HOW DOES LEARNING HAPPEN?
ONTARIO’S PEDAGOGY FOR THE EARLY YEARS
GOLD THOMPSON -ADIUKU
FOUNDATIONS OF PEDAGOGY AND CARE ECE113
TERRY KELLY
SENECA COLLEGE
OCTOBER 22 2025
The article Ontario’s Pedagogy for the Early Years serves as a guide for the creation of
educational environments. The article emphasizes the responsibility of children, parents, and
educators in child development and shares four fundamental principles for teaching grounded in
Belonging, Well-being, Engagement, and Expression. (Ontario Ministry of Education et al.,
2014, p. 7).
The word “competent” is a powerful descriptor that serves as a reminder that the abilities
of educators, families, and children in the learning process are essential for effective education.
Oftentimes, the role of each of these individuals are overlooked or downsized rather than seen as
important and competent individuals in the educational learning process. The reframe of these
three groups as “competent” challenges the assumptions recognizing children as capable of
complex thinking, acknowledges families as experts of their children, and educators are
resourceful professionals (Ontario Ministry of Education et al., 2014, p. 6), acknowledges
families as experts on their children with invaluable experience, and validates educators as
resourceful, and compassionate professionals (Ontario Ministry of Education, 2014, p. 7).
The phrase “Children have great potential” most of all connects with me (Ontario
Ministry of Education et al., 2014, p.6). It inspires us to see the younger ones from the standpoint
of their strengths instead of their weakness, making us work on how to promote flexibility and
meaningful associations. This learning method reminds me that children are blessed with rare
aptitudes, ideas and ways of relating with their surroundings. They are not just ordinary beings
waiting for information. Additionally, the statement highlights the importance of educators and
families working together in training and guiding these talents rather than limiting it. It motivates
me to prepare environments where the children’s voices, way of life and ideas are given priority
in order to make sure they can present their unique contributions, for example, via small groups
communications instead of quickly finishing up assignments or transitions.
The sentence "The way we view children, families, and educators shapes what we do in
early years programs" (Ontario Ministry of Education et al., 2014, p. 6) helped me have a deeper
understanding of the material. This article made me understand that education should not be
approached from a one-size fits all perspective. If we have the perception that children need
rigid structures and programs to learn and have their families and educators carry the same
notion we prevent the ability to lean into collaboration, respect, and engagement. This
understanding challenges me to engage with children, families and educators with open-ended
questions to adjust my plans based on the feedback I get from each of these three groups and
share my learnings with my colleagues.
EXAMPLE: PERSONAL CONNECTION REFLECTION
Personally, I connect with the concept of Belonging. My younger brother faced similar
challenges after moving from Nigeria, often struggling to find acceptance in school due to his
limited English proficiency. The article addresses any form of exclusion by acknowledging the
families as partners in school over their children's lives . This point of view has not only changed
my view but has made my focus to create more environments in the classroom. As an upcoming
educator, my primary motive is to make all children and their families feel like they belong, as
well as to make sure that language, culture, or background doesn't affect their ability to learn and
express themselves, and to establish a process where children and educators work together to
make the educational journey.
REFERENCE
1. Ontario. Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy
for the early years. How Does Learning Happen? Ontario’s Pedagogy for the Early Years
Read pgs. 4-8. [Link]