Collaborative Inquiry in Ontario’s Kindergarten Program

Silvana Reda

Abstract


In 2010, the Ontario Ministry of Education began phasing in a new full-day kindergarten program for 4- and 5-year olds across the province. In this article, I reflect on my participation as an elementary school principal in Professional Learning in Early Learning during our school’s transition to this new program, which incorporates a play-based and inquiry approach. First, I discuss the learning conditions that were in place at our school, which helped in our successful implementation of the new program. Next, I share the different types of professional learning that guided our journey. This professional development not only transformed my view of children, but also of teaching and learning for both children and adults in our quest for lifelong learning. It is my hope that this information will help readers see the importance of professional learning and that early years educators (classroom teachers, early childhood educators, and support staff) are an integral part of any school-wide initiative.

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Copyright (c) 2017 Silvana Reda


 

ISSN 2369-2189