The International Journal of Holistic Early Learning and Development
The International Journal of Holistic Early Learning and Development (IJHELD) is a refereed, open access journal featuring research articles, reports, reviews, essays, opinion pieces, photography, and poetry for a wide audience of readers interested in young children’s learning and development. Submissions can be made in two ways: by creating an author account on this website, or by emailing the editor at katherine.becker@sheridancollege.ca. For more information, please see the Focus and Scope and Author Guidelines.
IJHELD will not request copyright to published works. While authors will retain copyright, we do request first publication rights and will require that authors sign a release form granting IJHELD the right to publish the submission on our site. Works published in this open access journal are free to use, with proper attribution, for educational and non-commercial purposes.
Exploring the national scope of outdoor nature-based early learning programs in Canada: Findings from a large-scale survey study
Across Canada, early learning nature-based programs are gaining popularity with many new programs being implemented each year. Currently, little is known about the number, type, pedagogies, and curricula content of Canadian outdoor and nature-based early learning programs. Thus, this mixed methods study was conducted to explore this growing movement. In total, two hundred educators, representing 165 various programs across Canada completed an online survey. Fifty-one percent of the participants reported having a diploma in Early Childhood Education or similar qualification. In addition, it was estimated that between 40 000 to 60 000 Canadian children, mostly aged between 3 to 9 years, had taken part in these programs during 2018-2019. Moreover, findings suggested that weather conditions can impact the time spent outdoors and that emergent, child-centered curricula rooted in play were guiding the pedagogy of a large percentage of the represented programs.
Copyright (c) 2020 D. Harwood, E. Boileau, Z. Dabaja, K. Julien
Yoga Pilot Project for Children and Youth with Autism Spectrum Disorder: The Anecdotal Effects on Behaviour and Self-regulation
This article looks at the effects of yoga on behaviour and self-regulation in children and youth with Autism Spectrum Disorder (ASD) and Intellectual and Developmental Disability (IDD). This pilot project was inspired by the empirical and anecdotal evidence suggesting that yoga practice, including breathing techniques (pranayama), meditation and movement (asana), may reduce challenging behaviours, change the stress response and increase self-regulation in children with ASD. The objective of this pilot project was to look at the effects of yoga, which incorporates breathing, meditation and movement, on overt and measurable behaviours of students with ASD. In order to examine this relationship, yoga was offered by certified yoga teachers for 5 weeks in small group and in one-on-one sessions at a specialized day-treatment summer camp for children and youth with ASD.
Copyright (c) 2019 Lucita Gonsalves, Christina Menel, Andrea Wolf
From Paper to Practice: Understanding and Embodiment of Self-Regulation in Ontario's Kindergarten Classrooms
Self-regulation is known to be a critical developmental aspect of well-being throughout the lifespan, contributing to prevention of challenges in educational outcomes, cognitive problems, internalizing problems such as depression and anxiety, externalizing problems such as aggression, and physical health problems as well. There is an increasingly large body of literature focused on self-regulation including a wide spectrum of perspectives on its definition and valid measurement. This article reviews the categories of definitional interpretations and describes key Ontario educational documents which outline the framework for self-regulation adopted by the Ontario Ministry of Education; namely, self-regulation as the ability to manage energy and tension and to respond to and recover from stress. Shanker Self-Reg© is described as the framework illustrated throughout these documents, and emerging research gaps are discussed.
Reducing Stress around the Transition to Kindergarten
One school's exploration of a 6-month transition plan focusing on reducing common stressors experienced around the transition to Kindergarten. The plan was based on the study of Dr. Stuart Shanker's work around self-regulation and the impacts that stressors can have on a person's behaviour. It also considered Maslow's Hierarchy of Needs, the theory that higher needs will come in to focus once the lower, more basic needs (physiological and safety and security) are met. The focus group of the transition plan was the students and families of Year One learners (Junior Kindergarten) who were entering Kindergarten in the 2018-2019 school year. The redesigned plan identified and reduced common transitional stressors in an attempt to decrease stress and stress behaviours. The work also prioritized increasing confidence and feelings of safety and security by establishing deeper connections between the educators and families.
This article reflects a conversation I had with a special education teacher in Ontario, Canada.
Once Upon a Time, There was a Rainbow Dinosaur
The imagination and wonder of fantasy inspire storytelling for young children. When this synergy takes place, instruction can be planned to enhance children's overall literacy and social learning experience. Research has indicated a strong foundation in early literacy and social skills demonstrates higher levels of reading achievement in early elementary years. This article addresses how using dialogic reading, an approach to reading that engages young children by making them active participants in the story, with iPads can be a teaching strategy for supporting early literacy development and social skills. When children say it, hear it, touch it, and see it, all while combining imagination, technology, and social skills, there really is a happily ever after!
"I can climb the tree!" Exploring Young Children's Play and Physical Activity in a Forest School Program
Qualitative and quantitative measures of 3- and 4-year-old children's play and physical activities in a forest program in Ontario, Canada were conducted over a school year. Theoretically, Gibson's (1979) concept of affordances and Nicholson's (1971) concept of loose parts were utilized to explore the role of the forest (natural) environment as a catalyst for physically active play. The study demonstrated that levels of physically active play in the forest were twice that of a ‘typical' day in a childcare center and specific characteristics of the forest play area did afford unique opportunities for more vigorous types of play. Implications for promoting physical activity among young children within childcare programs are discussed.
Copyright (c) 2017 Debra Harwood, Susan Reichheld, Sinead McElhone, Brandon McKinlay
Being Present: An Exploratory Study on the Use of Mindfulness in Early Childhood
The changing landscape of early childhood care and education led us to wonder what mindfulness practices are used to promote a sense of well-being in young learners. An online pilot study was conducted to explore how some early childhood teachers in one U.S. state use mindfulness practices (e.g., yoga, meditation) with young children. Findings indicated that teachers implemented mindfulness practices for a variety of reasons, such as when they observed student stress, restlessness, or during transitions. Participants also indicated that the use of mindfulness practices produced positive benefits for individual children as well as for the entire class, including positive academic, social, and behavioral outcomes. Implications for practitioners and others are suggested.
Copyright (c) 2017 Elizabeth J. Erwin, Kimberly Robinson, David Aveta
Review of the Literature on the Reggio Emilia Approach to Education with a Focus on the Principle of the Environment as the Third Teacher
This review of literature investigates the Reggio Emilia approach to education with a focus on the principle of the environment as the third teacher. A brief history of the Reggio Emilia approach and an explanation of its 12 guiding principles (collaboration, the image of the child, environment as a third teacher, relationships, transparency, documentation, pedagogical documentation, provocation, progettazione, one hundred languages of children, respect, and reciprocity) are explored. The review then dives deeper into the principle of the environment as the third teacher. Eight environment principles (aesthetics, active learning, collaboration, transparency, bringing the outdoors in, flexibility, relationship, and reciprocity) that need to be addressed when creating an environment that acts as the third teacher are examined. When creating an environment that acts as a third teacher one must rely on the support of each of the principles as a whole, not individually.
A collection of photos of Full Day Kindergarten environments designed by 1st year students in the Bachelor of Education program at Lakehead University's Faculty of Education, Orillia Campus, Ontario, Canada.
Copyright (c) 2017 Multiple Contributors
This poetry section features two poems by Genevieve Mackenzie, "Never Set Limits" and "Awake and Learning."
Collaborative Inquiry in Ontario's Kindergarten Program
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.
A Case for Symbolic Play: An Important Foundation for Literacy Development
This article presents a case for symbolic play and its role in literacy development in the early years. First, symbolic play is examined as one of the most significant cognitive developments for young children. Next, the role of symbolic play is presented as a natural and necessary precursor to emerging literacy. Examples are provided to illustrate how children practice representing objects and events symbolically through play. Then, the role of symbolic play is examined in the development of language, drawing, writing and reading. Finally, examples are given for ways early childhood educators can provide rich play environments for young children that support symbolic play opportunities. The case for symbolic play should lead educators to see the value of play, and the integral importance of symbolic play, as a necessary precursor to language and literacy development for all children.
Copyright (c) 2017 Sandra J. Stone, Kathleen G. Burriss
Perceptions of Inclusion in the Eyes of Students: A Canadian Perspective
This paper centers on students' perceptions of an inclusionary approach to education within Canada, specifically as it applies to students with learning disabilities. Perceptions of inclusion may have wide-ranging implications, including the extent of carrying out prosocial behavior and impacts on academic achievement. Thus, we review Canadian literature on inclusive education policy, followed by students' perceptions of inclusion, the outcomes of positive perceptions, and methods to achieve successful inclusion. Next, we provide recommendations for researchers and educators that will lead to positive perceptions of inclusion among students. Positive perceptions, in turn, support the development of global citizens, a necessity in today's diverse and internationally interconnected society.
Copyright (c) 2016 Genevieve Mackenzie, Christine Kwong
Play in the Ontario Grade 1 Classroom: Teacher Beliefs and Barriers to Greater Implementation
This study explored Ontario Grade 1 teacher beliefs and practices regarding play as an element of developmentally appropriate practice. The results, which are drawn from six interviews conducted with Ontario Grade 1 teachers, indicate that lack of time, insufficient funding, the school environment, inadequate professional development regarding play, and the Ontario curriculum constrained Grade 1 teachers from carrying out greater play activities within their program. This research underscores a shift in pedagogy between kindergarten and Grade 1, and that the early primary classroom is a difficult environment in which to carry out developmentally appropriate practices.
Copyright (c) 2017 Joshua Richard Speedie
Back to the Future: Recreating Natural Indigenous Language Learning Environments Through Language Nest Early Childhood Immersion Programs
For a language to have a stable future, children need to be learning it. Immersion for young children is the best method for rapid language regeneration as it can produce new proficient speakers within a few years. Although early childhood language immersion programs, commonly known as language nests, have been recognized internationally as the most successful means available today for language revitalization, this method is not yet well subscribed to in Indigenous Canada. This paper provides a picture of early childhood Indigenous immersion language programming and presents it as one viable solution to the challenge of Indigenous language loss in Canada. In addition, it is hoped that this paper can be a starting point for Indigenous community members interested in immersion early childhood approaches to their children's health, identity development, and overall wellbeing.
Copyright (c) 2016 Onowa McIvor, Aliana Parker
"To Play or Not to Play?" That is NOT the Question!
This paper presents a conceptual framework for understanding play and the role of the teacher in early years contexts from Kindergarten to Grade 3. This conceptual framework is supported by references to theoretical and practical frameworks related to play-based learning. The value of a conceptual framework to support school-based decisions about play in an early learning context provides a rationale for presenting the concept of pedagogical play in diagram form. The elements of the diagram and their descriptions are provided in detail, using theoretical and practical constructs. Next, a description of a typical early learning day is presented using the conceptual framework that is developed in this article. Lastly, the advantages of having such a framework to support teachers' professional development and preparation are discussed.
Copyright (c) 2016 Nancy Maynes, Maria Cantalini-Williams, Jenny Guibert
Guest Editorial: Exploring Our Image of the Child
This editorial encourages practitioners to explore their image of the child and begin to analyze whether that image aligns with their current teaching methods.
Supporting Language During Sensitive Periods of Development
This paper provides an overview of literature specific to factors affecting language development during the early years of human development. The influences of attachment, parenting, and home environment are discussed, along with the research pertaining to genetics, the environment, and critical and sensitive periods specific to early language development. Prevention and early intervention models are then described, culminating in recommendations on how to directly and indirectly support language development during the first five years of life.
Copyright (c) 2016 Christine McLean, Linda Black, Frederick Ezekiel
Pedagogies of Difference: Equity and Diversity in Early Childhood Policy in Ontario
This paper analyzes approaches to equity, diversity, and inclusion in current Ontario early childhood education (ECE) policies, examining both the intents of the policies and their implications for practice viewed through the lens of equity theory. Â The results of this analysis indicate that there is a range of equity approaches evident in ECE policies and that these approaches differ in significant ways. Â There are also differences within individual policies, such as variations in how equitable and inclusive learning environments are defined. In general, the philosophies of the policies speak more directly to anti-discrimination and categories of difference than the specific curriculum outcomes. The intent in presenting this analysis is to demonstrate how considerations of equity theory can help to clarify equity policy intent. In this way, the authors hope to encourage further dialogue around inclusion and equity policy in ECE programs so that these policies may provide direction and support to ECE practitioners who endeavour to offer optimal learning spaces within which all children can grow and belong.
Copyright (c) 2015 Lorayne Robertson, Carol Doyle-Jones
Play and Early Literacy: An Analysis of Kindergarten Children's Scaffolding During Symbolic Play Transformations
This study analyzes the scaffolding of symbolic transformations by kindergarten children during socio-dramatic play. Â Fifteen hours of free play at a home center were videotaped. Â The symbolic transformations were identified and coded by type and social context from detailed transcripts. The results of this study suggest that play environments, such as the home center, provide a collaborative social context that facilitates the engagement of children in simple to complex symbolic play transformations, highlighting the importance of informal, social play contexts for enhancing symbolic play transformations as a precursor to literacy development.
Copyright (c) 2015 Sandra J. Stone, Brian A. Stone
Reconceptualizing Assessment in Early Childhood Education (ECE): Narrative Documentation and Asset-Oriented Ways of Understanding Culturally and Linguistically Diverse (CLD) Children's Literacies
This paper critically examines the current state of assessment in ECE of young children learning English. Â Dominant and problematic notions and tools that currently limit how children's literacies are understood and assessed will be examined in order to provide context and counter points that demonstrate alternative assessment practices. A subsequent exploration of narrative documentation and asset-oriented ways of positioning children will be offered with specific emphasis on assessment practices that can help early childhood educators identify the various "funds of knowledge" (Moll, 1992) children possess in order to fully and effectively document their developing literacies and honor their identities.
Cultivating Audiation Through Holistic Early Learning: Attainable and Sustainable Growth for Music Education
As a subject of study in the public school system, music has consistently endured budget cuts and marginalization within the curriculum (Jorgensen, 2003; Pio, 2007). With extensive experience as a music educator at multiple levels, I argue that the cultivation of audiation through holistic early learning will foster attainable and sustainable growth for music education. In the spirit of realizing attainable and sustainable growth for music education, this paper will examine and discuss three principal points: (a) that creativity should be a critically important part of all education; (b) that a well-balanced approach to creativity involves a multisensory curriculum that includes opportunities to cultivate audiation rather than a traditional curriculum that has primarily favoured visual experiences; and (c) that sonic play, exploration, and discovery will help students improve their audiation and help them to become well-rounded learners who understand the value of music and music education.
The Mental Health of Refugee Children in Ontario
The province of Ontario, Canada becomes home to a number of refugee children and their families each year. Some of these children will grow and flourish in their new home while others will face many challenges. Through a review of the literature, this paper will examine the pre- and post-migration stressors faced by refugee children and their families, and the factors that protect some children from being impacted by adverse circumstances. It will provide information on the success of refugee children in the school system. Finally, recommendations will be offered on how different levels of government can best support refugee children and their families.
Copyright (c) 2015 Nicole Welch-Mitchell, Charlotte Wheeler
Are Students' Days Really Balanced? The Importance of Learning in Nature
This paper and accompanying film, which were presented at the First Global Conference on Holistic Early Learning and Development, share findings from research conducted at an outdoor early childcare center in Ontario, Canada. I am an independent educator and parent interested in education in nature. My daughter was enrolled at an early childcare center with a focus on outdoor education and environmental awareness and sustainability. At age 3 she enrolled in a forest school program that amplified her ecological and experiential education. In this article, I first discuss background information about myself and my interest in learning in nature. Next, I review some literature that explores whole-child learning and development through a connection with nature. Then my research study and related findings are discussed. In closing, I introduce and explain the hyperlinked film that accompanies the aforementioned research findings.
Editorial: Selected Proceedings from the First Global Conference on Holistic Early Learning and Development
This editorial introduces Volume 2, 2015, which is a collection of selected proceedings from the First Global Conference on Holistic Early Learning and Development, held at Lakehead University Orillia on May 1-2, 2015.
Copyright (c) 2015 Katherine Becker, Sonia Mastrangelo
Intersecting Spaces in Early Childhood Education: Inquiry-Based Pedagogy and Tablets
This paper is situated within our wider ethnographic study that explored young children's literacy meaning making experiences before and after tablets were introduced into five early childhood educational settings. In this paper, we explore pedagogical and learning implications of tablets in early childhood classrooms as well as intersections between inquiry and mobile technologies. We discuss current literature related to mobile media in early years education and inquiry-based learning, then detail our ethnographic methodology used to examine opportunities for intersecting inquiry-based pedagogies and tablets. Findings are then related to the five phases of the inquiry process (ask, observe, wonder; explore, investigate, experiment; analyze, create, play, construct new understanding; discuss, collaborate; and reflect, share, and feedback). We conclude by briefly highlighting some of the limiting factors of intersecting inquiry-based pedagogies and technology, and suggest ways of overcoming or circumventing such limitations so that 21st century early years classrooms can support inquiry-based pedagogical approaches.
Copyright (c) 2015 Debra Harwood, Mirjana Bajovic, Vera Woloshyn, Dane Marco Di Cesare, Laura Lane, Katelyn Scott
Language Nests as an Emergent Global Phenomenon: Diverse Approaches to Program Development and Delivery
Language nests are early language learning programs where young children, from infancy to five years of age, are fully immersed in an Indigenous language. This article presents a literature review of Indigenous language nests that are focused on the renewal of endangered languages from different communities across the world. These programs are intended for young children who have been raised not speaking their Indigenous language as their first or mother tongue language. To demonstrate the diversity of approaches to language nest development and delivery, this review includes well- and lesser-known programs. By contributing to Indigenous global networks of sharing, this article is intended to provide the encouragement and information that is greatly needed during the early years of language nest development and delivery. Â
The Impact of Applying the Principles of the New Teacher Induction Program (NTIP) on Mentoring New Early Childhood Educators
The Greater Essex County District School Board (GECDSB) aims to support the initiatives of Early Childhood Educators (ECEs) in Ontario's Full-Day Kindergarten program by providing ECEs with support and guidance to facilitate professional efficacy and student success. We applied the mentoring component of the New Teacher Induction Program to first year ECEs in FDK and investigated the program's impact from the perspective of mentees and mentors. New ECEs were mentored by experienced ECEs working for the board. Â Study outcomes indicated the following themes among the participants: role as a mentor, professional development, reciprocal learning, and developing relationships. Challenges of the study were lack of proximity and time. Mentees also felt that the program did not change the existing relationship with their teaching partner. Overall, participants expressed an appreciation for the opportunity to engage in professional development and an interest in continuing the mentorship program.Â
Copyright (c) 2015 Sara Shahbazi, Geri Salinitri, Angela Miloyevich, Alyssa Palazzolo
Pretend Play and Emergent Literacy for Aboriginal Children
In educational contexts during early childhood, play has a central role. Pretend play, a leading activity for preschool children, supports several aspects of their overall development, including skills in emergent literacy. Aboriginal children also engage in pretend play to strengthen their oral language and literacy skills in their Aboriginal mother tongue or second language (in French or in English). This article examines the relationship between pretend play and emergent literacy, particularly with respect to Aboriginal children, and provides some strategies for early childhood educators and caregivers to infuse children's pretend play with emergent literacy activities and support.
Copyright (c) 2015 Elisabeth Jacob, Annie Charron, Yvonne da Silveira