The Early Years

/The Early Years
The Early Years2019-07-15T15:39:49-04:00

A vision for Kindergarten through to Grade 3 in Trillium Lakelands District School Board (TLDSB).

Children are competent, capable of complex thinking, curious, and rich in potential. They grow up in families with diverse social, cultural, and linguistic perspectives. Every child needs to feel that he or she belongs, is a valuable contributor to his or her surroundings, and deserves the opportunity to succeed. When we recognize children as capable and curious, we are more likely to deliver programs and services that build on their strengths and abilities. Download our Early Years brochure on the TLDSB website.

There are four conditions that are important for children to grow and flourish:

● Belonging
● Well Being
● Engagement
● Expression

Our focus will centre on these four headings which will be used to outline our vision and the “Communication of Learning” (the new Kindergarten report card). Our focus on the early years includes:

Every child has a sense of belonging when he or she is connected to others and contributes to their world.

● All children are unique and have special gifts and talents.
● Children have input and ideas to foster learning.
● Children are increasingly able to recognize, value and respect the unique identity and perspectives of others.
● A supportive learning environment helps children feel that they belong in building relationships with families, and community partners.

In the learning environment:

● Children share ideas and contribute to classroom discussions.
● Children bring treasured items from home to talk about with their friends.
● Children may bring a favourite snack or food item unique to their family.
● Children are engaged in one-on-one interactions with caring adults.
● Each child feels included and safe.
● Students take risks with their learning.

Every child is developing a sense of self, health, and well being.

● Every child has a unique level of development.
● Every child is developing their sense of self-regulation.
● Every child feels included and safe.

In the learning environment:

● Educators meet the students where they are in their development.
● Indoor and outdoor exploration takes place that engages the body, mind, spirit, and emotions.
● Students try out their emerging self-regulation skills.
● Community partners work together with educators to support well-being and mental health.

Every child is a capable communicator who expresses himself or herself in many ways.

● Every child should be heard.
● Early Years programs foster communication and expression in all forms.

In the learning environment:

● Encouraging conversations take place amongst children and educators.
● Time, space, and materials are provided that reflect children’s capabilities and backgrounds.
● Children express ideas and respond in a variety of ways.
● Children are provided with opportunities and materials to express themselves.

Every child is an active and engaged learner who explores the world with body, mind, and senses.

● Every child’s education is based on the child’s interest.
● Educators meet the child where they are in their learning.
● Hands on, inquiry, and experiential learning engages children.
● Open-ended materials allow children to think for themselves.

In the learning environment:

● Opportunities are provided to explore and engage that extend each child’s understanding.
● Children and educators ask questions.
● Children and educators investigate materials, topics, and ideas together.

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