Implications of Full Day Kindergarten Program Policy on Early Childhood Pedagogy and Practice

Romona Gananathan

doi:10.1007/2288-6729-5-2-33

Abstract

Abstract The government of Ontario is instituting a comprehensive early learning system that moves childcare and the caring profession into the realm of education through the integration of early education and care. This paper highlights the need for the preservation of care and nurturing, the hallmarks of the “caring profession” within the integrated staff team in Full Day Early Learning in Ontario to ensure quality early child development outcomes and the prevention of the “schoolification” of early learning and care programs. Caring and nurturing are important elements of early childhood education practice and form the basis of effective early child development programs. The value of care in early learning, and recognition for the capacities that ECEs bring to integrated staff teams in early education must be reflected in education policy at a team, school, organizational and systems level to ensure successful staff integration and a caring learning environment that contributes to positive child outcomes.

Highlights

The government of Ontario is instituting a comprehensive early learning system over the four years (2010-2014)
Drawing initial observations from early childhood educators who work in the Full Day Early Learning Kindergarten (FDELK) program, this paper undertakes a critical analysis of the standards of practice of both early education professions in Ontario as well as emerging practices, with a view to deconstructing how policy implicates practice and child development outcomes
The value of care in early learning, and recognition for the capacities that early childhood educator (ECE) bring to integrated staff teams in early education must be reflected in education policy at a team, school, organizational and systems level to ensure successful staff integration and a caring learning environment that contributes to positive child outcomes

Summary

University of Toronto Canada

The government of Ontario is instituting a comprehensive early learning system that moves childcare and the caring profession into the realm of education through the integration of early education and care. The program includes an integrated teaching team comprised of a kindergarten teacher and a designated early childhood educator (ECE) working together within the classroom to provide a play-based early learning environment that brings together the expertise of both professional early educators to optimize early child development. Some teachers had no qualms about using reassuring touch, whereas other felt that touching a child that was merely seeking comfort and reassurance was a minefield These policies and resulting practices do not reflect what we know about the benefits of care, nurturance and attachment, in early learning environments. These policies exist in situations where schools promote “a caring and family ethos” (Lawson, 2008, p. 95)

Reflections on Integrated Practice in the ELP

Findings

The Defining Qualities of Integrated Early Learning and Care