Résumés
Abstract
Kindergarten educators are experiencing tensions with pedagogical approaches for early literacy learning (Forgie et al., 2022; Pyle et al., 2018). They feel pressured to abandon play-based approaches in favour of direct instruction due to changes in provincial curriculum and school board policies (OHRC, 2022). This paper explores themes and responses by participants in a study with kindergarten educators during the first half of the 2023-24 school year. Challenges expressed included changing messages from school boards, a lack of clarity regarding direction, and the introduction of prescriptive programs. Suggestions of ways educators can build knowledge and agency through collaborative conversations are shared.
Keywords:
- play-based learning,
- beginning reading instruction,
- kindergarten,
- educator self-efficacy
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Biographical note
Yvonne Messenger is a Lecturer in the Department of Educational Studies, at Brock University, where she is currently doctoral candidate. Yvonne comes to this role after 30 years of experience as a classroom teacher, a reading interventionist, a literacy coach, and a consultant in public education in Ontario and Nova Scotia. Yvonne’s research is focused on supporting kindergarten educators as they seek to refine their instructional practices for teaching reading and writing in play-based kindergarten programs. Yvonne has mentored experienced and pre-service teachers as an AQ instructor, a supervisor at the Brock Learning Lab, and through informal mentorship opportunities with educators across Ontario.