problem solving kindergarten ontario

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1.1 Introduction

Vision, purpose, and goals.

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 cognitive development of all children.

The primary goals of the Kindergarten program are:

• 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 tomorrow.

The Kindergarten program reflects the belief that four- and five-year-olds are capable and competent learners, full of potential and ready to take ownership of their learning. It approaches children as unique individuals who live and learn within families and communities. Based on these beliefs, and with knowledge gained from research and proven in practice, the Kindergarten program:

• 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;
• self-regulation;
• health, well-being, and a sense of security;
• emotional and social competence;
• curiosity, creativity, and confidence in learning;
• respect for diversity;
• supports engagement and ongoing dialogue with families about their children's learning and development.

The vision and goals of the Kindergarten program align with and support the goals for education set out in Achieving Excellence: A Renewed Vision for Education in Ontario (2014) – achieving excellence, ensuring equity, promoting well-being, and enhancing public confidence.

The importance of early learning

[Early childhood is] a period of momentous significance … By the time this period is over, children will have formed conceptions of themselves as social beings, as thinkers, and as language users, and they will have reached certain important decisions about their own abilities and their own worth. (Donaldson, Grieve, & Pratt, 1983, p. 1)

Evidence from diverse fields of study tells us that children grow in programs where adults are caring and responsive. Children succeed in programs that focus on active learning through exploration, play, and inquiry. Children thrive in programs where they and their families are valued as active participants and contributors. From How Does Learning Happen? (Ontario Ministry of Education, 2014c, p. 4)

Early childhood is a critical period in children's learning and development. Early experiences, particularly to the age of five, are known to "affect the quality of [brain] architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow" (Center on the Developing Child at Harvard University, 2007).

Children arrive in Kindergarten as unique individuals shaped by their particular cultural and social background, socio-economic status, personal capabilities, and day-to-day experiences, and at different stages of development. All of these factors influence their ability to reach their full potential. Experiences during the early years strongly influence their future physical, mental, and emotional health, and their ability to learn.

For these reasons, children's early experiences at school are of paramount importance. Quality early-learning experiences have the potential to improve children's overall health and well-being for a lifetime. By creating, fostering, and sustaining learning environments that are caring, safe, inclusive, and accepting, educators can promote the resilience and overall well-being of children. The cognitive abilities, skills, and habits of mind that characterize lifelong learners have their foundation in the critical early years.

In addition, it is essential for programs to provide a variety of learning opportunities and experiences based on assessment information that reveals what the children know, what they think and wonder about, where they are in their learning, and where they need to go next. Assessment that informs a pedagogical approach suited to each child's particular strengths, interests, and needs will promote the child's learning and overall development.

The importance of early experiences for a child's growth and development is recognized in the design of The Kindergarten Program, which starts with the understanding that all children's learning and development occur in the context of relationships – with other children, parents and other family members, educators, and the broader environment.

Figure 1. Learning and development happen within the context of relationships among children, families, educators, and their environments.

A shared understanding of children, families, and educators

The understanding that children, families, and educators share about themselves and each other, and about the roles they play in children's learning, has a profound impact on what happens in the Kindergarten classroom. footnote 1 [1] The view of children, families, and educators provided in the following descriptions is at the heart of Ontario's approach to pedagogy for the early years. When educators in early years and Kindergarten programs reflect on and come to share these perspectives, and when they work towards greater consistency in pedagogical approach, they help strengthen and transform programs for children across the province.

All children are competent, capable of complex thinking, curious, and rich in potential and experience. They grow up in families with diverse social, cultural, and linguistic perspectives. Every child should feel that he or she belongs, is a valuable contributor to his or her surroundings, and deserves the opportunity to succeed. When we recognize children as competent, capable, and curious, we are more likely to deliver programs that value and build on their strengths and abilities.

Families are composed of individuals who are competent and capable, curious, and rich in experience. Families love their children and want the best for them. Families are experts on their children. They are the first and most powerful influence on children's learning, development, health, and well-being. Families bring diverse social, cultural, and linguistic perspectives. Families should feel that they belong, are valuable contributors to their children's learning, and deserve to be engaged in a meaningful way.

Educators are competent and capable, curious, and rich in experience. They are knowledgeable, caring, reflective, and resourceful professionals. They bring diverse social, cultural, and linguistic perspectives. They collaborate with others to create engaging environments and experiences to foster children's learning and development. Educators are lifelong learners. They take responsibility for their own learning and make decisions about ways to integrate knowledge from theory, research, their own experience, and their understanding of the individual children and families they work with. Every educator should feel he or she belongs, is a valuable contributor, and deserves the opportunity to engage in meaningful work.

The Kindergarten Program flows from these perspectives, outlining a pedagogy that expands on what we know about child development and invites educators to consider a more complex view of children and the contexts in which they learn and make sense of the world around them. This approach may require, for some, a shift in mindset and habits. It may prompt a rethinking of theories and practices – a change in what we pay attention to; in the conversations that we have with children, families, and colleagues; and in how we plan and prepare.

The manner in which we interact with children is influenced by the beliefs we hold. To move into the role of co-learner, educators must acknowledge the reciprocal relationship they are entering: the child has something to teach us, and we are engaged in a learning journey together, taking turns to lead and question and grow as we encounter new and interesting ideas and experiences. The view of the child presented above recognizes the experiences, curiosities, capabilities, competencies, and interests of all learners.

Pedagogy and programs based on a view of children as competent and capable

Pedagogy is defined as the understanding of how learning happens and the philosophy and practice that support that understanding of learning. (Ontario Ministry of Education, 2007, p. 90)

When educators view children as competent and capable, the learning program becomes a place of wonder, excitement, and joy for both the child and the educator. (Saskatchewan Ministry of Education, 2008, p. 9)

Educators' beliefs about children are foundational to sound pedagogy and a high-quality learning program. Over the years, the image of children has evolved, and the cultural view – the one that is "shaped by the values and beliefs about what childhood should be at the time and place in which we live" (Fraser, 2012, p. 20) – has shifted. When educators believed that children were "empty vessels to be filled", programs could be too didactic, centred on the educator and reliant on rote learning, or they involved minimal interaction between children and educators; in either case, they risked restricting rather than promoting learning.

When programs are founded on the image of the child presented above and when educators apply knowledge and learning gained through external and classroom research, early learning programs in Ontario, including Kindergarten programs, can establish a strong foundation for learning and create a learning environment that allows all children to grow and to learn in their unique, individual ways.

Pedagogical approaches

The pedagogical approaches that work best for young children are similar to strategies that work for learners of all ages, from infancy to adulthood. Evidence from research and practice shows that these approaches are the most effective ways to nurture and support learning and development among both children and adult learners.

• Responsive relationships – Evidence from research and practice shows that positive interactions between teacher and student are the most important factor in improving learning (Hattie, 2008). An awareness of being valued and respected – of being seen as competent and capable – by the educator builds children's sense of self and belonging and contributes to their well-being, enabling them to be more engaged in learning and to feel more comfortable in expressing their thoughts and ideas.
• Learning through exploration, play, and inquiry – As children learn through play and inquiry, they develop – and have the opportunity to practise every day – many of the skills and competencies that they will need in order to thrive in the future, including the ability to engage in innovative and complex problem-solving and critical and creative thinking; to work collaboratively with others; and to take what is learned and apply it in new situations in a constantly changing world. (See the "Fundamental Principles of Play-Based Learning" in the following section, and Chapter 1.2, "Play-Based Learning in a Culture of Inquiry" . )
• Educators as co-learners – Educators today are moving from the role of "lead knower" to that of "lead learner" (Katz & Dack, 2012, p. 46). In this role, educators are able to learn more about the children as they learn with them and from them.
• Environment as third teacher – The learning environment comprises not only the physical space and materials but also the social environment, the way in which time, space, and materials are used, and the ways in which elements such as sound and lighting influence the senses. (See Chapter 1.3, "The Learning Environment" .)
• Pedagogical documentation – The process of gathering and analysing evidence of learning to "make thinking and learning visible" provides the foundation for assessment for , as , and of learning. (See Chapter 1.4, "Assessment and Learning in Kindergarten: Making Children's Thinking and Learning Visible" .)
• Reflective practice and collaborative inquiry – Educators develop and expand their practice by reflecting independently and with other educators, children, and children's families about the children's growth and learning.

These pedagogical approaches, outlined in How Does Learning Happen?, are central to the discussion in Part 1 of this document. Throughout the document, they are understood to be foundational to teaching that supports learning in Kindergarten and beyond.

Fundamental principles of play-based learning

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 children of all ages, and indeed among adolescent and adult learners. The following fundamental principles have been developed to capture the recurring themes in the research on beneficial pedagogical approaches, from the perspective of play-based learning.

• The United Nations Convention on the Rights of the Child recognizes "the right of the child … to engage in play … appropriate to the age of the child" and "to participate freely in cultural life and the arts". footnote 2 [2]
• Play is essential to the development of children's cognitive, physical, social, and emotional well-being. The Association for Childhood Education International (ACEI) recognizes play as necessary for all children and critical to children's optimal growth, learning, and development from infancy to adolescence. footnote 3 [3]
• Educators recognize the benefits of play for learning and engage in children's play with respect for the children's ideas and thoughtful attention to their choices.
• In play-based learning, educators honour every child's views, ideas, and theories; imagination and creativity; and interests and experiences, including the experience of assuming new identities in the course of learning ( e.g. , "I am a writer!"; "I am a dancer!").
• The child is seen as an active collaborator and contributor in the process of learning. Together, educators and learners plan, negotiate, reflect on, and construct the learning experience.
• Educators honour the diversity of social, cultural, and linguistic backgrounds represented among the children in the classroom, and take each child's background and experiences into account when interpreting and responding to the child's ideas and choices in play.
• Play and inquiry engage, challenge, and energize children, promoting an active, alert, and focused state of mind that is conducive to learning.
• Children's choices in play are the best starting points for the co-construction of learning with the child.
• questioning;
• provoking; footnote 4 [4]
• providing descriptive feedback;
• engaging in reciprocal communication and sustained conversations;
• providing explicit instruction at the moments and in the contexts when it is most likely to move a child or group of children forward in their learning.
• A learning environment that is safe and welcoming supports children's well-being and ability to learn by promoting the development of individual identity and by ensuring equity footnote 5 [5] and a sense of belonging for all.
• Both in the classroom and out of doors, the learning environment allows for the flexible and creative use of time, space, and materials in order to respond to children's interests and needs, provide for choice and challenge, and support differentiated and personalized instruction and assessment.
• The learning environment is constructed collaboratively and through negotiation by children and educators, with contributions from family and community members. It evolves over time in response to children's developing strengths, interests, and abilities.
• A learning environment that inspires joy, awe, and wonder promotes learning.
• In play-based learning, educators, children, and family members collaborate in ongoing assessment for and as learning to support children's learning and their cognitive, physical, social, and emotional development.
• Assessment in play-based learning involves "making thinking and learning visible" by documenting and reflecting on what the child says, does, and represents in play and inquiry.

The four frames of the Kindergarten program

In the Kindergarten program, four "frames", or broad areas of learning, are used to structure thinking about learning and assessment. footnote 6 [6] The frames – Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours, and Problem Solving and Innovating – are designed to support an approach that aligns with the way children's learning naturally occurs and that focuses on aspects of learning that are critical to young children's development. The frames reflect the integrated way in which learning occurs during children's play and inquiry in Kindergarten.

The four frames align with the four foundational conditions needed for children to grow and flourish – Belonging , Well-Being , Expression , and Engagement . These foundations, or ways of being , are central to the pedagogy outlined in the early learning resource How Does Learning Happen? They are conditions that children naturally seek for themselves, and they apply regardless of age, ability, culture, language, geography, or setting.

Figure 2. The four frames of Kindergarten (outer circle) grow out of the four foundations for learning and development set out in the early learning curriculum framework (inner circle). The foundations are essential to children's learning in Kindergarten and beyond . The frames encompass areas of learning for which four- and five-year-olds are developmentally ready.

The four Kindergarten frames grow out of the four foundations for learning and development. The Kindergarten frames are defined more specifically to reflect the developmental and learning needs of children in Kindergarten and beyond.

The overall expectations ( OEs ) of the Kindergarten program are connected with the four frames (see The Overall Expectations, by Frame ). An expectation is associated with the frame that encompasses the aspects of learning and development to which that expectation most closely relates. An expectation that addresses more than one aspect of learning may be connected with more than one frame footnote 7 [7] . (Two of the overall expectations – OE 1 and OE 22 – are associated with all four frames, because they relate to all aspects of learning. For example, OE 1 describes the ability to communicate ideas and emotions in various verbal and non-verbal ways, which is fundamental to all learning.) The grouping of expectations within particular frames also indicates a relationship between and among those expectations.

The four frames may be described as follows:

Belonging and contributing

This frame encompasses children's learning and development with respect to:

• their sense of connectedness to others;
• their relationships with others, and their contributions as part of a group, a community, and the natural world;
• their understanding of relationships and community, and of the ways in which people contribute to the world around them.

The learning encompassed by this frame also relates to children's early development of the attributes and attitudes that inform citizenship, through their sense of personal connectedness to various communities.

Self-regulation and well-being

• their own thinking and feelings, and their recognition of and respect for differences in the thinking and feelings of others;
• regulating their emotions, adapting to distractions, and assessing consequences of actions in a way that enables them to engage in learning;
• their physical and mental health and wellness.

In connection with this frame, it is important for educators to consider:

• the interrelatedness of children's self-awareness, sense of self, and ability to self-regulate;
• the role of the learning environment in helping children to be calm, focused, and alert so they are better able to learn.

What children learn in connection with this frame allows them to focus, to learn, to respect themselves and others, and to promote well-being in themselves and others.

Demonstrating literacy and mathematics behaviours

• communicating thoughts and feelings – through gestures, physical movements, words, symbols, and representations, as well as through the use of a variety of materials;
• literacy behaviours, evident in the various ways they use language, images, and materials to express and think critically about ideas and emotions, as they listen and speak, view and represent, and begin to read and write;
• mathematics behaviours, evident in the various ways they use concepts of number and pattern during play and inquiry; access, manage, create, and evaluate information; and experience an emergent understanding of mathematical relationships, concepts, skills, and processes;
• an active engagement in learning and a developing love of learning, which can instil the habit of learning for life.

What children learn in connection with this frame develops their capacity to think critically, to understand and respect many different perspectives, and to process various kinds of information.

Problem solving and innovating

• exploring the world through natural curiosity, in ways that engage the mind, the senses, and the body;
• making meaning of their world by asking questions, testing theories, solving problems, and engaging in creative and analytical thinking;
• the innovative ways of thinking about and doing things that arise naturally with an active curiosity, and applying those ideas in relationships with others, with materials, and with the environment.

The learning encompassed by this frame supports collaborative problem solving and bringing innovative ideas to relationships with others.

In connection with this frame, it is important for educators to consider the importance of problem solving in all contexts – not only in the context of mathematics – so that children will develop the habit of applying creative, analytical, and critical thinking skills in all aspects of their lives.

What children learn in connection with all four frames lays the foundation for developing traits and attitudes they will need to become active, contributing, responsible citizens and healthy, engaged individuals who take responsibility for their own and others' well-being.

Supporting a continuum of learning

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 understanding of the foundations for learning and development, leading into the four frames of the Kindergarten program; and the fundamental principles of play-based learning – contribute to creating more seamless programs for children, families, and all learners, along a continuum of learning and development.

The vision of the continuum is illustrated in How Does Learning Happen? (p. 14). That graphic is adapted here to depict the continuum from the perspective of Kindergarten.

Figure 3. Pedagogical approaches that support learning are shared across settings to create a continuum of learning for children from infancy to age six, and beyond.

The organization and features of this document

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, which makes children's thinking and learning visible to the child, the other children, and the family.
• Part 2 comprises four chapters, each focused on "thinking about" one of the four Kindergarten frames. Each chapter explores the research that supports the learning focus of the frame for children in Kindergarten, outlines effective pedagogical approaches relevant to the frame, and provides tools for reflection to help educators develop a deeper understanding of learning and teaching in the frame.
• Part 3 focuses on important considerations that educators in Kindergarten take into account as they build their programs, and on the connections and relationships that are necessary to ensure a successful Kindergarten program that benefits all children.
• Part 4 sets out the learning expectations for the Kindergarten program and provides tools for supporting educators' professional learning and reflection. The list of the overall expectations , indicating the frame or frames to which each expectation is connected, is presented in Chapter 4.2. Chapters 4.3 through 4.6 set out the overall expectations and conceptual understandings by frame , along with "expectation charts" for each frame. The expectation charts provide information and examples to illustrate how educators and children interact to make thinking and learning visible in connection with the specific expectations that are relevant to the particular frame.
• The appendix is a chart that lists all of the overall expectations, with their related specific expectations, and indicates the frame(s) with which each expectation is associated.

The document is designed to guide educators as they adopt the pedagogical approaches that will help the children in their classrooms learn and grow. It recognizes the transformational nature of these approaches, as well as the benefits of collaborative reflection and inquiry in making the transition from more traditional pedagogies and program planning approaches. To support and inspire educators as they reflect on and rethink traditional beliefs and practices and apply new ideas from research and proven practice, this document offers a variety of special features:

• Educator Team Reflections and Inside the Classroom: Reflections on Practice – Reflections and scenarios provided by educators from across Ontario, reflecting situations that arose in their own classrooms during the implementation of Kindergarten.
• Professional Learning Conversations – Interspersed throughout the expectation charts in Part 4 and focused on learning in relation to the overall and specific expectations, these conversations illustrate pedagogical insights gained through collaborative professional learning among educators across Ontario.
• Questions for Reflection – Questions designed to stimulate reflection and conversation about key elements and considerations related to the Kindergarten program.
• Misconceptions – Lists of the common misconceptions that abound about children's learning through play and inquiry and that are addressed throughout the chapters of this document.
• Links to Resources – Active links to electronic resources, including videos and web postings, that illustrate pedagogical approaches discussed in the text.
• Internal Links – Active links to related sections or items within The Kindergarten Program .
• footnote [1] Back to paragraph ^ This section is adapted from How Does Learning Happen? (Ontario Ministry of Education, 2014c).
• footnote [2] Back to paragraph ^ United Nations Human Rights Office of the High Commissioner, Article 31,“Convention on the Rights of the Child” (Entry into force 2 September 1990).
• footnote [3] Back to paragraph ^ J.P. Isenberg and N. Quisenberry, “A Position Paper of the Association for Childhood Education International – Play: Essential for All Children”. Childhood Education (2002), 79(1), p. 33.
• footnote [4] Back to paragraph ^ In education, the term “provoking” refers to provoking interest, thought, ideas, or curiosity by various means – for example, by posing a question or challenge; introducing a material, object, or tool; creating a new situation or event; or revisiting documentation. “Provocations” spark interest, and may create wonder, confusion, or even tension. They inspire reflection, deeper thinking, conversations, and inquiries, to satisfy curiosity and resolve questions. In this way, they extend learning.
• footnote [5] Back to paragraph ^ Ensuring equity is one of the four goals outlined in the Ministry of Education’s Achieving Excellence: A Renewed Vision for Education in Ontario (2014a, p. 8), which states: “The fundamental principle driving this [vision] is that every student has the opportunity to succeed, regardless of ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, socio- economic status or other factors.”
• footnote [6] Back to paragraph ^ Children’s learning is also evaluated and communicated in terms of these four frames, as outlined in Growing Success − The Kindergarten Addendum (2016).
• footnote [7] Back to paragraph ^ Note that the inclusion of an expectation in a frame or frames does not mean that the learning outlined in the expectation relates exclusively to that frame or frames.

• Kindergarten

Focus on Kindergarten

With you in mind, TVO’s Ontario certified educators have developed an overview of the Kindergarten program as well as a curated list of engaging videos, games and activities to support learning. Ready to begin?

Select a Frame

Your child will have many opportunities to learn, build skills and develop social relationships. The Kindergarten program includes four frames that align with the way child learning naturally occurs, focusing on aspects of learning that are critical to development.

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• Past Webinars

Framing Learning: Problem Solving and Innovation in Kindergarten

• Joel Seaman

The Ontario Kindergarten Program is viewed through the lens of Four Frames of Learning. In this session, participants will dig deep into one of these frames: Problem Solving & Innovation. What does the frame look like in our classrooms? How can we facilitate purposeful, inquiry-based learning to strengthen problem solving skills? How can we document, observe, and assess innovation as it appears naturally in children’s play? Through both an exploration of the front matter of the program and practical examples from the classroom, this session will provide participants with an opportunity to think carefully about the frame of Problem Solving and Innovation in Kindergarten.

Presenter:  Joel Seaman

Audience:  Kindergarten

• The Kindergarten Program (Ministry of Education)
• Getting Started with Student Inquiry (Ministry of Education)
• Natural Curiousity (2 nd Edition)
• Engaging Children’s Minds: The Project Approach (Lilian Katz)
• Loose Parts: Inspiring Play in Young Children (Lisa Daly)
• STEM Play: Integrating Inquiry into Learning Centres (Deirdre Englehart)
•             @JoelSeaman
•             @IPSKindergarten (#Room109)
• Joel’s Blog:
• Rubics Cube Video

Kindergarten Four Frame Program: Problem Solving and Innovating

• Belonging and Contributing
• Music and Movement!
• Demonstrating Literacy and Mathematics Behaviours
• Problem Solving and Innovating
• Parents & Friends

   The learning encompassed by this frame supports collaborative problem solving and bringing innovative ideas to relationships with others.   

Curriculum Expectations

This frame encompasses children's learning and development with respect to:

• exploring the world through natural curiosity, in ways that engage the mind, the senses, and the body;
• making meaning of their world by asking questions, testing theories, solving problems, and engaging in creative and analytical thinking;
• the innovative ways of thinking about and doing things that arise naturally with an active curiosity, and applying those ideas in relationships with others, with materials, and with the environment.

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K-Gr. 6: Teacher Resources

I Love Computers!

Colour changing milk.

Fun to read

Check with your Learning Commons Informationist or public library to see if this title is available to borrow.

Fun Science for Kinders!

Computer Technology

All about COMPUTERS!!

Mouse Practice

Activities to help practice mouse manipulation.

Keyboarding Skills

Activities to practice keyboard skills and alphabet recognition.

iPads & Tablets

iPads & tablets ~ goals for JK/SK students:

-Use the iPad (Drag items across the screen, tap items on the screen)

-vocabulary development

-letter/number/shape/alphabet recognition

-expressive language/speech practice

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