Module #1: How Does Learning Happen? Ontario’s Pedagogy for the Early Years-READING

Cultivating Authentic Relationships

How Does Learning Happen? (HDLH)

Ontario’s 2014 professional learning resource about learning through relationships for those who work with young children and families; builds on ELECT and centers four foundations.

ELECT

Early Learning for Every Child Today; Ontario’s 2007 framework for early childhood settings with six guiding principles and a continuum of development from birth to age eight.

Foundations (HDLH)

Belonging, Well-Being, Engagement, and Expression—four foundational conditions that support children’s growth.

Belonging

A sense of connectedness, being valued, and contributing to a group or community.

Well-Being

Physical and mental health, self-care, sense of self, and self-regulation.

Engagement

A state of active involvement and focus in learning through exploration, play, and inquiry.

Expression

Communication through bodies, words, and materials in multiple forms; foundational for literacy.

ELECT Principle 1

Positive experiences in early childhood lay the foundation for lifelong learning, behaviour, health, and well-being.

ELECT Principle 2

Partnerships with families and communities are essential.

ELECT Principle 3

Respect for diversity, equity, and inclusion is vital.

ELECT Principle 4

An intentional, planned program supports learning.

ELECT Principle 5

Play and inquiry are learning approaches that capitalize on children’s natural curiosity.

ELECT Principle 6

Knowledgeable, responsive, and reflective educators are essential.

Pedagogy

The understanding of how learning happens and the philosophy and practice that support that understanding.

Pedagogical Documentation

A process of listening to children, making learning visible, and co-learning with children and families; using questions to frame inquiry.

Environment as the Third Teacher

The physical and social environment of learning communicates values and shapes learning; Malaguzzi’s concept that the space is a teacher.

The Child

Children are competent, capable of complex thinking, curious, and rich in potential; development is holistic.

The Family

Families are competent, diverse experts on their children; central partners in learning.

The Educator

Educators are knowledgeable, caring, reflective professionals who are lifelong learners and co-learners with children and families.

Critical Reflection

A process of questioning and reflection that supports ongoing improvement in practice and learning.

Collaborative Inquiry

Educators working together to question theory, test ideas, and share learning across programs and communities.

The Environment (HDLH)

The learning environment’s design, materials, and organization influence engagement and learning.

Play and Inquiry (HDLH)

Learning approaches that capitalize on natural curiosity and support problem-solving, creativity, and collaboration.

Open-Ended Materials

Materials that invite multiple uses and interpretations to support exploration and complex play.

100 Languages

The idea that children express themselves in many languages and modalities; language diversity is valued.

CRC (Convention on the Rights of the Child)

International treaty ensuring children’s rights, including health, education, and participation.

CRPD (Convention on the Rights of Persons with Disabilities)

International treaty ensuring rights and inclusion for people with disabilities.

Co-Learners

Educators learn with children and families, not just from them; planning and learning together.