A New Partnership

Early Childhood Educators and Teachers in Kindergarten Classrooms

Ontario is embarking on a bold new early learning program, one that will see teachers and early childhood educators (ECEs) working together in the kindergarten classroom. It’s a plan that will benefit children by bringing complementary skill sets to the kindergarten classroom.

Some Ontario kindergarten classrooms have had teachers and ECE teams before but now this model will spread to classroom throughout Ontario. That means many teachers and ECEs will face new challenges. But there are also new opportunities.

Teachers and early childhood educators have much in common, most of all their commitment to the well-being and development of young children. They have much to learn from each other and much to offer their young charges.

Understanding how young children learn

Learning begins at birth. Life is the young child’s classroom. A child’s earliest experiences lay the foundation for learning and set path for health and behaviour. The growing science of early human development underscores the importance of learning through play.

Learning through play forms the basis of ECE training. In this training children are viewed as independent agents who take an active role in shaping their own learning. ECE training  focuses on creating environments that capitalize on young children’s natural curiosity to explore and discover themselves and the people and communities around them. ECEs  understand how to use their knowledge of child development  and their classroom observations  and documentation to enrich and extend children’s learning. These  play-based opportunities help children develop self-confidence and instill a positive attitude toward learning.

Approaches to curriculum development

The approach emphasized in ECE training  appreciates that young children learn differently from older children. Social and emotional connections with other children and adults are critical to giving young children a sense of security − a secure attachment that helps them become successful learners.

This is different from the academic approach still favoured by some administrators and boards.  For them the focus of early learning is academic skills measured against predetermined goals and outcomes. Learning expectations are related to school readiness tasks and skills, in preparation for entry into grade 1. This is not the approach of the new early learning program. It stresses the importance of understanding children’s development, their readiness to learn, and learning through play.

In developing and delivering the program teachers’ skills will complement those of ECEs. Teachers’ knowledge of and experience with curriculum requirements, planning, observation, and assessment and evaluation will help ensure the development of skills as outlined in the Early Learning –Kindergarten Program  through the play-based program. Teachers also bring experience and knowledge of what children need in grade 1 and beyond.

Working with parents

A partnership with parents is an important focus of ECE training. Parents are considered essential partners in their children’s learning. Parents insights into their own children helps shape appropriate programming and parents are encouraged to extend learning opportunities into the home. Meeting parents at the start and end of every day gives ECEs extended opportunities to have conversations with them about their children. This is particularly important if parents are struggling with life circumstances or perhaps are new to Canada.

At its best the relationship between parents and ECEs enhances a sense of trust and belonging for the child and the family. In small, community based, nonprofit early learning centres parents often play a role in governance, which enhances their sense of involvement and belonging.

By contrast, the school system is much larger and more complex; however, effective schools also work hard to engage parents and the community. To cite just one example, parental and community engagement is an important focus of the Toronto District School Board’s Model Inner City Schools program (described in the June 2007 issue of Voice). Involving parents in their children’s education is a recent Ministry of Education priority. Ministry policy requires that all school boards have parent involvement committees and the ministry has created a special division devoted to fostering parental engagement.

Professional requirements

Like teachers, ECEs are now regulated by a professional college. The 2007 Early Childhood Educators Act established the College of Early Childhood Educators, which now governs 25,000 registered educators.

Ontario’s community colleges offer a two-year ECE diploma. The curriculum combines theory with field experience in a variety of settings, including licensed child care centres, school classrooms, and early identification and family resource programs that serve children ages six weeks to 12 years and their families. Students complete course work in early childhood development, observation and planning, early identification and intervention, health and safety, curriculum development, policy development, working with families, and understanding their diverse and complex experiences.

Teachers’ academic education at university faculties of education is complemented by time spent observing and learning in classrooms. Once on the job, new teachers have access to a mentoring program and the wisdom and knowledge of experienced colleagues. Teachers actively engage in professional learning  and  as ETFO members they have access to a broad range of professional learning opportunities. ETFO provides  numerous resources and programs to support play-based early learning.

Supporting new partnerships

Teacher /ECE teams in kindergarten classrooms will need considerable professional support to make the program work. They will need time for joint planning, curriculum preparation, and professional learning. ETFO has made teachers’ professional needs a priority in bargaining and similarly will support the professional needs of ECEs as new collective agreements are bargained.

Many of the tools to support the early learning team are  now being put into place. The newly released curriculum reflects best practice from both The Kindergarten Program, 2006 and the ELECT documents. Joint training for teachers and ECEs has begun. 

The success of the new ELP depends on the willingness  of teachers and ECEs to work in new ways, to learn from each other, and to be prepared to grow daily alongside their young learners. Meeting these challenges and benefitting from new opportunities  will enrich their lives and the lives of their young students.