Early Learning for

Every Child Today

A framework for Ontario
early childhood settings

Agenda
Intro/Background
Learning from Research
Linkages with Kindergarten Program
Closer look at the Continuum
Whats happening out there with ELECT?
Early Learning Program Curriculum (ELPC)
Final Questions

Best Start
What we envision will be a first "tier" program
for early child development, as important as the
elementary and secondary school system and
the post-secondary education system. The
system should consist of community-based
centres operating at the local level and linked to
local schools within a provincial framework
McCain & Mustard, 1999. p. 20

A long-term strategy to design a coherent

early child development system for children
from ages zero- to six-years in Ontario.

Expert Panel on Early Learning

Starting Point: To support the immediate
and long-term goals of Best Start by
developing an early learning program for
formal preschool settings that would link
with the Junior/Senior Kindergarten
program and, ultimately, to develop a
single integrated early learning program
for children ages two-and-a-half- to sixyears

Members of the Expert Panel

Jane Bertrand - Chair

Dr. Judith K. Bernhard
Jan Blaxall
Jaynane Burning-Fields
Mary Gordon
Marie Goulet
Janice Greenberg

Jose Latulippe
Joan Littleford
Claire Maltais, Ph.D.
Dr. Jannette Pelletier
Dr. Bonnie Schmidt
Kathy Thompson
Petr Varmuza
Louise Zimanyi

Government

Dr. Pat Dickinson

Karen Chandler
Lynne Livingstone
Maggie Allan

Dianne Riehl
Christine Jackson
Sandy Giles

Members of the Expert Panel

Jane Bertrand - Chair

Dr. Judith K. Bernhard
Jan Blaxall
Jaynane Burning-Fields
Mary Gordon*
Marie Goulet
Janice Greenberg

Jose Latulippe
Joan Littleford
Claire Maltais, Ph.D.
Dr. Janette Pelletier*
Dr. Bonnie Schmidt
Kathy Thompson
Petr Varmuza
Louise Zimanyi

Government

Dr. Pat Dickinson

Karen Chandler
Lynne Livingstone
Maggie Allan

Dianne Riehl
Christine Jackson
Sandy Giles

*AppointedmembersoftheCollegeofEarlyChildhoodEducatorsCouncil

Early Learning For Every Child

A guide to curriculum &

pedagogy in early childhood
settings.

Early Childhood Settings

Full-day child care centre
Nursery school
Regulated home child care
OEYC/FRP/Parenting Centre/Readiness
Kindergarten
Seamless day/ integrated

Creating ELECT
Education & ECE cultures
From program to framework
International review
Program NOT child outcome standards
Research-based
Alignment with Kindergarten Program
review

Core Beliefs
Acknowledge diversity of individual
differences
Include ALL children
Cultivate partnerships with families &
communities
Base practice on evidence from research
& experience

Purpose and Criteria

for the Literature Review
Purpose:
To provide input to the Expert Panel and especially to the
Curriculum Working Group
Criteria - Documents considered for review should:
reflect a developmental continuum
be recent (within last 10 years)
acknowledge diverse groups
take a cautious approach to frameworks that focus
exclusively on standards/benchmarks
Additional Suggestion:
Consider OECD reviews: Starting Strong

Review of 14 International Programs

Australia (Tasmania)

Singapore

Belgium (Exper. Educ.*)

Sweden

Canada (Quebec)

United Kingdom (Eng.)

Finland

U.K. (Scotland) spec. ICT

Italy (Reggio Emilia*)

United States (High Scope*)

Japan

United States (PreK Standards)

New Zealand (Te Whariki)

United States (Illinois)

* While Experiential Education, Reggio Emilia and High Scope are all in use
throughout the world, they are associated mostly with the countries where they
were first developed and implemented.

Pre-primary Tradition

Social Pedagogy Tradition

A broad central guideline with local

curriculum development encouraged
and supported
Focus on broad developmental goals as
well as learning are stressed,
interactivity with educators and peers
encouraged and the quality of life in
the institution is given high
importance
Broad orientations rather than prescribed
outcomes. A diffusion of goals may
be experienced, with diminished
accountability
Assessment often required. Goals
Assessment not required. Goals are
are clearly defined. Graded
broad, outcomes for each child are
assessment of each child with
set by negotiation (educator-parentrespect to discrete competences is
child) and informally evaluated unless
an important part of the teachers
screening is necessary. A growing
role.
focus on individual language and
communication competences
Centralized development of
curriculum, with frequently
detailed goals and outcomes
A focus on learning standards,
especially in areas useful for
school readiness. Teacher child
relationships tend to be
instrumentalized through reaching
for detailed curriculum goals.
Often prescriptive: clear outcomes
are set at national level to be
reached in all centres.

Instructivist Approach

Teacher-initiated-directed
Teacher-centred
Didactic/traditional
Basic academic skills
Developmentally inappropriate
Product oriented
Formal/structured
Core knowledge

Constructivist Approach

Child-initiated
Child-centred
Play-based, progressive
Personal/social development
Developmentally appropriate
Process oriented
Informal/emergent
Children constructing their
own knowledge

Bennett, John. (2004). Curriculum issues in national policy-making. Keynote address: Paris,
OECD/Malta EECERA
McQuail, Susan, Mooney, Ann, Cameron, Claire, Candappa, Mano, Moss, Peter, Petrie,Pat.
(2003). Early years and childcare international evidence project, October, 2003. Department
for Education and Skills. Sure Start.

Pre-Primary
England
United States

Social Pedagogic
New Zealand
Tasmania
Quebec
Japan
U.S.High Scope

Instructivist
United States
England (when
dictated by
parents)

Finland
Sweden
Singapore
Reggio Emilia
Belgium EXE

Constructivist
New Zealand
Tasmania
Japan
England
Singapore
Belgium EXE

Finland
Sweden
Reggio Emilia
High/Scope
Quebec
England

Findings guided the panel to:

Acknowledge that care and learning are inseparable
concepts; caring, nurturing environment essential to all
Maintain a focus on a framework, rather than a
pedagogy or specific curriculum
Situate children in context of developmental continuum
(birth-8), rather than against age-related expectations
Focus on commonly used developmental categories
Recognize multiple sources of evidence, points of view
Prepare a practical document applicable to all settings
Align framework with revised Kdgn. program, Guidelines
for Ontario EY centres, Preschool Speech/Language, 18
month well-baby visit

Principles
1. Early child development sets the foundation for
lifelong learning, behaviour and health.
2. Partnerships with families and communities
strengthen the ability of early childhood settings to
meet the needs of young children.
3. Respect for diversity, equity and inclusion are
prerequisites for optimal development and learning.
4. A planned curriculum supports early learning.
5. Play is a means to early learning that capitalizes on
childrens natural curiosity and exuberance.
6. Knowledgeable, responsive early childhood
professionals are essential.
ELECT, pp. 7-20; Our Best Futures, p. 26

Alignment between Best Starts ELECT and the Ontario Kdgn. Program
1. Early child development sets the foundation for lifelong
learning, behaviour and health. (p.8)
2. Partnerships with families and communities strengthen the
ability of early childhood settings to meet the needs of young
children (p. 9).
3. Respect for diversity, equity and inclusion are prerequisites
for optimal development and learning (p. 12).
4. A planned curriculum with goals for childrens learning &
development impacts on the quality of early childhood settings.
(p. 14).
5. Play is a means to early learning that capitalizes on childrens
natural curiosity and exuberance (p. 15).
6. Knowledgeable early childhood practitioners (who are)
responsiveness to, the developmental level and characteristics
of the child, his or her family and communities are central to
supporting learning and development in early childhood settings
(p.18).
7. The abilities of children to regulate their own emotions, behaviours
and attention increase over time with maturation, experience, and
responsive relationships. Supporting regulation is a central focus of
early development because self-regulation skills lead to physical,
social, emotional, behavioural and cognitive competence, (pp.8-9)
8. As children engage in pretend play with each other, they are
learning to get along with each other, make compromises, resolve
conflicts, regulate emotions and behaviour and initiate friendships....
Pretend play is the primary mode of learning during the preschool
years and continues to be important into the primary grades. (p. 16).
9. The continuum of development is not a locked step, universal
pattern of skills that should be achieved according to a specific
timetable. (p. 22).
10. There is overlap in the age ranges, reflecting that the sequence of
developmental skills will be achieved within a broad range of time. (p.
23).

A. Not only will children enter Kindergarten with varied social realities
and experiences, but they will also leave it demonstrating a range of
achievement of the Kindergarten expectations. (p.8)
B. Play is a vehicle for learning. It provides opportunities for learning
in a context in which children are at their most receptive (p. 14).
C. The expectations are not designed to address Junior and Senior
Kindergarten separately. Since children entering Kindergarten vary in
their levels of development and previous learning experiences, it is
likely that they will demonstrate a considerable range of achievement
as they progress towards meeting the overall expectations for the end
of kindergarten. (pp. 5-6).
D....there is a strong link between play and learning for young
children, especially in the areas of problem solving, language
acquisition, literacy, numeracy, and social skills. Play, therefore, has
a legitimate and important role in Kindergarten and can be used to
further childrens understanding in all areas of the Kindergarten
program (p. 14).
E. All students...have an equal opportunity to achieve their full
potential... free from discrimination. (p.26).
F. Teachers should plan activities...that will help children achieve the
learning expectations, changing as necessary to meet childrens
needs/interests (p. 15).
G. By welcoming & including a childs family members and other
caregivers, teachers...can encourage them to be supportive partners
in the childs education. (p.4)
H. Childrens early learning experiences have a profound effect on
their development... and establish the foundation for the acquisition of
knowledge and skills that will affect later learning and behaviour (p.
1).
I. Kindergarten teachers....are responsible for implementing a
program that is thoughtfully planned, challenging, engaging,
integrated, developmentally appropriate, culturally and linguistically
responsive. (p. 2)
J. Teachers nurture childrens self-concept, self-reliance, and selfregulation by creating a warm and responsive environment. Teachers
play an important role in childrens lives, since young children who
develop a positive self-concept early in life become more successful
learners later in life. (pp. 30-31).

ELECT principles
1. Early child development sets the
foundation for lifelong learning, behaviour
and health. (p. 8)
2. Partnerships with families and
communities strengthen the ability of early
childhood settings to meet the needs of
young children. (p.9)

Kindergarten Program
H. Childrens early learning experiences have a
profound effect on their development...and
establish the foundation for the acquisition of
knowledge and skills that will affect later learning
and behaviour. (p. 1)
G. By welcoming & including a childs family
members and other caregivers, teachers...can
encourage them to be supportive partners in the
childs education. (p. 4)

3. Respect for diversity, equity and

inclusion are prerequisites for optimal
development and learning. (p. 12)

E. All students...have an equal opportunity to

achieve their full potential...free from
discrimination. (p. 26)

4. A planned curriculum with goals for

childrens learning & development impacts
on quality in early childhood settings.
(p. 14)

F. Teachers plan activities...to help children achieve

the learning expectations, changing as necessary
to meet childrens needs/interests.
(pp. 30-31)

5. Play is a means to early learning that

capitalizes on childrens natural curiosity
and exuberance. (p. 15)

B. Play is a vehicle for learning. It provides....

learning in a context in which children are at their
most receptive. (p. 14)

6. Knowledgeable early childhood

practitioners (who are) responsive to the
developmental level and characteristics of the
child, his or her family and communities are
central to supporting learning (p. 18)

I. Kindergarten teachers....are responsible for

implementing a program that is thoughtfully
planned, challenging, engaging, integrated,
developmentally appropriate, culturally and
linguistically responsive, and promotes positive
outcomes for all children. (p. 2)

7. The abilities of children to regulate

their own emotions, behaviours and
attention increase over time with
maturation, experience, and responsive
relationships. Supporting regulation is a
central focus of early development
because self-regulation skills lead to
physical, social, emotional, behavioural
and cognitive competence (pp.8-9).

J. Teachers nurture childrens selfconcept, self-reliance, and selfregulation by creating a warm and
responsive environment. Teachers play
an important role in childrens lives,
since young children who develop a
positive self-concept early in life
become more successful learners later
in life. (pp. 30-31).

8. As children engage in pretend play

with each other, they are learning to get
along with each other, make
compromises, resolve conflicts, regulate
emotions and behaviour and initiate
friendships.... Pretend play is the primary
mode of learning during the preschool
years and continues to be important into
the primary grades. (p. 16).

D...there is a strong link between play

and learning for young children,
especially in the areas of problem
solving, language acquisition, literacy,
numeracy, and social skills. Play,
therefore, has a legitimate and
important role in Kindergarten and can
be used to further childrens
understanding in all areas of the
Kindergarten program (p. 14).

9. The continuum of development is

not a locked step, universal pattern
of skills that should be achieved
according to a specific timetable
(p. 22).

A. Not only will children enter

Kindergarten with varied social realities
and experiences, but they will also leave
it demonstrating a range of achievement
of the Kindergarten Expectations. (p. 8).

10. There is overlap in the age

ranges, reflecting that the sequence
of developmental skills will be
achieved within a broad range of
time (p.23).

C. The expectations are not designed to

address Junior and Senior Kindergarten
separately. Since children entering
Kindergarten vary in their levels of
development and previous learning
experiences, it is likely that they will
demonstrate a considerable range of
achievement as they progress towards
meeting the overall expectations for the
end of kindergarten. (pp. 5-6).

References:
MCYS. (2007). ELECT: A Framework for Ontarios Early Childhood Settings.
MOE. (2006). The Kindergarten Program. Rev.

Ways the ELECT and the KDGN.

Document are:
Distinctive
Childrens growth and root skills are
described developmentally over time
from birth-8. One of those periods is
the pre-school/kindergarten age
period: 2.5-6 years
Particular emphasis is placed on
the categories of personal, social
and cognitive development.
Description is rich and highly
descriptive of the way that root
skills develop in these categories.

Expectations are established for

what many children will have
demonstrated/accomplished by
they time they leave kindergarten.
Particular emphasis is placed on the
categories of literacy and
mathematics development.
Expectations for learning in these
areas is clarified with rich examples
and descriptions.

References:
MCYS. (2007). A Framework for Ontarios Early Childhood Setting.
MOE. (2006). The Kindergarten Program, rev.

Ways the ELECT and the KDGN.

Document are:
Complementary
Interactions are described
between adult and child for each
root skill in the document.

Descriptions of the role of teachers

and parents in helping children
achieve the expectations are
described throughout the document,
both generally and with specific
reference to each curriculum area.

Age categories are kept

intentionally broad; there are soft
borders between them to indicate
individual variation in when root
skills will be demonstrated.

Statements throughout the

kindergarten document clarify that
children will enter and leave
kindergarten at varying stages of
meeting the expectations.
(pp. 2,5, 6,8,9)

References:
MCYS. (2007). A Framework for Ontarios Early Childhood Setting.
MOE. (2006). The Kindergarten Program.

Components of ELECT
Core beliefs
Principles
Continuum of Development
Guidelines for Practice
Assessment, Evaluation & Monitoring
Glossary
Background Papers

Continuum of Development
Infant, Toddler, Preschool/Kindergarten &
School Age
Domains
Root Skills
Indicators
Interactions

Developmental Continuum
Data Sources: George Brown College Lab Schools: Infant,
Toddler, Preschool-Kindergarten (particularly integrated Child
Care and Kindergarten Programs) and School Age programs
Print Sources: References for the Continuum are listed
separately in the ELECT document, pp. 79-80 or 181-182.
Writing Team: Marie Goulet, George Brown College, took the
lead; a curriculum work group from the Expert Panel
representing both early childhood and education provided
ongoing feedback
Intent: to be a working document that local communities
could add to, as appropriate, to reflect their values and needs
(e.g., rural/urban; Aboriginal, Francophone, immigrant, refuge
families).
ELECT, p. 23; Our Best Futures, p. 25, recommendation 11.

Continuum of Development
Infant
Toddler
PreS-/Kdgn
B-24 mos 14-36 mos 2.5-6 yrs.
Social
Emotional
Language
Cognitive
Physical
Gross Motor
Fine Motor

The Senses

School Age
5-8 yrs.

Preschool Kindergarten (2.5-6 years)

Domain: Social
Indicators

Skill:

1.1 Making Friends

seeking

out others to play with

offering play materials and roles to others
playing with others co-operatively
inviting others to play
exchanging ideas, materials, & points of view with others
sustaining play with others

Interactions

Engage in play with children. Offer toys. Take turns and

exchange ideas in play.
Modeling how to make friends and sustain play provides a
positive example of social skills.
ELECT, p. 39?

Exploring the Continuum

Follow 1.1 the Making Friends Root Skill
backwards into Toddler Phase, then into
Infant Phase.
Follow it forward into the School Age.
How might this be useful if you were
working in a Preschool/Kindergarten
Setting?

Applying the Continuum

Learning Story: Spinning is a story of learning
in play that comes from Ryerson Child Care
at Ryerson Public School in Toronto (GBC
ECE Centre and TDSB Kindergarten)
Watch the clip once through just to observe
what is happening. Share your observations
with your elbow partner.
Then watch the clip again and use the
continuum to help focus your observations.
Walk your way through the Root Skills in the
pre-school/K phase. How many can you
identify from this one learning story?

So Whats Happening out there?

MCYS is piloting ELECT at 7 sites across
Ontario. A report with recommendations was
submitted in July.
A number of colleges and universities have
introduced ELECT into their programs.
ELECT is included in many current Kindergarten
AQ courses.
George Brown is developing an observation
guide and electronic resources for observing and
documenting childrens work based on ELECT.
Parents are integrally involved in this process.
So Whats Happening cont. on next page

So Whats Happening out there?

School Boards have been working with the document
(e.g., HDSB, H-WDSB, TDSB, PeelDSB) to varying
degrees;
Ex: Halton District School Board has developed an
observation guide which combines ELECT, the
Kindergarten Program and other resources (e.g.,
Meisels Work Sampling System) and will use this as the
basis for parent observation and reporting this year.
Early childhood resource networks are providing
professional development related to ELECT.
Ex: Hamilton-Wentworth Affiliated Services for Children
and Youth (ASCY) is providing eight inservice
opportunities focused on ELECT in their 2009-2010
Professional Development series.

How is this all related to Full Day Early

Learning as proposed in the Pascal Report?
We need a common programming framework for all of
Ontarios early childhood settings. (p. 26)
ELECT and the Kindergarten program will be used to
create a unique guide to curriculum and pedagogy for
the Early Learning Program. (p. 27)
This guide will be called the Early Learning Program
Curriculum and is intended for use throughout the Early
Learning Program for 4- and 5-yr. olds, including the
extended day and year program, and adapted for use in
French-language settings (p.28, 56).
The ELPC is to be made available soon* at
www.ontario.ca/earlylearning. (p. 7)
* Late August

With Our Best Future in Mind, pp. 7, 26-28, 56.

The Early Learning Program Curriculum

and pedagogy include:
Developmental Skills: specific capacities, processes,
abilities, and competencies that are the foundation for later
development and learning.
Essential Outcomes: a compilation of knowledge, skills
and strategies of what children should know and be able to
do at entry to Gr. 1 (based on Kdgn.program expectations)
How Children Demonstrate Their Learning: examples
illustrating how children can demonstrate their learning,
merging the specific expectations from the Kdgn. Program
with indicators from ELECT
Interactions in the Learning Environment: examples of
interactions between children and adults, among children
and among adults in a learning environment. Connections
are made to the critical components of parent involvement.
With Our Best Futures in Mind, p. 27.

The Early Years Policy Framework

includes:
The Continuum of Development in ELECT as the
central tool for ongoing individual observation
and documentation in programs for children from
0 to 8 yrs. old.
Based on ELECT, guidelines for facilities and
outdoor spaces, scheduling, and appropriate
behaviour guidance practices to accommodate
programs for children from 0 to 8 years old and
their families.
With Our Best Future in Mind, pp. 7, 26-28, 56.

Some Questions to Think About...

How might ELECT help you in your observation/
documentation of children?
How might it be used to support more inclusive
programming/practices?
How does it relate to your current program?
How might it be used to complement other
documents currently being used?
How might it be useful in communicating with
colleagues/related professionals/parents?
Do you have any concerns about the ELECT
document?