Module 1: Positive Interactions and Ontario ECE Pedagogy - Vocabulary Flashcards

Module #1 Class #1

Belonging

A sense of connection and contribution; goal: every child belongs when connected to others and contributes to their world (Ontario pedagogy).

Positive Interactions

Program goals and approaches to support positive, responsive interactions among children, parents, providers, and staff.

Self-Regulation

The program's aim to encourage children to interact positively and to support their ability to self-regulate.

Program Statement

A document describing the goals and approaches of the program for children; required by the CCEYA; reflects children as competent and is reviewed annually.

CCEYA (Child Care and Early Years Act, 2014)

Ontario law governing licensing of child care centers and related offences.

O.Reg. 137/15

Ontario Regulation under the CCEYA; specifies licensing requirements (e.g., sections 46(3)(b) and (c)).

HDLH (How Does Learning Happen?)

Ontario's pedagogy for the early years guiding programming and practice through four domains: Belonging, Well-Being, Engagement, and Expression.

HDLH Pillars

The four domains of How Does Learning Happen?: Belonging, Well-Being, Engagement, and Expression.

Belonging (HDLH pillar)

Fostering authentic relationships and connections to create a sense of belonging among children, families, and educators.

Secure Relationships

Positive, caring, respectful relationships that are foundational to learning and well-being and provide a safe environment for exploration.

Pro-social Behavior

Actions that benefit others; developed when educators model empathy, emotion regulation, and perspective-taking.

Authoritarian

High control, low warmth; emphasizes obedience and rule-following; often uses punishment and one-way communication.

Permissive

High warmth, low expectations/structure; little discipline; can lead to impulsivity and poor self-control.

Authoritative

High warmth with high expectations; respectful, fair, and consistent; encourages input but retains ultimate responsibility.

Non-Verbal Listening Test

A 15-minute assessment of nonverbal communication and listening in interactions.

Caregiver Interaction Scale (Arnett, 1989)

An observational tool rating caregiver warmth, attentiveness, and interaction quality with children.

ECERS (Early Childhood Environment Rating Scale) – 3rd Edition

A standardized measure of the quality of early childhood environments used for quality assessment.

The Image of the Child

A concept/article emphasizing viewing children as capable and competent to inform practice.

The Learning Happen Ontario Pedagogy

Ontario framework guiding practice, emphasizing authentic relationships, inquiry, and developmental progress across HDLH domains.

Daily Routines (Temporal Environment)

The management of daily time, routines, and schedules that structure children’s day.

Temporal Environment

Aspects of time and scheduling in the learning environment that shape experiences.

Visual Schedules

Visual representations of daily routines to support predictability and self-regulation.

Early Learning Environment Checklist

A tool to assess warmth, eye contact, tone, and positive interactions in the environment.

The Importance of Relationships

Fostering strong relationships with children and families is the single most important priority in early years education.