About
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 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.
Why is play so important for learning?
Through Play, children learn many skills, such as personal and social skills, oral and receptive language, mathematics, writing, reading and different ways of thinking. These skills help children do well in school and in life. When children feel good about learning and are eager, curious, and confident when starting school, they are more likely to continue on a journey of lifelong learning.
How do we engage children in meaningful play?
True play must be child initiated, child directed and child controlled. It is often multisensory, interactive, and joyful. It usually involves communicating ideas. The adult’s job is to provide specific materials and set up the environment to promote learning. The adult’s role is to facilitate the experience – interacting, asking questions, encouraging children to construct new ideas or reinforce prior learning; but without taking control of the activity. Adults must provide emotional support for play by: allowing time, space and materials interacting with children during play – describing, assisting, taking a role, asking questions, not directing or interrupting listening to children – letting them control conversations observing children and stepping in only when needed.