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EC 1063: Lecture-Discussion 3

Identifying Learning

Juna Corazon Garcia – Poblacio

Student ID 202204796

Early Childhood Education Department, Pures College of Technology

F23 EC1063 Kindergarten Curriculum

Instructor Shauna-Lee Rerrie

September 27, 2023

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1. Children are competent and capable of complex play and thinking in various ways. One

prominent aspect of their competence is critical thinking, which is considered a higher-

order cognitive function. Critical thinking involves the ability to perceive reality beyond

surface understanding, delving into the "who, what, where, when, how, and why" of a

situation (Dietze & Kashin, 2019, p. 38). This capacity allows children to navigate

through challenging circumstances, systematically solve problems, make informed

decisions, and organize themselves effectively. Observable signs of critical thinking in

children include their ability to generate ideas and put them into action, synthesize

information from multiple sources to make sense of complex concepts, engage in

reasoning, reflect on their experiences, sustain patterns of thinking instead of

withdrawing from difficulties, and take risks while following through with potential

solutions. These competencies highlight the depth of children's cognitive abilities and

their potential for complex play and thinking.

2. Conceptual understandings, like "Number," evolve alongside a child's cognitive

development. Initially, children grasp numbers as counting objects, but with growth, they

delve into abstract concepts like addition, subtraction, and place value. This progression

aligns with developmental ranges of growth, enabling children to make sense of the

world and excel academically, highlighting the vital link between conceptual

understandings and developmental growth stages.

3. In a Kindergarten classroom, educators can promote emergent literacy development by

organizing interactive reading sessions. The teacher can gather children in a circle to read

a popular children's book, emphasizing rhyme and rhythm. They can actively point out

literacy elements like punctuation marks and ask open-ended questions to stimulate
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critical thinking and discussion. These questions start simple and become more complex,

tailored to each child's level. After reading the story, children can be encouraged to

verbally describe what they observed, fostering language development. Such activities

align with the Emergent Literacy Curriculum and lay a strong foundation for future

learning.

4. Effective educator-family communication in kindergarten is essential for a child's growth

and learning. It enables collaboration between parents, educators, and the child, keeping

everyone informed about progress and challenges. This partnership fosters a supportive

environment, boosting the child's motivation and engagement. Various communication

methods, such as written documents, blogs, and discussions, keep parents connected.

Sharing the child's portfolio provides insights into their development. Ultimately, this

communication enhances the child's learning experience and strengthens the home-school

bond, creating a holistic educational approach.

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References

Communicating with Parents About Children's Learning: A Guide for Kindergarten Educators.

(2017). Draft 2 p. 4. Retrieved from:

http://edugains.ca/resourcesKIN/OtherResources/Educator_Guide_DRAFT_CommwParents_abo

ut_Childrens_Learning.pdf

Dietze, B., & Kashin, D. (1957/2019). Critical Thinking. Outdoor and Nature Play in Early

Childhood Education North York: Pearson Canada. p. 38.

Ontario Ministry of Education. (2012/2023). Full -Day Kindergarten. Understanding Your Child’s

Reports. King’s Printer for Ontario. Retrieved from:

https://www.edu.gov.on.ca/eng/parents/understanding_your_childs_report_en.pdf

Rerrie. S-L. (2023). Lecture 3: Identifying Learning. Slides 1-28. Retrieved from

https://drive.google.com/file/d/1VCBACZO-ib84HzXC9slkJYBolsWTAFdZ/view