Fostering Creativity: The Full Day Kindergarten Classroom in Ontario: Learning Through Inquiry and Play and Its Implications for Child Development

Copyright © 2015 Ella Karia.

All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.

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ISBN: 978-1-4917-7396-3 (sc)

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iUniverse rev. date: 11/18/2015

CONTENTS

Chapter 1. Canadian Perspectives: An Introduction

Background on Kindergarten in Ontario

Looking Across Canada: Provincial Comparisons

Justification and Significance of the Study

Research Goals

The Research Focus

Situating Myself

Laying the Framework

Chapter 2. Educational Philosophies

Introduction

Froebel as the ‘Father of Kindergarten.’

Dewey’s Principles of Education.

Child Development Theories

Piaget’s Constructivist Theory and thoughts on play

Vygotsky’s Social Constructivist Learning Theory

Bruner’s Discovery Learning.

Understanding Individual Identity

Understanding Child-Centered Learning

Principles of Holistic Education

Understanding Spiritual Domain of Development

Play as a Pedagogy in the Kindergarten Classroom

Sutton-Smith’s play theory.

Research Studies on Play

The dynamics of defining play.

Building Quality Early Years Programs

Inquiry-based Learning as an Integrated Approach

Understanding the Importance of Environmental Education

FDK Research Studies

Developing a Lens to Examine Kindergarten Learning

Maslow’s Hierarchy of Needs

The Theoretical Framework

Role of the Teacher in Kindergarten

Tool for Teachers: The Five Key Elements of the FDK Program

Conclusion

Chapter 3. Qualitative Research Design - A Framework to Study the Classroom

Introduction

Qualitative Research Design

Researcher’s Role

Case Study

Narrative Inquiry Style

Triangulation

Recruitment Process

Research Sites

Teacher Participant Profile

Data Analysis and Processes

Limitations of the Study

Conclusion

Chapter 4. Full Day Kindergarten – Classroom Practices

Introduction

Looking at Data Findings Process

Teachers’ Understanding of Play-based Learning

Classroom Connections: A Closer look into the Kindergarten Teachers’ Classrooms

Alison’s classroom.

Bianca’s classroom.

Cassandra’s classroom.

Diya’s classroom.

Elissa’s classroom.

Francis’ classroom.

Gillian’s classroom.

Hana’s classroom.

Kindergarten Teaching Approaches

Understanding Holistic Education

Understanding the Full-Day Kindergarten Model

Looking at Assessment

Challenges with Implementing FDK

Summary and Conclusion

Chapter 5. Discussion and Analysis—Connecting Practice with Theory

Introduction

Teaching Approaches in the FDK Classroom: Play-based Learning

Nurturing Individual Identity

Play with Multi-layered Facets and Making Connections for the Child

Teachers’ Perspectives on Implementing FDK Curriculum in the Classroom

Teachers’ Perspectives on the Challenges with FDK

Building Learning Partnerships and Quality in a Supportive Environment

Enriched and Modified Curriculum Guides Learning Goals

Physical Space: Building the Indoor and Outdoor Classroom

Integrating Curriculum and Developing FDK

Integrated Approaches: Shifting Kindergarten Teaching Approaches with FDK

Implications of the Research

Future Research Recommendations

Concluding Comments

References

Appendix A. Glossary of Terms

Appendix B. FDK in Ontario: Information, Reports and Facts

Appendix C. Ministry’s Commitment to the Full-Day Kindergarten Learning

Appendix D. Tips for Teachers

Appendix E. Some Teachers Perspectives when applying Educational Theory

Appendix F. Creativity – Ways to build it in the Classroom

Appendix G. Questions for Educators to Think About:

Acknowledgements

About the Author

Play is the purest, the most spiritual product of man at this stage and is at once the pre-figuration and imitation of the total human life, of the inner secret, natural life in man and in all things. It produces, therefore, joy, freedom, satisfaction, repose within and without, and peace with the world. The springs of all good rest within it and go out from it.

(Friedrich Froebel, 1889, p.25)

I dedicate this work to my daughter, Esha, and son, Krishan. To all the love, laughter, and learning they both bring into my life. We continue to grow, learn and build precious memories filled with the joy of imagination, spark of creativity and energy of play. Continue to be inquisitive, imaginative and inventive as you embrace the love of learning.

Chapter 1

CANADIAN PERSPECTIVES: AN INTRODUCTION

Let us begin by imagining a day in Kindergarten. A child comes to school each day and is excited to play. Sifting sand, pouring water, pressing and molding clay. Later the child is experimenting with ramps, stacking blocks and exploring shapes. Painting with brushes and dabbing with sponges they mix colors and explore art. Drawing their thoughts in their journal book they express what is on their mind. Expanding and building on their ideas all the time. Sketching on clipboards and drawing on whiteboards. Cutting with scissors, sticking with glue, coloring with markers and crayons. Throughout the day they are constructing and creating with a variety of materials in many ways. Eventually, a masterpiece, something unique, unfolds in front of their eyes. With great pride and joy they talk about their creation. During indoor and outdoor play children socialize, interact and role-play in a truly natural and informal way. Climbing, running, jumping are all a part of their play. Outside they dig in the garden, collect rocks, hug a tree and closely look at living things. Gazing with a stillness, calmness and a deep sense of awe and wonder. They carefully engage and interact with nature.

Kindergarten learning opportunities are based on discovery learning and being fully present. Knowing there are no right or wrong answers in this place of wonder and creativity makes it safe and comforting. The child’s curiosities lead the direction and focus of the learning. At times, it is their first encounter that sparks conversations, excitement during these ‘wonder years’. Kindergarten children have many choices and materials with lots to see, hear, feel and do. Educators in the classroom are mindful of the natural flow of play, minimizing transitions and letting the process of inquiry learning unfold. Children are happy and engaged. Teachers nurture, guide and care, they help students build and extend their own ideas, freely engage and deeply explore. Children begin to find their own connections to the learning.

Greater opportunities for this type of authentic, quality and varied play are essential for children between the ages of 3 and 6 years of age. Children come with an inner openness to ideas and their own thinking and if given opportunities to express their thinking the individual uniqueness within each child shines. Children naturally invent, create and experiment in their own personal ways. The Kindergarten years lay a strong foundation for success in future schooling, and looking closely at teaching and learning practices in the classroom brings awareness to the best early years experiences and the importance of nurturing the use of the imagination at an early age. Fostering one’s creativity also defines personal identity, individuality and self-esteem. Innovation emerges from combining disparate ideas. Research studies validate this premise.

Over the last decade, research in Canada on early childhood education and brain development has focused on the importance of laying a solid foundation in the early years of a child’s life for improved learning in the later years (Mustard, 2006; Pascal, 2009a, 2009b; Shonkoff & Phillips, 2000). As a result, the government of Ontario has made policy changes that have affected Kindergarten programs in public schools in Ontario. The Full-Day Kindergarten (FDK) learning model was introduced after a new law amendment was passed. In September 2010, Bill 242—Full-Day Early Learning Statue—Law Amendment Act (Legislative Assembly of Ontario, 2010)—came into effect and started the process of changing Kindergarten learning in Ontario public schools from a half-day to a full-day program with a greater focus on inquiry and play.

The Ministry of Education (MOE) updated the Kindergarten curriculum document and named it FDELKP—The Full-Day Early Learning-Kindergarten Program (Draft Version-2010). The FDELKP outlined the vision, purpose, and goals of the new FDK curriculum. According to Leona Dombrowsky, then Minister of Education, Full-Day Kindergarten learning was part of an overall plan to help more children have a strong start in school. She asserted that [b]y giving them more opportunities at a young age we’re giving our children a brighter future (Ontario Ministry of Education, 2010, p. 1). Establishing excellence in early years pedagogy gained focus and priority and as we await the release of the final version of the Kindergarten curriculum document we see the value and lessons from research about young children.

In Ontario, the Early Learning for Every Child Today (2006)—also called ELECT—was a framework for the Ontario early years childhood settings written by the Best Start Expert Panel on Early Learning. The researchers from this expert panel compiled brain development studies and compared early years programs from around the world. Professor Mustard (2006) conducted studies showing that early brain development sets the foundation for lifelong learning, behavior, and health. Research findings in Mustard’s report were based on detailed evidence from the neuroscience, developmental psychology, and educational fields of study. Evidence showed that a child’s brain development is connected to early years education and experience. Furthermore, Mustard found that:

There are critical periods when a young child requires appropriate stimulation for the brain to establish the neural pathways in the brain for optimum development. Many of these critical periods are over or waning by the time a child is six years old. These early critical periods include: binocular vision, emotional control, habitual ways of responding, language and literacy, symbols and relative quantity. (2006, p. 5)

According to Mustard (2006), the brain’s architecture is built from the bottom up, and although the sequence of development in a child’s brain is similar from one child to the next, the rate of development and the variety of pathways vary. Understanding how children learn best will optimize the early years learning. Professor Shonkoff (2010) showed that genes set the parameters for the basic structures of the developing brain, but a child’s interactions and relationships with his or her parents and significant others establish neural circuits and shape the brain. Many brain research studies (Greenspan & Shanker, 2004; Mustard, 2006; Shonkoff & Philips, 2000) have also revealed that opportunities for children to learn through play assist with the development of multiple pathways in the brain. Over the last decade, child brain development research studies (Rushton & Larkin, 2001; Rutledge, 2000; Washington, 2002) have produced more knowledge about neuro-scientific data than in several centuries. Clearly, the scientific evidence points to the importance of quality early years education programs. It also shows that we need to better understand what is actually happening in the classrooms.

In addition, the American Association of Pediatrics released a report in 2007 about the importance of play in the early years (American Association of Pediatrics, 2007). The report showed that starting from birth, play serves to strengthen the synaptic connections in the brain, especially the motor and sensory areas. It stated that there are also areas of rapid growth in the frontal cortex (cognitive thinking, problem-solving, and logic skills), and that it is through play that children can demonstrate their abilities (Bergen, 2007; Bodrova & Leong, 2007). Thus, this report showed that a wide variety of play experiences is necessary in order to develop a complex and integrated brain (see Appendix A for Glossary of Terms). Research studies (Bergen, 2007; Diamond, Barnett, Thomas & Munro, 2007; Kostelnik & Grady, 2009) also affirmed that play is important in the development of self-regulation, cognition, language, social, emotional, and creativity skills.

Fostering Creativity investigates and analyzes Ontario’s FDK teaching practices. Through conversations with FDK teachers and visits to their Kindergarten classrooms, this book gathered information that would help one better understand how the Kindergarten practices are taking shape. The Ontario Ministry of Education’s FDK curriculum document outlined specific expectations and embedded a play-based philosophy in Kindergarten programs. Teaching practices in the FDK classroom started to take a new direction. Learning through inquiry, learning in real-life contexts, and learning through exploration proved to be more and more important. Early childhood development takes place in the context of families, communities, and schooling and is shaped by the day-to-day experiences and environments of early life.

The most significant findings in Fostering Creativity are that quality teaching and learning practices are based on the following features: (a) learning through play-based, inquiry-based and experiential-based exploration; (b) making the educational experiences child-centered and authentic; (c) building on children’s past experiences, nurturing self-expression and identity; (d) strengthening relationships and connections; and (e) creating stimulating environments, both indoor and outdoor, for children’s learning and development. Teachers’ perspectives and specific practices are described, analyzed, and discussed. Theory informed practice and practice informed theory, as models were developed and designed during this research journey. Fostering Creativity is a great resource for teachers, early years educators, policy-makers and parents.

The Ministry of Education (2010) states that children learn best through activities and develop their knowledge by building on past experiences. Children are naturally curious. The new Kindergarten program, therefore, is supposed to feed this curiosity by providing opportunities for learning, self-expression, self-regulation, and self-discovery in a variety of ways (Ontario Ministry of Education, 2010, p. 6). This could be through talking, reading, predicting, inquiring, exploring, pretending, experimenting, building, role-playing, and socializing. Each child should grow and develop in a number of interrelated areas—social, emotional, communicative, cognitive, and physical. In fact, the United Nations has recognized play as a specific right for all children (UNICEF, 2010). Furthermore, according to the Canadian Council on Learning (CCL), [p]lay nourishes every aspect of children’s development—it forms the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. Play paves the way for learning (2006, p. 2).

While the idea of Kindergarten—a program of education for young children, usually four to six years of age—was first brought forward more than a century ago, the continued focus of the program has shifted among educators. The type of play materials in the classroom was examined more closely to see if that made a difference. The specific practices and analysis of how children were helped to attain higher potentials were considered. The question of the length and quality of day also became a topic of further interest and discussion. All of these topics remain important in examining Kindergarten practices today. At this point in time, it seems that both the quantity of time and the quality of the program make a difference. Furthermore, in recent decades, increased emphasis has been placed on the need for educational opportunities for children at the earliest possible age. Therefore, it is imperative to research how to maximize children’s learning experiences at the Kindergarten level.

Learning happens when a child can explore and experiment in a friendly, safe, and exciting environment. Finding the best teaching approaches for young children requires looking at what all the different philosophies of education highlight. These will be discussed in this research study. Does the new Full-Day Kindergarten (FDK) model follow one specific philosophy, or is it a combination of best practices from several theorists? Which teaching approaches and practices are adopted in the FDK classrooms? The section below provides some general information on the Full-Day Kindergarten program, and more details can be found on the Ontario Ministry of Education website (www.edu.gov.on.ca). The main benefits of the FDK program include improved literacy skills (Vanderlee et al., 2013, NCES, 2004), greater independence (Plucker, 2004), school readiness skills (Pelletier 2012a, 2012b) and improved peer interaction (Walsten & West, 2004), especially for at-risk children. There is also greater school success in Grade 1 (Cryan et al., 1992) resulting in building an overall stronger foundation for children. Therefore, the more time children spend with classmates and exposed to the school environment, the better their self-regulation, academic, and social skills. A seamless and integrated day makes the day smoother and easier for parents and children. This flow and consistency can really help with the child’s confidence and security.

The relationship children develop with their peers as well as with their teachers is an important part of learning to build trust with others. Aside from parents, other relationships can add value to a child’s development. The Ontario Ministry of Education’s Full-Day Early Learning—Kindergarten Program (2010) emphasises the need for interrelated systems that include family, the school, the broader community, and the world. The assumption is that partnerships with families and communities strengthen the ability of an early childhood setting to meet the needs of young children. Meeting their needs includes respect for diversity, equity, and inclusion. These are prerequisites for optimal development and learning. Teachers can proactively build positive affirming relationships, connect families with services in the community, and collaborate with outside agencies when needed. Good communication can foster good relationships. This increases awareness about ways to meet students’ needs and will eventually improve student success.

In the policy vision, the Ontario Ministry of Education proposed that early childhood settings can organize programming to use diversity of the participants as an asset that enriches the environment for everyone (2010, p. 42). Making a concerted effort to integrate and represent learning in a meaningful context to the community of learners helps deepen connections for children and supports the integrity of their families. Is this policy vision a reality in the classroom? Are we truly integrating and considering cultural identity in the curriculum and the classroom? These are concerns that will be brought to light throughout this book.

Lastly, the FDK program is built upon the partnership between the teacher and the Early Childhood Educator (ECE). This is a significant shift from the half-day programs’ classroom management model. The government established this partnership between the teacher and the ECE as part of the policy change and stipulates that each FDK classroom in Ontario be managed accordingly. The idea of two educators in one classroom was intended to improve the teacher-student ratio and the quality of the Kindergarten program. This was a significant change for teachers, who in the past solely managed their own Kindergarten program.

Five years ago the Ontario Ministry of Education embarked on a five year process that revolutionized Ontario’s Kindergarten program. During this time we have increased the depth and breadth of understanding of inquiry-based and play-based learning. Now that the new Full-Day Kindergarten program has begun taking shape, we can learn from the implementation phase (see Tips for Teachers – Appendix D). Each teacher is unique in his / her own way. By hearing the stories of Kindergarten teachers and how they went about adapting to the educational policy changes, we can gain a better understanding of the pedagogical implications and specific teaching practices as well as the outcomes of the changes proposed in the FDK curriculum.

Background on Kindergarten in Ontario

The history of early years education in Ontario is important background information for this research study. The political debates on the topic of education for children under the age of six started back in the 1960s and 1970s, and the pendulum has swung back and forth with regards to support for funding for the Kindergarten years. However, in the twenty-first century, there have been significant shifts, and the public debates on early years education have intensified as the Ontario Liberal government invested over a billion dollars in this endeavor.

There were many significant events over the years that characterized the nature of child-care and Kindergarten programs in the province of Ontario. The Best Start Expert Panel on Early Learning, which consisted of professionals from the early childhood education in Ontario, introduced the document entitled The Early Learning for Every Child Today. Published in 2007, this document presented a framework to guide the development of Ontario early childhood settings. It considered many early childhood settings such as childcare centers, regulated home child care, nursery schools, Kindergarten, Ontario Early Years Centers, family resource programs, parenting centers, and child development programs in the community. Through the research conducted by academics, government agencies, unions and educators, it is possible to outline some key documents, government decisions, and the general path that led to where we are today with FDK initiatives in the province (See Appendix C). This present study aims to focus on the section relating to the Kindergarten years. In a document entitled Kindergarten Matters: The Importance of Kindergarten in the Development of Young Children published by the Elementary Teachers Federation of Ontario (ETFO), there is a brief summary of historical facts about Kindergarten in Ontario, presented as follows:

Kindergarten first took root in Ontario in the early 1870s. Kindergarten programs developed in communities in different parts of the province during the early 1900s and expanded significantly during the Second World War and afterwards. The first junior Kindergarten programs were established in Ottawa in 1943–44 and then in Toronto four years later. By the late 1970s, close to 100 per cent of five-year-olds were enrolled in Kindergarten programs. By 1995, about 95 per cent of four-year-olds were attending junior Kindergarten programs.

(ETFO, 2001, p. 3)

The social movements of the 1950s–1970s brought awareness to the public about early years education. However, it was only after the 1980s that the Liberal government introduced policy to expand Junior and Senior Kindergarten programs. The Liberal policies were continued and enhanced into the 1990s by the succeeding New Democratic Party (NDP), resulting in the government considering greater infrastructure and funding to support the development of early years educational programs across Ontario. In fact, there was a pendulum shift during those years as the political parties changed powers, which influenced the history and development of the Kindergarten program in Ontario. With the change of government again in 1995, when the Progressive Conservatives took office, this new government tried to undo most of the policy initiatives and cut funding for Junior Kindergarten in half.

By the late 1960s, Half-Day Kindergarten was well-established in Ontario cities, and it was increasingly available in rural communities as the result of school consolidation. In 1979, close to 100 per cent of five-year-old children in Ontario were enrolled in Kindergarten programs while 39 per cent of four-year olds attended Junior Kindergarten. The mid-1970’s also marked the development of Montessori programs and schools in Canada. The Montessori environment was a unique classroom setup with specific materials. The classroom environment was prepared with small shelves for ease of access to learning materials that would encourage children to become independent and move freely. Children were taught how to use materials correctly, often in a particular order and as they were developmentally ready.

In 1989, the Liberal government announced that school boards would be required to offer Half-Day Junior and Senior Kindergarten programs. The concept of requiring school boards to offer Junior Kindergarten programs had recently been proposed in the Report of the Early Primary Education Project commissioned by the Progressive Conservative government of Bill Davis. The 1989 Throne Speech also committed the government to funding full-day Senior Kindergarten programs where classroom space permitted. The policies were to take effect over the next five years.

A general election was held in September 1990 when the New Democratic Party led by Bob Rae took office. The NDP government, however, implemented the Liberal policy and even supported the policy with additional funding. The Education Ministry provided 100 per cent funding for Junior Kindergarten students, regardless of school boards’ level of provincial grants. In 1994, the government also established a $35 million capital fund to assist boards to build or renovate Junior Kindergarten classrooms. School boards were given until September 1997 to fully implement the Kindergarten policy.

It was not only until the late 1990s that the Liberals