Ontario’s revised kindergarten program asks teachers to use both explicit literacy instruction and play-based learning.
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Strengthening reading instruction is essential, but that doesn’t mean buying commercial programs is the answer — especially when deteriorating classroom conditions drive qualified teachers away.
We need to ensure the best scientific research in play-based learning and early reading is leveraged, and teachers receive supports to meet children’s developmental and academic needs.
Parents in a study about the accessibility of French immersion programs discussed inadequate support for learning to read and feeling pressured to pay for expensive tutors.
Top contributors
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Associate Professor, Early Childhood Education, Queen's University, Ontario
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PhD Student in Developmental Psychology, Toronto Metropolitan University
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Professor Emeritus, School of Communication Sciences and Disorders, Dalhousie University
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PhD Candidate in Developmental Psychology and Education, University of Toronto
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Distinguished University Professor, Faculty of Education, cross-appointed to Medical Imaging, Schulich School of Medicine & Dentistry, Western University
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Associate Professor, Faculty of Education, Queen's University, Ontario
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Professor, Department of Applied Psychology and Human Development, University of Toronto