Are Early Childhood Educators (ECE) Prepared for the Full Day Early Learning Kindergarten Program (FDEL-K)? Exploring Perspectives From Early Childhood Educators, Kindergarten Teachers, and ECE Faculty on Ontario’s Full Day Early Learning Program

• In Event: Implementation and Assessment in Early Childhood Programs

Abstract

This paper explores the perspectives that Designated Early Childhood Educators (DECE), Kindergarten Teachers and ECE faculty have about the implementation of the Full Day Early Learning Kindergarten Program (FDEL-K). Using a mixed method approach, the paper explores the perspectives of educators directly impacted by the changes in structure and organization of the early child care system. Specific attention is given to the impact of legislation on program planning, professional preparation and the working relationships of DECE’s and Kindergarten teachers. Analysis of data highlights three emergent themes including a need for further training for DECE’s in curriculum development and assessment practices; emerging challenges in relationships between ECE’s and teachers; and the need for collaboration opportunities that foster professional relationship skills.

Authors

• Nathalie Di Francesco, Sheridan College-Institure of Technology and Advanced Learning

• Shawn Lennie, OISE/University of Toronto

• Nadia Breese, Sheridan College