How Does Learning Happen?

Ontario's pedagogy for the Early Years is a guiding framework that outlines the province's approach to early childhood education and sets the foundation for learning during the FIND A WORD FOR FORMATIVE years of children's lives. This framework reflects Ontario's commitment to providing high-quality play-based learning that promotes holistic development while fostering a sense of belonging and a love of learning. 

Play-based learning

A critical part of Ontario's approach is the importance of play for learning and exploration. Play-based learning has been developed as an effective way for young children to make sense of the world around them. Play-based learning has the ability to help children develop social skills, express themselves creatively and build foundational knowledge across different skill sets and domains. I have been in classrooms where minimal time during the school day allows children to explore through play-based learning. While observing this classroom during instructional time, it was clear that the educator had a hard time keeping the students focused and engaged. However, during playtime, students appeared to be more engaged and focused on their learning because they could choose the materials they wanted to play with and how they wanted to interact with the materials. It is vital that children receive the time to play, as children learn best when they can engage and play in the way they see fit. 

Play-based learning environments are designed to have open-ended materials and flexible spaces that allow students to explore their interests and curiosities as the children see fit. Play-based learning environments can create opportunities for children to collaborate with other children and provide children the space to play individually. Educators play a critical part as facilitators, observing children asking open-ended questions and allowing them to expand on their learning by providing additional learning experiences. Educators can create additional play-based opportunities by building upon children's interests and developmental needs. Through play, children can participate in hands-on experiences, imaginative play, and sensory and problem-solving activities. 

Responsive relationships 

Ontario's pedagogy for the early years focuses on the importance of responsive and nurturing relationships to foster children's well-being and learning. Educators are to prioritize building positive relationships with children and families to create an environment in which families and children have trust, respect and inclusivity. Creating responsive and meaningful relationships can impact an educator's interactions with children and families they work with. It is essential to understand that an educator's job extends beyond the children to the families they work with. An educator should strive to make responsive and meaningful connections. I have had many opportunities to create responsive relationships, and I have been aware of their impact on the children and their involvement within the classroom. I have also witnessed the negative impact of not having responsive relationships with family; when this is the case, it is challenging to involve the parents in their child's learning and development in the classroom, and it is also difficult to have open communication with families when a strong foundation and relationship has not been established."  Educators are competent and capable, curious, and rich

in experience. They are knowledgeable, caring, reflective, and resourceful professionals. They bring diverse social, cultural, and linguistic perspectives. They collaborate

with others to create engaging environments and experiences to foster children’s learning and development. Educators are lifelong learners. They take responsibility

for their own learning and make decisions about ways to integrate knowledge from theory, research, their own experience, and their understanding of the individual

children and families they work with. Every educator should feel he or she belongs, is a valuable contributor,and deserves the opportunity to engage in meaningful

work (How does learning happen: Ontario's pedagogy for the Early Years 2014)."

Four Frames of Learning: 

Ontario's pedagogy for the early years is centred around four interconnected learning frames. These frames guide educators in planning, implementing, and assessing learning experiences. 

1. Belonging: emphasizes the importance of creating inclusive, welcoming and accepting environments. Educators' environments should develop a sense of belonging, identity and interconnectedness with other children and adults in their learning environment. 

2. Well-being: Focusing on promoting physical, mental, and emotional well-being fosters a healthy lifestyle and aids in supporting children's overall well-being and self-regulation. 

3. Engagement: Educators are to encourage children's active engagement through play, inquiry, exploration, and meaningful experiences. Creating this environment helps foster children's curiosity, creativity, and critical thinking. 

4. Expression: recognizing the importance and value of expressive communication, language development, and creative expression through various forms. 
   

When all four frames are involved in creating and maintaining an early learning environment for children, it gives children a more significant opportunity to explore, learn and express themselves. " Over the past decade research across these disciplines gives us a dramatic and consistent story. High-quality early childhood settings are associated with immediate and long-term positive outcomes for children. Studies show that children who attend high-quality early childhood programs where they experience warm, supportive relationships are happier, less anxious, and more motivated to learn than children who do not (How does learning happen: Ontario's pedagogy for the Early Years 2014)." An educator's job is to create and facilitate a learning environment that encourages children to be themselves and explore their interests in a safe, welcoming and nurturing environment. When including Ontario's pedagogy of the early years in the classroom, it recognizes and celebrates children as capable, component learners, as well as their diversity, strength, and unique developmental journeys. This holistic approach aims to be the foundation for children's lifelong journey and well-being.