Learners in Kindergarten: A Practical Guide for Ontario Educators (2007), pp. 33–38
- ENGLISH LANGUAGE LEARNERS
- Canadian-Born English Language Learners
- Newcomers from Other Countries
- EQUITY AND INCLUSIVE EDUCATION IN KINDERGARTEN
- HEALTHY RELATIONSHIPS AND KINDERGARTEN
- ENVIRONMENTAL EDUCATION
- THE ROLE OF THE ARTS IN KINDERGARTEN
- THE ROLE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
- THE ROLE OF THE SCHOOL LIBRARY IN KINDERGARTEN PROGRAMS
- HEALTH AND SAFETY IN KINDERGARTEN
- CHILDREN
- INVITING PARENT AND FAMILY INVOLVEMENT
- EDUCATORS
- PRINCIPALS
- THE LOCAL COMMUNITY
- CONCEPTUAL UNDERSTANDINGS
- Ways in Which Children Might Demonstrate Their Learning
- Saying
- Doing
- Representing
- The Educators’ Intentional Interactions
- Responding
- Challenging
- Extending
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- INSIDE THE CLASSROOM: REFLECTIONS ON PRACTICE
- EXAMPLE 1: Hula Hoops
- RETHINK
- REFLECT
- EXAMPLE 2: Mixing Sand and Water
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- EXAMPLE 1: The Old Lady Who Swallowed a Fly
- RETHINK
- STRATEGIES FOR SUPPORTING COMMUNICATION
- EXAMPLE 2: Ice Fishing
- QUESTIONS FOR REFLECTION: WHAT ARE THE CHILDREN LEARNING?
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- Making Thinking and Learning Visible – Where both children and educators are observers and inquirers
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- As children progress through the Kindergarten program, they:
- APPENDIX: OVERALL EXPECTATIONS WITH RELATED SPECIFIC EXPECTATIONS
Ontario elementary schools strive to support high-quality learning while giving every child the opportunity to learn in the way that is best suited to the child’s individual strengths and needs. The Kindergarten program is designed to help every child reach his or her full potential through a program of learning that is coherent, relevant, and age ...
Promoting the healthy development of all children and students, as well as enabling all children and students to reach their full potential, is a priority for educators across Ontario. Children’s health and well-being contribute to their ability to learn, and that learning in turn contributes to their overall well-being. Educators play an important...
Part 1 outlines the philosophy and key elements of the Kindergarten program, focusing on the following: learning through relationships; play-based learning in a culture of inquiry; the role of the learning environment; and assessment for, as, and of learning through the use of pedagogical documentation, which makes children’s thinking and learnin...
The Kindergarten program is a child-centred, developmentally appropriate, integrated program of learning for four- and five-year-old children. The purpose of the program is to establish a strong foundation for learning in the early years, and to do so in a safe and caring, play-based environment that promotes the physical, social, emotional, and co...
Global conversations and perspectives on learning from various fields – neuroscience, developmental and social psychology, economics, medical research, education, and early childhood studies – confirm that, among the pedagogical approaches described above, play-based learning emerges as a focal point, with proven benefits for learning among childre...
The Ontario Early Years Policy Framework envisages early years curriculum development that helps children make smooth transitions from early childhood programs to Kindergarten, the primary grades, and beyond. All of the elements discussed above – a common view of children as competent and capable; coherence across pedagogical approaches; a shared u...
This document is organized in four parts: Part 1 outlines the philosophy and key elements of the Kindergarten program, focusing on the following: learning through relationships; play-based learning in a culture of inquiry; the role of the learning environment; and assessment for, as, and of learning through the use of pedagogical documentation, whi...
Children are constantly engaged in making meaning of their world and in sharing their perceptions. Play is an optimal context for enabling children to work out their ideas and theories and use what they already know to deepen their understanding and further their learning. Innately curious, children explore, manipulate, build, create, wonder, and a...
In its “Statement on Play-Based Learning”, the Council of Ministers of Education, Canada (CMEC), recognizes the educational value of play as follows: The benefits of play are recognized by the scientific community. There is now evidence that neural pathways in children’s brains are influenced by and advanced in their development through the explor...
It was important for our educator teams to understand and express our beliefs and have courageous conversations about play-based learning. Even though we all believed that play was important, there was a range of opinion as to what it meant. Some of us had training that said: When children are at play, adults should be “hands off”. Others had exper...
I was uncertain of my role in the children’s play − I thought it was my role to set up play activities and then supervise and react, but I worried that I might take over the play if I interacted with the children. Now, we are learning about documentation and figuring out our role. We find time in the day − and have made it a priority − to study ...
As noted above, educators in a Kindergarten classroom adopt an inquiry stance – a mindset of questioning and wondering – alongside the children, to support their learning as they exercise their natural curiosity. In addition to joining the children in inquiry, educators, as “classroom researchers”, wonder and ask questions about the children and t...
In response to children’s questions and ideas, educators pose questions such as: What do you think? What would happen if ...? I wonder why your measurement is different from Jasmine’s? How are you getting water from one container to another? How could you show your idea? How can we find out if your idea works? I wonder if we could make our own marb...
What could the conversation be while watching the video (e.g., recalling a moment when you have rethought some aspect of your program)? How did the learning change when the educators trusted their judgement and rethought their intervention? The following chart outlines the elements of the inquiry process in the Kindergarten classroom, describing th...
listen, observe, document, analyse documentation, considering a range of possible meanings and perspectives and making connections to the overall expectations, and provide feedback through questions and prompts that effectively extend thinking and learning. Educators strive to internalize the overall expectations, reviewing the conceptual understa...
How can we find out what this child might be thinking? Why have we chosen this learning for this child at this time in this context? How is this child constructing knowledge with other children? In what ways does the child participate and contribute? (continued) How is this child’s approach to a problem different now from what it was earlier? How d...
How are the children using letters in their play? What do they know about their names? How do they approach text in a book? How do they respond to text that they see in the environment? How do they use language when they negotiate, debate, describe, order, count, predict, make suppositions, or theorize? How do they use drawing and/or writing (graph...
How do the children reveal their knowledge and thinking about quantity relationships? What does the way they use materials/manipulatives reveal about their mathematical thinking? How do they think about measurement and about the ways we use it in various familiar contexts? How do they reveal their thinking about measurement? What do they think abou...
At a recent professional learning session, I began to feel uncomfortable about how closely one of the planning models we were asked to critique aligned with the plans I had been using for several years. As our group began to reflect, we wondered if the way we had always planned made sense from the children’s point of view. I reflected that I had of...
That play-based learning that “follows the children’s lead” means that the educators do not take an active role in designing children’s learning experiences as they collaborate with them in play or that they do not intentionally and purposefully inject planned opportunities for challenging and extending children’s thinking and learning That play ha...
That the educators listen for every topic the children are interested in and use each one as a topic of inquiry, or that they pursue all of the fleeting and ever-changing interests of the children (continued) That inquiry should begin with or be limited to topics found in non-fiction texts That the educators’ role is to pick a broad topic (e.g., fo...
Take photographs of the room before making changes to support learning. Set the room up for learning. Arrange the tables to accommodate small groups, in various places around the classroom, rather than in cafeteria-style rows. Consider the space from a child’s perspective. What do the children see from their height? Create areas for different kinds...
In what ways can we: organize spaces to make them “dynamic” – that is, to ensure that they can be changed quickly and easily to meet children’s varying needs, and their changes in focus, through the course of the day? organize and use the space creatively, efficiently, and flexibly to accommodate multiple purposes, such as brief large-group meetin...
Kindergarten educators carefully consider how the use of time and space affects the children’s learning. At the beginning of the year, the educators work collaboratively to set the classroom up for learning and to plan the “flow of the day”. They work around daily school schedules (e.g., times for gym, lunch, recess, and library) in order to provid...
As the Kindergarten program gets under way, the educators observe the children’s behaviour and make adjustments in response to what they see. They consider how materials and resources – their availability, quantity, and arrangement – affect the children’s play. They take into account each child’s individual perspective – based, for example, on the ...
The term “learning environment” encompasses many things – the layout of the space, the appearance and “feel” of the space, and the materials that are used by the children. The following scenario illustrates how, in contrast to the traditional practice of providing as many different learning materials as possible, using a smaller, intentional sele...
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
In this chart, the four “frames” in the Kindergarten program are represented by the four columns on the right, as follows:
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Positive experiences in early childhood set the foundation for lifelong learning, behaviour, health, and well-being. Partnerships with families and communities are essential. Respect for diversity, equity, and inclusion is vital. An intentional, planned program supports learning.
Jun 21, 2021 · While a lack of belonging is the challenge, especially for people of color, building it is a crucial strategy for healing — and for galvanizing support of all DE&I work.
