Critical Situational Analysis: Investigating Community

Introduction
Effective learning environments that enable children to reach their full potential can often be attributed to the
proficiency of educators to construct an enriched atmosphere where learning opportunities are interwoven throughout
every aspect of the day. Educators are uniquely positioned in their ability to affect a childs developmental growth
through the actions of their practice. Due to the increasing awareness of how negative experiences hinder a childs
ability to gain understandings it becomes increasingly important that pre-service as well as seasoned educators engage
in experiences that afford them opportunities to reflect, rethink and grow, in order to strengthen professional practice.
Teaching honours and strengthens childrens innate social, intellectual, cultural, and aesthetic identities, identities
that we value as a society. We dont leave their development to happenstance or luck (Pelo, 2013, p. 1). Just as we
ensure growth in our youngest members of society, so too must we cultivate such progress in the adults who we
entrust to provide the best education possible for our children.
As an Early Childhood Educator in Ontario we have a responsibility to our profession, as well as the children
to enhance our practice by continually engaging in experiences to improve our skills and broaden our perspectives. It
becomes imperative that we take into account all factors that contribute to and influence how a child comes to view
the world around them (College of Early Childhood Educators, 2011). In order to honour all the complexities of
development it is essential that we bear in mind both the immediate and societal contexts that influence the depths of
our unconscious, which lay the foundation for how we are able to perceive the world around us.
Early childhood educators work occurs in the context of socially, culturally, economically and politically
completing discourses. Engaging in a self-directed professional experience ... negotiated with a community
[allows educators] to study these relationships in context and to reflect on the importance of understanding the
function of communities as fundamental to equitable practice in early childhood education and care (Khattar,
2014).

In pursuance of growing within my own professional practice I have been engaging in a community
experience within the Halton Catholic District School Board that enables opportunities for deconstruction of the
program I work within, as well as the perceptions I hold in relation to how I enact my responsibilities as an educator

within the context of the Full-Day Early Learning Kindergarten Program in Ontario (FDK). The aim of this report is
to analyse the inherent structures within the educational system that influence how the curriculum is carried out and in
turn how positive learning environments are created or hindered. This report presents a situational analysis of the
internal and external factors that influence educators capabilities within the school system. This is followed by a
proposal of how I may explore my own aptitude within the structures of the FDK program. In addition, to examining
how my personal philosophies impel my professional actions. Ending with implications of the underlying messages
that become apparent through this inquiry and in turn how this information influences current and future practice
within the FDK program.

Situational Analysis
Traditionally, early years education in Ontario has been disjointed, the childcare sector mainly being
responsible for children from birth to five years under the governance of the Ministry of Children and Youth Services
(Ministry of Children and Youth Services, 2011). Whereas, Kindergarten has always been part of the education sector
being governed by the Ministry of Education. In recent times, we have seen a surge of changes within early education
in Ontario, changes that have stemmed from professional and global pressures that have sought for higher quality care
and education for our children. A shift in thinking occurred after the United Nations (UNCEIF) released their 1999
report, The State of the Worlds Children-Education. In keeping with the United Nations 1989, Rights of the Child
framework the report on education makes it clear that, child care and early education are inseparable (UNCEIF,
1999, p.71). As awareness surrounding the importance of early education systems gained momentum globally Canada
began to take note as political recognition was given, addressing the gaps that lay within the structure of our historical
separation of early education systems. Shortly, after being elected Premier in 2007, Dalton McGuinty designated
Charles Pascal as Early Learning Advisor and entrusted Pascal with the responsibility to create a plan of action for an
early learning vision for Ontario (Childcare Resource and Research Unit).
In 2009, Charles Pascals report, With Our Best Futures in Mind Implementing Early Learning in Ontario was
released. Within this report the importance of addressing our fragmented systems which divided service for children
was addressed which resulted in the transfer of responsibility for child care from the Ministry of Children and Youth
Services to the Ministry of Education in 2010 (Ministry of Children and Youth Services, 2011). In addition, to this

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significant change within Ontarian services With Our Best Futures in Mind also highlighted the importance of play
within children capacity to learn. Speaking to not only the significance play holds for our youngest learners, but also
to the stigma of play within our society as stated within the document:
Play is serious business for the development of young learners. This is such an important understanding.
During my fact-finding, I observed people recoil at the thought of spending resources on just having kids
play. But research and best practice indicate clearly that a deliberate and effective play-based approach
supports young childrens cognitive development (Pascal, 2009, p. 25).
Keeping the best interests of the child in mind, based upon the recommendations within Charles Pascals
report the provincial government decided to revise the 2006 kindergarten curriculum, presenting a new focus on how
educators and school systems would create learning opportunities for four and five year olds in Ontario, with play as
the cornerstone of the new kindergarten curriculum. The Full-day Early Learning Kindergarten Program (FDK), was
launched in 2010, with a five year roll out plan reaching a full implementation as of September 2014, across all
elementary schools in Ontario.
The Full-Day Early Learning-Kindergarten program Draft Version curriculum document outlines a
philosophy that places the child at the centre of the program. Influenced by Urie Bronfenbrenners well-known
Ecological Systems Theory the program is based on the understanding that children develop within a complex set of
interrelated systems that includes the family, the school, the broader community, and the world (Ontario Ministry of
Education, 2010, p. 1). Embracing the understanding that complex relationships influence each childs world enables
the FDK program to honour all facets of our youth ensuring the whole child is nurtured within the program. The
underlying philosophies that are reflected throughout the FDK document depict the child as a capable and competent
learner who is naturally curious with an innate desire to explore their world. The program encompasses curriculum
expectations in seven key areas: Personal and social development, language; mathematics, science and technology;
health and physical activity, and the arts. These seven areas of focus are used to gage students growth within the
program based upon an inquiry approach to teaching where educators and learners build on the interests of the
children through play experiences as they engage in hands on learning opportunities. Childrens play is used as
vehicle for learning [as] it provides opportunities for learning in a context in which children are at their most
receptive (Ontario Ministry of Education, 2010, p. 13). The belief that academics and play are interrelated,

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overlapping one another within the childs world, where inquiry is used as a tool to aid children in their
developmental growth is an essential aspect of the FDK program.
Another unique facet within the FDK program is the bridging of two professions as Ontario Certified
Teachers (OCTs) and Early Childhood Educators (ECEs) are brought together to collaborate, implement and coconstruct a learning environment with each other, as well as with the children in their care. FDK teams are required to
work in partnership as they plan, deliver; observe, document and assess childrens learning. In addition to, meeting
with parents both informally and formally to discuss and provide information surrounding childrens development,
progress, achievements and any support that may be needed (Ontario Ministry of Education). The provincial
government recognized the need to have an OCT, as well as an ECE within the classroom together as both professions
elicit certain skills sets which complement and enhance the quality of the early learning environment. Interwoven
throughout the FDK program is the essentiality that these professionals are part of a team and as such should work
together to create the best possible learning opportunities for their students. But with the realization that both
professions bring forth different strengths and assets, there is some distinction between the two roles. Teachers are
responsible for the long-term planning and organization of the program and the management of the Early Learning
Kindergarten classes (Ontario Ministry of Education, 2010, p. 8). Moreover, teachers are responsible for the formal
assessment and reporting of childrens learning. Early childhood educators bring a focus on age-appropriate program
planning to facilitate experiences that promote each childs physical, cognitive, language, emotional, social, and
creative development and well-being (Ontario Ministry of Education, 2010, p. 8). Furthermore, ECEs are also
required to appraise childrens development and contribute to the valuation of each students learning (Ontario
Ministry of Education, 2010, p. 8). ECEs are also, solely responsible for the extended day (before and after school)
program if provided by the school board. In some cases third parties have been hired to offer the extended day portion
of the program that is offered for families.
Realizing the realities associated with bringing a relatively untraditional program to a system entrenched in
ritual customs surrounding how children should behave and learn within the school setting, the Ontario Ministry of
Education offered professional development opportunities prior to and during the first few years of the FDK programs
implementation. Funding was provided to release school board staff to attend provincial, regional, and local sessions,
and to benefit from visiting other full-day kindergarten programs (Ontario Ministry of Education, 2013, p. 17). In the

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first few years of implementation there were three separate, three day Ministry led training sessions held in the spring
of 2011, 2012 and 2013. The first day of each training in each session was dedicated to principals and early years
leads within school boards alone, with the following two days of training being offered to early years teams and
stakeholders within the community (Ontario Ministry of Education, 2013, p. 30). In addition, to in person training the
ministry provided video and resources on their website to support educators and administrators in their journey
transitioning into the new program. The ministerial decision in revising the early years education system required
support in gaining new knowledge, as well as in the financial ability to produce a program that required the reworking
of infrastructures to create environments that honoured the vision of the program, in addition, to creating new
classrooms for the increase in student enrolment and educational staff. Within the past five years FDK has been
introduced into 3,675 schools and 3,500 new kindergarten classrooms have been created, in order to accommodate
this development the government has provided just over $1.45 billion in capital funding since 2010 to support the
full-day kindergarten program (Ontario Ministry of Education, 2014). Furthermore, the provincial government has
recently publicized an additional endorsement of $700 million to aid schools boards in projects for the next three
years, a portion of this money specifically intended to support FDK (Ontario Ministry of Education, 2014).
Aside from the finical investment of creating, endorsing and enacting the changes within early years
education for four and five year olds, the provincial government also provides annual funds for each school board
within Ontario. Money is allocated based upon various factors,
including the number of students in a board, the number of schools, the percentage of high needs special
education students, the number of students who have either English or French as their second language, and
based on some unique geographical needs (People for Education).

The 2014-2015 budget for the Halton Catholic District School board (HCDSB) is an estimated $346.4
million, 62% of which is directly provided by provincial grants given to the school board in order to offer educational
services within the Halton region (HCDSB, 2014, p. 13). The second largest contributor to the school boards finances
is also provided by government funds, as 26 % of generated revenue comes directly from municipal taxes. With the
other 12 % of the school boards annual budget being comprised of various sources, some of which are, but are not
restricted to, money generate from reserve funds, school generated funds and amortization created by deferred
contributions (HCDSB, 2014, p. 13). The school board disburses annual funds based upon the projected operating

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costs for the year. The salary and benefits of staff members working for the board is the largest operating cost at an
estimated $266.3 million representing 86.2% of all expenditures. Within the 2014-2015 projected expenses the school
board has allocated a budget of $ 1.9 million which is 0.5 % of the total budget for the Elementary sector. In addition,
to roughly $1.1 million for professional development, representing 0.3% of the total budget. With these allocated
funds just as the provincial government has shown responsibility in enacting, supporting and financing the recent
changes within our early education system, it also becomes the school boards shared obligation to honour the
prerequisites that enable the full-day kindergarten program to take proper form.
The Halton Catholic District School board serves the municipal region of Halton, which encompass the
communities of Burlington, Oakville, Milton and Halton Hills. Deeply rooted in the values of the Catholic faith the
HCDSB focuses on Achieving, Believing, and Belonging, [to] provide ... students and staff with the tools for
realizing their fullest potential, while also instilling a life-long commitment to the community (HCDSB, para.1). The
governing values that guide the decisions and actions of the board reiterate a philosophical stance surrounding unity,
as they work in partnership with families, church and the greater community to infuse their schools with ideologies
that foster a love of learning within positive atmospheres to enable children to reach their full potential in all areas of
development, as active, contributing and caring members of society (HCDSB). Serving 4,322 of our youngest
learners across 168 full-day kindergarten classrooms within 45 elementary schools the Halton Catholic school board
is committed to ensuring success for all four and five year olds within their care (Dawson, 2014).
Under the direction of the school board the learning community of St. Paul Elementary school serves 52
kindergarten students within 2 early learning classrooms. Located in the municipality of Burlington, St. Paul serves
children residing in the central section of the city, encompassing but not strictly refined to, the boarders between
Guelph Line and Walkers Line, from Lake Shore to the Queen Elizabeth Way (HCDSB, 2014). The FDK program
was implemented within St. Paul elementary in year 3 of the provincial governments 5 year roll out plan of this
program. Administration, educators and staff are in their third year embracing the changes within this new educational
directive and as such, they have created play based learning environments which honour the vision outlined within the
2010 draft version of the curriculum document. As a school community St. Paul Elementary is committed to creating
a school culture that fosters the formation of strong caring relationships in partnership with families (Anderson,
2014). The intrinsic values that are found within St. Paul schools culture enable the early years teams in creating

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learning environments that are infused with positive interactions. In turn, the kindergarten children who attended St.
Paul elementary grow and develop within the vision of the Ministry of Education.
There are many factors that contribute to and or hinder the ability of kindergarten teams to successfully work
together to implement the full-day early learning program within their classrooms. The realities of each school and
classroom climate change across the board. Sadly not every school and kindergarten team has been able to
successfully come together to serve students in ways that truly honour the nature of the full-day early learning
program. Arguably, this is what one might expect to see early on in the implementation of this new kind of
partnership (Hoffman, 2013, para. 8). With any change, it can be surmised that a certain amount of barriers must be
worked through permitting differing perspectives to come together in a complementary way. In order, to understand
all the facets that may divide partnerships before they begin we must understand the possible negative influences that
may contribute to unhealthy team partnerships. Historically teaching within the school system has been perceived as a
higher status of occupation then teaching within the early childhood sector, (Gibson et.al, 2011; Tozer, 2012; &
Hoffman, 2013) traditional perspectives that place teachers above early childhood educators may contribute to
adverse emotions causing opposition within teams. In combination, with changes to the Education Act through Bill
242 where it is outlined that the management of the kindergarten room is the duty of the teacher giving the teacher
more influence within the classroom environment (Dombrowsky, 2010, p. 19) it can be seen how teams are naturally
divided before they even come together. Moreover, the inequities seen through the difference in contracts that give
Ontario Certified Teachers higher pay levels and provided 240 planning time minutes per week , whereas, Early
Childhood Educators are given significantly lower levels of pay and no planning time opportunities within school
hours (Canadian Union of Public Employees, 2012 & Ontario English Catholic Teachers Association, 2014), we come to
understand how some teams may fall into hierarchical structures which may cause confusion surrounding each team
members roles within the classroom resulting in friction and unhealthy relationships. Due to the inherent deficiencies
within the structure of how Early Childhood Educators and Ontario Certified Teachers have been brought together we
can start to comprehend the underlying factors of how responding to policy change and meeting external objectives
can be difficult (Johnston, 2009, p. 384). The shortcomings with respect to how roles are defined and compensated
are only two of the barriers that need to be overcome by team members within the FDK program.

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The merging of two professions bring with it differences in education, experience, beliefs and perspective. In
the midst of changing the philosophical stance of the kindergarten program many Ontario Certified Teachers and
Early Childhood Educators alike are being asked to rethink and reflect upon their current professional practice in
order to align within the vision of the new program. Reflection requires practitioners to stand back from their work,
to consider the values and principles underlying professional practices, and to realize that some problems pose human
dilemmas (Buysse et.al, 2003, p. 268). When team members personal philosophies surrounding the child do not
align they may meet an impasse in their ability to effetely co-construct a positive learning environment. The way we
come to perceive our role as an educator is based upon our experiences, knowledge and understandings of the how
children learn. Competing discourses are asked to come together in harmonious ways through the blending of each
professionals differing perceptions, this requires each educator to honour each others differences of thought which is
often easier said than done. We must learn to be vulnerable enough to allow our world to turn upside down in order
to allow the realities of others to edge themselves into our consciousness (Cannella, 1997, p. 1). When bridging the
gap between our differences as professionals we must have a willingness to be open, to rethink, change and grow
within a team. It can be assumed that partners who have formed unhealthy working relationships may view the child
differently and as such have had difficulty in creating environments rich in opportunity as required within the vision
of the full-day early learning program. With the best interests of our students in mind we must find ways to change
current practice, realizing why we make the decisions we do so that they are not only based solely in our past insights
but are also based upon our awareness of how our current practice may hinder our ability to work within a community
to build effect learning environments for our students.

Revised Proposal
Context of Professional Experience
The professional experience I will be engaging in will take place within the Halton Catholic District School
Board (HCDSB). Founded by Catholic values the HCDSB seeks to work in partnership with families, church and
the larger community (HCDSB, n.d., para. 2) to provide learning opportunities that instil the foundational
underpinnings of the Catholic faith while ensuring children grow and achieve success in areas of intellectual,
emotional, social, physical and spiritual development. The HCDSB enables learning opportunities for roughly

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31,000 students (HCDSB, n.d., para. 1), of various ages across the communities of Burlington, Halton Hills,
Milton and Oakville (HCDSB, n.d., para. 1).
Engaging in experiences under the umbrella of the HCDSB I will be specifically immersed in inquiry
opportunities centred on the Full Day-Early Learning Kindergarten Program within the learning community of St.
Paul Elementary school. The St. Paul community reaches children and families from various cultures and socioeconomic backgrounds across central Burlington. (HCDSB, 2014).
The Full-Day Early Learning Kindergarten Program (FDK) was introduced by the Ontario Ministry of
Education in 2010 and has gradually being introduced within every school over a five year process (Ontario Ministry
of Education, 2010), reaching its final phase this current school year. St. Paul Elementary school introduced FDK in
year three of the governments five year plan. Thus, this will be the third year the Kindergarten teams and school
community of St. Paul Elementary have been immersed within the goals, expectations, and philosophy encompassed
within the play-based teaching and learning model that has been outlined by the Ministry of Education.
Corresponding with philosophy depicted within the 2010 Draft Version of the Full-Day Early Learning Kindergarten
Program Document, the development of strong relationships, and the building of community is a key focus within
the school culture of St. Paul (Anderson, 2014). In turn, the learning setting within this school enables children to
grow in an environment that is fostered by positive interactions between education staff and children alike.
Area of Exploration and Inquiry Question
As an Early Childhood Educator who has been employed by the HCDSB since the conception of the FDK
program I have been involved in the growing pains and successes that have occurred within the implementation
process of this play-based curriculum. In order to align with the requirements and philosophies within the draft
document many educators, Ontario Certified Teachers (OCTs) and Early Childhood Educators (ECEs) alike have
had to rethink their teaching practice, in addition to their values and beliefs surrounding how children learn.
Moreover, early learning within the school setting has now become a collaborative process between, OCTs and
ECEs which has added an additional need for change in practice, one that now depends on cooperation and
teamwork. It can be assumed that change is never met without difficulty, and in the mists of educators rethinking their
current and future practices, as well as how they manage teaching with another individual, the implementation of the

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FDK program inherently has given birth to the formation of some undesirable relationships between educators. It can
be surmised that these damaging relationships have had negative impacts on the learning environment offered by such
teams. Due to my hands on experience as a professional within the FDK program I have been afforded unique
insights into the dynamics of how relationships between education staff are hindered and/or fostered within the
program and in turn how these relationships, both positive and negative, affect the learning atmosphere and learning
opportunities that children are afforded. The positive team relationship that has developed between my teaching
partner and I has become an area of investigation within my professional experience. Through our partnership we
have been able to come together and grow as a team, establishing a positive atmosphere in which we honour each
others skills and knowledge as we work cohesively within the classroom. A strong [teaching] community involves
rich horizontal networks of engagement, reciprocity, and cooperation, rather than vertical hierarchies of authority and
dependency (Edwards et.al, 1995, p. 9). Our ability to move beyond the barriers within the dynamics of the program
has allowed a constructive partnership to form. In examining our relationship I hope to gain further understandings for
myself and others surrounding the dynamics that enable rich learning experiences and relationships to form within the
classroom setting for both children and educators.
In order to investigate the correlation between relationship and environment I will be focusing on one section
of the curriculum so that I am able to centre my view to gain in-depth understandings surrounding how relationship is
fostered and shaped. I am aiming to explore the development of literacy within the context of the teaching and
learning atmosphere that my partner and I have formed and are continuing to create.
Initial Inquiry Question: How is literacy development fostered within the classroom environment by teaching and
learning practice?
As I began to pull apart the possible meaning within the above inquiry question I soon realized the wording of
my initial inquiry question created barriers for exploration, as the word by naturally separated the first and second
part of this statement. After much consideration I re-worded my Inquiry question to the question stated below, as I feel
the openness of the wording allows for more opportunities and avenues of learning within the exploration process.
Second Inquiry Question: How is an environment rich in literacy constructed?

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After collaborating and sharing ideas surrounding my proposed question above, I have come to the realization
that changing the word constructed to co-constructed emphasises the importance of relationship within the inquiry
Current Inquiry Question: How is an environment rich in literacy opportunities co-constructed?
In order to fully investigate all avenues that emerge within the process of unravelling the context and
relationships within my working environment I will be using critical reflection, documentation and discussion as tools
to unpack the meanings behind decisions made and acted upon within the classroom environment. In addition, I will
also be uncovering the small details and occurrence within daily practice that have in the past and in the present
continue to foster positive experiences for the children, educators and families within the St. Paul Kindergarten
community.
Collaborators within the Exploration
To gain an in-depth understanding surrounding how learning environments infused with positive literacy
experiences are created I will be extensively working with my teaching partner Sharon Brown (OCT) to explore the
implications of our practice. Additionally, I will be working with Antonietta Holmes, Early Childhood Education
Manger, and Jill Staples, Elementary Curriculum Consultant (HCDSB). Antonietta and Jill will be acting as mentors
in this process, helping Sharon and I to gain deeper understandings into the hows, whys and effects of our findings
on current and future practice for not only ourselves as teaching partners, but possibly for other education teams
within the HCDSB as well. Furthermore, Judith Anderson, Principal of St. Paul Elementary will be involved in the
ongoing process of how relationship is fostered and represented within the kindergarten environment.
Goals and Challenges
Working with children and educational professionals requires one to step outside of themselves, to think and
act for the good of another. Reflection can be used as a tool to see our actions from a different lens, allowing one to
take on anothers perspective. As I engage in critical reflection I inspire to close any gaps within my practice that are
brought to the surface through this inquiry. Under standard 4 in the College of Early Childhood Educators codes of
ethics and standards of practice I am obligated to be able to explain the foundations of [my] practice and [my]
decision-making processes (CECE, 2011, p. 19). One of my objectives within this process is gain greater insights

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into how and why I act in certain ways, in gaining deeper understandings of myself as a professional I hope to
improve and growth within my practice. Looking into the depths of myself may be hindered by personal basis and I
must be aware of my deep rooted beliefs in order to gain a true understanding of how I perpetuate myself within my
role.
In addition, to engaging in professional growth opportunities, I am also compelled by CECE to [work]
collaboratively with community resource persons and members of other professions [in order] to facilitate
community partnerships for the benefit of children (CECE, 2011, p. 20). As I engage in this professional experience I
aspire to, in partnership with the collaborators of this inquiry, promote positive affiliations and classroom
communities across the HCDSB. In realizing the challenges of promoting change in those who do not consider
change necessary, I must hold the understanding that this exploration is an offering to promote conversation and
reflection.
Benefits of Exploration for Participants and Community
Throughout this inquiry process, the deeper levels of understanding surrounding the barriers, aids,
deficiencies and accomplishments within the construction of a literacy rich learning environment will expectantly
strengthen relationship between the education team, as well as, children and educators. The collaboration between all
the participants will allow for a greater respect for individuals needs, skills and perceptions. The program will in turn
evolve throughout this inquiry giving all participants a greater level of knowledge into how positive relationship is
fostered and maintained. This exploration may also impact the greater HCDSB learning community as the findings
could be offered as an example for other professionals to use as a resource to further their own understandings
surrounding the importance of relationship in the FDK environment.

Professional Philosophy of Early Childhood Education

Irrespective of ones culture, economic status or creed all human beings share an innate desire to feel
accepted. Our need to be welcomed within a community connects all peoples at the most primitive level. As children
enter a learning environment they bear no exception to this intrinsic longing to find place. Tightly woven throughout
the fabrics of classroom communities are relationships, links between child and educator; child and peer, in addition

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to child and the environment. The setting in which these relationships form effective the educator, as well as the child,
and as such, these contexts should be co-constructed by the adults and children because the impact on everyone is
tangible (Callaghan, 2013, p.1). As an educator I am impelled by my personal beliefs, as well as by the College of
Early Childhood Educators Codes of Ethics and Practice in which I function to hold the well-being and learning of
all children at the highest esteem. Each child brings with them a unique set of experiences, knowledge and
understandings, as an educator who seeks to create a community of care it is my responsibility to ensure my actions
and inactions support each learners individual and communal developmental needs. To honour the accountability I
have in ensuring I foster learning opportunities that create the best possible outcomes for the children within my care,
I must be aware of all versions of myself in order to continually grow and learn within my practice. If educators are
not critically literate to engage with assumptions and implications/limitations of their own approaches, [they] run
risk of reproducing the systems of belief and practices that harm those [they] want to support (Andreoti, 2006, p. 8).
Throughout my nine years working as an Early Childhood Educator I have accumulated several experiences
and knowledge bases in which I can draw upon, I have immersed myself within varying areas of the field, working
with children who range in age, ability, and socio-economic class. Through all the skills and understandings I have
acquired I have been afforded countless opportunities to expand my professional self. Nevertheless, I have always felt
a deep-seated aspiration to seek understanding through experience, as well as through education. The Code of Ethics
and Standards of Practice in which I function also, require that I as an Early Childhood Educator [stay] current in
[my] professional knowledge (CECE, 2011, p. 19). As such, I recognize the need to immerse myself within a
learning community to ensure I push my professional growth forward. For, if we always do what we always did.
Then well always get what we always got (as citied in Mac Naughton, 2003). The disposition I hold to continually
seek opportunities to grow, in order to ensure I am able to serve the children within my care in ways that truly suit
their needs cannot be accomplished by myself alone. As interrelated contexts influence not only the child, but the
educator as well, I believe growth is only possible through the relationships I form, relationships with children,
families, colleagues, in addition to relationships with the greater community. As I forge affiliations with others who
are also invested in creating environments that are in the best interest of the chid, I seek to induce positive change in
other professionals, as I place myself within circumstances that are outside of my direct reach when service goals are
pursued in the spirit of change, the moral imperative is on developing caring relationships and understanding the

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reality of the other (Solomon et al., 2005, p. 174). Understanding all perspectives that afford positive interactions
and learning opportunities to form for children, will undoubtedly broaden the depths of my knowledge facilitating
further professional development to occur. As I engage in continuous learning and questioning, exploring new ideas
and adjusting practice, [I will] achieve the best outcomes for children, families, and [for myself] (Ontario Ministry of
Education, 2014, p. 20).

Conclusion
Every educator holds a unique perspective based upon their experience, knowledge and beliefs. Alteration in
professional practice is complex and is manipulated by the relationships in which practice occurs. Relationships set
the tone for how an educator engages in opportunities for growth and change. It becomes imperative that the needs of
the child are used as an anchor for decisions that are made within the learning environment to ensure our actions are
in service of children and families. As we analysis the various contexts that influence our practice, we must place
ourselves outside of our sole perspective in order to rethink and change when modification in our practice is required.
Critical teaching is about not just reflecting on practice, but through that, uncovering what it reveals about
what we think and believe and an opportunity to find out exactly who we are doing things for and why, and to
change and adapt if you need (Mac Naughton, 2005, p. 13).
When we see our true selves within our learnings, we become deeply-rooted within the context allowing for
growth and professional development to occur in ways that hold meaning for all those effected within the learning
environment.

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References
Anderson, J. (September 2014). St. Paul Pulse. Retrieved from the St. Paul Elementary School website:
http://schools.hcdsb.org/paul/Newsletters/September%202014%20Newsletter.pdf
Andreoti, V. (2006). Soft versus Critical Global Citizenship Education? In Development Education: Policy and
Practice, 3. 40-51. Retrieved from the Open Space and Inquiry Dialogue
website: http://www.osdemethodology.org.uk/ texts/ softcriticalvan.pdf
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: research perspectives.
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Psychological Association, Inc. 1986, Vol. 22, No. 6, 723-742
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English_Web_August_2013.pdf
Dawson, P. (2014). All I ever really needed to know, I learned in kindergarten. Retrieved from the HCDSB website:
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detail. do? Locale =en&Intranet=&BillID=2269
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Fraser, S. (2006). Relationships. In Authentic childhood: Experiencing Reggio Emilia in the classroom (2nd ed.) (pp.
72-100). Toronto, Ont: Thomson/ Nelson
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teacher dynamics in full - day early learning kindergarten. Retrieved from the Ontario Institute for
Education website: http://www.oise.utoronto.ca/atkinson/UserFiles/File/Events/2011-06-01%20-%20Summer
%20Institute/ SI2011_Poster_ECEandKteacher.pdf
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website: http://www.hcdsb.org/Board/Financial/Financial%20Reports/20142015BudgetEstimates.pdf
Halton Catholic District School Board. (n.d.). About our board. Retrieved from the HCDSB website:
http://www.hcdsb.org/Board/Pages/default.aspx
Halton Catholic District School Board. (n.d.). Halton Catholic district school board Burlington elementary school
boundaries. In School boundary maps. Retrieved from the HCDSB website:
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Hoffman, J. (September 2013). Building together how OCTs and ECEs are collaborating on the creation of full-day
kindergarten curriculum. In Professional speaking. Retrieved from Professionally Speaking Magazine of the
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Mac Naughton, G (2003). Becoming a practitioner researcher: The place of equity in practitioner inquiry. In Shaping
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ministry website: http://www.children.gov.on.ca/htdocs/English/about/Results_2011-2012.aspx
Ontario English Catholic Teacher Association. (2011). Professional duties, roles and responsibilities of teachers and
eces in the early learning kindergarten program 2011. Retrieved from the OECTA website: http://www. oecta.
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Ontario English Catholic Teacher Association. (2012). Collective agreement 2012-2014 between the Halton catholic
district school board and the statutory members of the Ontario English catholic teachers association,
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/Collective%20 Agreement%20 Documents/OECTA%20Elementary%202012-2014%20 Collective
%20Agreement.pdf

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Ontario English Catholic Teachers Association. (2014). Full-day early learning kindergarten program
(fdelkp).Retrieved from the OECTA website: http://www.oecta.on.ca/wps/portal/!ut/p/c1/04_SB8K8xLLM9MSSz
Py8xBz9CP0 os3j3UCfX UCNDfwN_ 40AzAyOPUAv3 UB8PY wN_M6B8JG55AwMCusNB9pnFGwaZWBo5xgZuIcGG xsYWbobm ZtbBBm6ex lB5PGZD5I3wAEcDfT9PPJzU_ ULciMMMgPSFQHC5y2b/dl2/d1
/L2dJQSEvUUt3Q S9ZQnB 3LzZ fMVI0OTJDT DIwMFQ 2MDAy UEIx UTkyOTAwMjE!/?WCM_
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Page 17 of 23

Appendix A

Original Professional Experience Proposal

Context of Professional Experience

The professional experience I will be engaging in will take place within the Halton Catholic District School
Board (HCDSB). Founded by Catholic values the HCDSB seeks to work in partnership with families, church and
the larger community (HCDSB, n.d., para. 2) to provide learning opportunities that instil the foundational
underpinnings of the Catholic faith while ensuring children grow and achieve success in areas of intellectual,
emotional, social, physical and spiritual development. The HCDSB enables learning opportunities for roughly
31,000 students (HCDSB, n.d., para. 1), of various ages across the communities of Burlington, Halton Hills,
Milton and Oakville (HCDSB, n.d., para. 1).
Engaging in experiences under the umbrella of the HCDSB I will be specifically immersed in inquiry
opportunities centred on the Full Day-Early Learning Kindergarten Program within the learning community of St.
Paul Elementary school. The St. Paul community reaches children across central Burlington roughly encompassing
the area between Guelph Line and Walkers Line, from Lake Shore to the Queen Elizabeth Way (HCDSB, 2014).
The Full-Day Early Learning Kindergarten Program (FDK), was introduced by the Ontario Ministry of
Education in 2010 and has gradually being introduced within every school over a five year process (Ontario Ministry
of Education, 2010), reaching its final phase this current school year. St. Paul Elementary school introduced FDK in
year three of the governments five year plan. Thus, this will be the third year the Kindergarten teams and school
community of St. Paul Elementary have been immersed within the goals, expectations, and philosophy encompassed
within the inquiry based teaching and learning model that has been outlined by the Ministry of Education.
Corresponding with philosophy depicted within the 2010 Draft Version of the Full-Day Early Learning Kindergarten
Program Document, the development of strong relationships, and the building of community is a key focus within
the school culture of St. Paul (Anderson, 2014). In turn, the learning setting within this school enables children to
grow in an environment that is fostered by positive interactions between education staff and children alike.

Area of Exploration and Inquiry Question

As an Early Childhood Educator who has been employed by the HCDSB since the conception of the FDK
program I have been involved in the growing pains and successes that have occurred within the implementation
process of this inquiry based curriculum. In order to align with the requirements and philosophies within the draft
document many educators, Ontario Certified Teachers (OCTs) and Early Childhood Educators (ECEs) alike have
had to rethink their teaching practice, in addition to their values and beliefs surrounding how children learn.
Moreover, early learning within the school setting has now become a collaborative process between, OCTs and
ECEs which has added an additional need for change in practice, one that now depends on cooperation and
teamwork. It can be assumed that change is never met without difficulty, and in the mists of educators rethinking their
current and future practices as well as how they manage teaching with another individual the implementation of the
FDK program inherently has given birth to the formation of some undesirable relationships between educators. It can
be surmised that these damaging relationships have had negative impacts on the learning environment offered by such
teams. Due to my hands on experiences as a professional within the FDK program I have been afforded unique
insights into the dynamics of how relationships between education staff are hindered and/or fostered within the

Page 18 of 23

program and in turn how these relationships, both positive and negative, affect the learning atmosphere and
opportunities that are offered to the children within this program. The positive team relationship that has developed

Appendix A
between my teaching partner and I has become an area of investigation within my professional experience. In
examining our relationship I hope to gain understanding for myself and others surrounding the dynamics that enable
teaching practices that permit rich learning experiences and relationships to form in the classroom setting for both
children and educators. In order to investigate the correlation between relationship and environment I am aiming to
explore the development of literacy within the context of the teaching and learning atmosphere that my partner and I
have formed and are continuing to create.
Initial Inquiry Question: How is literacy development fostered within the classroom environment by teaching and
learning practice?
As I began to pull apart the possible meaning within the above inquiry question I soon realized the wording of
my initial inquiry question created barriers for exploration, as the word by naturally separated the first and second
part of this statement. After much consideration I have re-worded my Inquiry question to the question stated below, as
I feel the openness of the wording allows for more opportunities and avenues of learning within the exploration
process.
Current Inquiry Question: How is an environment rich in literacy constructed?
In order to fully investigate all avenues that emerge within the process of unravelling the context and
relationships within my working environment I will be using critical reflection, documentation and discussion as tools
to unpack the meanings behind decisions made and acted upon within the classroom environment. In addition, I will
also be uncovering the small details and occurrence within daily practice that have in the past and in the present
continue to foster positive experiences for the children, educators and families within the St. Paul Kindergarten
community.

Collaborators within the Exploration

To gain an in-depth understanding surrounding how learning environments infused with positive literacy
experiences are created I will be extensively working with my teaching partner Sharon Brown (OCT) to explore the
implications of our practice. Additionally, I will be working with Antonietta Holmes, Early Childhood Education
Manger, and Jill Staples, Elementary Curriculum Consultant (HCDSB). Antonietta and Jill will be acting as mentors
in this process, helping Sharon and I to gain deeper understandings into the hows, whys and effects of our findings
on current and future practice for not only ourselves as teaching partners, but for other education teams within the
HCDSB. Furthermore, Judith Anderson, Principal of St. Paul Elementary will be involved in the ongoing process of
how relationship is fostered within the kindergarten environment and what the inherent implications are of these
relationships within the learning and teaching community.

Benefits of Exploration for Participants and Community

Throughout this inquiry process, the deeper levels of understanding surrounding the barriers, aids,
deficiencies and accomplishments within the construction of a literacy rich learning environment will expectantly
strengthen relationship between the education team, as well as, children and educators. The collaboration between all
the participants will allow for a greater respect for individual needs, skills and perceptions. The program will in turn
evolve throughout this inquiry giving all participants a greater level of knowledge into how positive relationship is
fostered and maintained. This exploration may also impact the greater HCDSB learning community as the findings

Page 19 of 23

could be offered as an example for other professionals to use as a resource to further their own understandings
surrounding the importance of relationship in the FDK environment.

Appendix B

Randas Critique of My Professional Experience Proposal

Context of Professional Experience

The professional experience I will be engaging in will take place within the Halton Catholic District School
Board (HCDSB). Founded by Catholic values the HCDSB seeks to work in partnership with families, church and
the larger community (HCDSB, n.d., para. 2) to provide learning opportunities that instil the foundational
underpinnings of the Catholic faith while ensuring children grow and achieve success in areas of intellectual,
emotional, social, physical and spiritual development. The HCDSB enables learning opportunities for roughly
31,000 students (HCDSB, n.d., para. 1), of various ages across the communities of Burlington, Halton Hills,
Milton and Oakville (HCDSB, n.d., para. 1).
Engaging in experiences under the umbrella of the HCDSB I will be specifically immersed in inquiry
opportunities centred on the Full Day-Early Learning Kindergarten Program within the learning community of St.
Paul Elementary school. The St. Paul community reaches children across central Burlington roughly encompassing
the area between Guelph Line and Walkers Line, from Lake Shore to the Queen Elizabeth Way (HCDSB, 2014).
The Full-Day Early Learning Kindergarten Program (FDK), was introduced by the Ontario Ministry of
Education in 2010 and has gradually being introduced within every school over a five year process (Ontario Ministry
of Education, 2010), reaching its final phase this current school year. St. Paul Elementary school introduced FDK in
year three of the governments five year plan. Thus, this will be the third year the Kindergarten teams and school
community of St. Paul Elementary have been immersed within the goals, expectations, and philosophy encompassed
within the inquiry based teaching and learning model that has been outlined by the Ministry of Education.
Corresponding with philosophy depicted within the 2010 Draft Version of the Full-Day Early Learning Kindergarten
Program Document, the development of strong relationships, and the building of community is a key focus within
the school culture of St. Paul (Anderson, 2014). In turn, the learning setting within this school enables children to
grow in an environment that is fostered by positive interactions between education staff and children alike.

Area of Exploration and Inquiry Question

As an Early Childhood Educator who has been employed by the HCDSB since the conception of the FDK
program I have been involved in the growing pains and successes that have occurred within the implementation
process of this inquiry based curriculum. In order to align with the requirements and philosophies within the draft
document many educators, Ontario Certified Teachers (OCTs) and Early Childhood Educators (ECEs) alike have
had to rethink their teaching practice, in addition to their values and beliefs surrounding how children learn.
Moreover, early learning within the school setting has now become a collaborative process between, OCTs and
ECEs which has added an additional need for change in practice, one that now depends on cooperation and
teamwork. It can be assumed that change is never met without difficulty, and in the mists of educators rethinking their
current and future practices as well as how they manage teaching with another individual the implementation of the
FDK program inherently has given birth to the formation of some undesirable relationships between educators. It can
be surmised that these damaging relationships have had negative impacts on the learning environment offered by such
teams. Due to my hands on experiences as a professional within the FDK program I have been afforded unique

Page 20 of 23

insights into the dynamics of how relationships between education staff are hindered and/or fostered within the
program and in turn how these relationships, both positive and negative, affect the learning atmosphere and
opportunities that are offered to the children within this program. The positive team relationship that has developed

Appendix B
between my teaching partner and I has become an area of investigation within my professional experience. In
examining our relationship I hope to gain understanding for myself and others surrounding the dynamics that enable
teaching practices that permit rich learning experiences and relationships to form in the classroom setting for both
children and educators. In order to investigate the correlation between relationship and environment I am aiming to
explore the development of literacy within the context of the teaching and learning atmosphere that my partner and I
have formed and are continuing to create.
Initial Inquiry Question: How is literacy development fostered within the classroom environment by teaching and
learning practice?
As I began to pull apart the possible meaning within the above inquiry question I soon realized the wording of
my initial inquiry question created barriers for exploration, as the word by naturally separated the first and second
part of this statement. After much consideration I have re-worded my Inquiry question to the question stated below, as
I feel the openness of the wording allows for more opportunities and avenues of learning within the exploration
process.
Current Inquiry Question: How is an environment rich in literacy constructed?
In order to fully investigate all avenues that emerge within the process of unravelling the context and
relationships within my working environment I will be using critical reflection, documentation and discussion as tools
to unpack the meanings behind decisions made and acted upon within the classroom environment. In addition, I will
also be uncovering the small details and occurrence within daily practice that have in the past and in the present
continue to foster positive experiences for the children, educators and families within the St. Paul Kindergarten
community.

Collaborators within the Exploration

To gain an in-depth understanding surrounding how learning environments infused with positive literacy
experiences are created I will be extensively working with my teaching partner Sharon Brown (OCT) to explore the
implications of our practice. Additionally, I will be working with Antonietta Holmes, Early Childhood Education
Manger, and Jill Staples, Elementary Curriculum Consultant (HCDSB). Antonietta and Jill will be acting as mentors
in this process, helping Sharon and I to gain deeper understandings into the hows, whys and effects of our findings
on current and future practice for not only ourselves as teaching partners, but for other education teams within the
HCDSB. Furthermore, Judith Anderson, Principal of St. Paul Elementary will be involved in the ongoing process of
how relationship is fostered within the kindergarten environment and what the inherent implications are of these
relationships within the learning and teaching community.

Benefits of Exploration for Participants and Community

Throughout this inquiry process, the deeper levels of understanding surrounding the barriers, aids,
deficiencies and accomplishments within the construction of a literacy rich learning environment will expectantly
strengthen relationship between the education team, as well as, children and educators. The collaboration between all
the participants will allow for a greater respect for individual needs, skills and perceptions. The program will in turn
evolve throughout this inquiry giving all participants a greater level of knowledge into how positive relationship is

Page 21 of 23

fostered and maintained. This exploration may also impact the greater HCDSB learning community as the findings
could be offered as an example for other professionals to use as a resource to further their own understandings
surrounding the importance of relationship in the FDK environment.

Appendix C

Mentors Critique of My Professional Experience Proposal

Hi Brooke,
Your proposal looks good and is very thorough. Your rational is really clear and the
background information you have provided certainly frames your inquiry. I am not sure if you
want feedback regarding some editing as well as revising so let me know. There were a
couple of edits you may want to consider but I will stick to revisions until I hear from you (it
was nothing major)
One thing that stood out to me was that you refer to the FDK curriculum as inquiry based but
I dont see a lot of reference to play-based which is the foundation. I know it supports inquiry
but the focus on play is an important aspect of the program (again it could be there but it
didnt stand out for me as I read through)
Current Inquiry Question: How is an environment rich in literacy constructed?
Your reframed question is more open and I agree that it will give you more opportunity to
focus on the relationship (not as constraining). I was wondering how the language of coconstructing vs constructing may support (or not) the notion of the educator team
relationship as well as the role of the students in this as co-creatorsJust food for thought!
Looking forward to seeing your documentation/artifacts etc.
Kindest regards,
Jill

Page 22 of 23

Page 23 of 23