THESIS 2015

Early Childhood Educators Pedagogical Role in the Full Day Early Learning Kindergarten
Program
Clarissa Ferreira
Sheridan College

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Table of Contents

Abstract

Introduction

Rationale

Significance

Literature Review

Educators Roles and Responsibilities

Pedagogical Knowledge

10

Educators Pedagogy

12

Methodology

14

Research Design

14

Population, Sampling, Participants & Cites

15

Recruitment, Permission, Consent

16

Participants

17

Data Collection, Procedure & Timeline

17

Data Analysis Plan

18

Results

19

Discussion

22

Conclusion

29

Limitations

29

Future Research

30

Implications for Early Childhood

31

References

32

Appendices

35

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Appendix A-Information Letter

35

Appendix B- Consent Form Template

36

Appendix C- Information Email

37

Appendix D- Interview Questions

38

Appendix E Code Book

39

Appendix F Signed Agency Approval Form

40

Appendix G- Signed Consent Form Educator C

41

Appendix H - Signed Consent Form Educator S

42

Appendix I- Signed Consent Form Educator N

43

Appendix J - Signed Consent Form Educator K

44

Appendix K - Signed Consent Form Educator G

45

Appendix L Codes

46

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Abstract

Research on Designated Early Childhood Educators (DECE) pedagogical role in the Full Day
Early Learning Kindergarten Program (FDELK), indicates that DECEs need to be given more
opportunity within the classroom and team setting to use their teaching strategies to help support
the children in their development. (Pascal, 2009, p.18) The purpose of this study was to analyze
DECEs roles and responsibilities, professional development within their field, delivery and
implementation of curriculum when supporting childrens learning and development. This
research was classified as a case study, where five participants were interviewed. The
participants were DECEs who are currently working within the FDELK Program. Each
participant was asked a series of open-ended questions that collected data to answer the main
research question. Results from this study revealed that DECEs feel they need to be provided
with more chances to plan and implement the curriculum. In addition, DECEs want to upgrade
their skills by furthering their professional development in the field, in order to continue to
support the children towards successful development.

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Introduction

In the document With our Best Future in Mind by Charles Pascal, discusses the
importance of childcare and how the government needs to re-evaluate the importance of early
learning (Pascal, 2009). It has also been revealed that Canadas Early Learning in Early
Childhood is the lowest in the world according to a study done by UNICEF. Before the
development of the Full Day Early Learning Kindergarten Program (FDELK) it was parents
responsibilities to find childcare for their children. The children were either placed in childcare
centers, looked after by a family member or would attend school for half day. This meant that not
all children were being provided with the same type of care and education. By the time these
children reached grade one many of them struggled and did not have school readiness skills. If
we continue to ignore this matter it will result in children not being able to succeed in their later
years of school and it will cost the government more money to help these children cope with
their day to day lives. This was the bases in which the FDELK program was initiated. With the
Implementation of the FDELK program in 2010, all children are presented with equal
opportunities in learning which results in children having a better chance at starting their life in a
positive manner. In order for these children to be successful it is important to have both qualified
Designated Registered Early Childhood Educators DECEs and teachers in the classroom
educating the children. In the development of the FDELK program, Charles Pascal further
discusses the importance of DECEs pedagogical knowledge and qualifications needed to deliver
the FDELK curriculum in the classroom. (Pascal, 2009) Therefore this study investigates the
pedagogical role of a DECE in planning and delivering FDELK curriculum. This study stems
from qualitative research that has been previously done and will inform the present research.

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Rationale
Theres a growing momentum of awareness in regards to DECEs roles, pedagogy and
professional development when working in in the FDELK program. Therefore the purpose of
this study is to examine and become more aware of the significance of educators roles,
pedagogical knowledge and professionalism within the FDELK program.
Three interrelated problems identified in the literature set a foundation for this study as follows:
1)

Early Childhood Educators are being interpreted as assistants, rather than being

considered an equal team member (Winick,2013, p.8)

2)

Early Childhood Educators attain many qualifications within their post-secondary

academics but are not always able to utilize all their newly acquired skills in the FDELK
program. (Callanghan, 2012, p.5)
3)

Although DECEs plan and conduct activities for children, they are not involved in the

long term planning of the curriculum. (Ministry of Education, 2010, p.8)

Although theres an abundance of international and/or local research that provides extensive
evidence on the collaboration aspect of FDELK in regards to the many expectations of the
various team members, theres still a need to further explore DECEs pedagogical role within the
classroom environment.
Research Question
1)

What are DECEs pedagogical roles in the FDELK program?

Three Supporting Research Questions
1) What are DECEs roles and responsibilities in FDELK curriculum and delivery?
2) What pedagogical knowledge do DECEs have to plan and implement FDELK
curriculum?
3) What skills and abilities do DECEs possess in program delivery and implementation?

THESIS 2015

Significance
The significance of this study is to identify how educators, within this team environment,
ensure the experiences of children are developmentally appropriate and are following the
FDELK program guide, which has been set out by the ministry. In addition, it will seek to reveal
the roles and responsibilities of the educators, while determining whether or not any relevant
techniques and skills are needed to fulfil these roles. This study will also give educators a better
understanding of the effectiveness of working in a team environment and ensuring that all skills
and abilities are utilized in an effective manner. It will shed some light on the issues of long term
planning restrictions that educators experience.

Literature Review

THESIS 2015

The literature that has been reviewed states that DECEs have specific roles and
responsibilities for providing and delivering an appropriate curriculum, to support childrens
learning and development within the FDELK. (Ontario. Ministry of Education, 2010, p.7) The
research also discusses how important it is for DECEs to apply their already acquired
knowledge within their field of study towards implementing the outlined curriculum. These
topics will be further discussed within this literature review. Another focus will include what
educators pedagogical roles are within the classroom setting, planning and implementing
curriculum. There will be in depth reviews on literature that include qualitative studies,
government documentation and theories that inform the problem that will be discussed in this
study. The research problem relates to educators not being given opportunities to plan and
implement curriculum within the FDELK program. The purpose of this literature review is to
acquire detailed information relating to the research problem by reviewing various types of
studies that have been conducted to expose whether this is a problem within the field. In
analyzing the literature three main themes were discovered. The first theme was the educators
qualifications, followed by the educators roles and responsibilities and finally the educators
pedagogy. These three guiding themes will help support my research findings in a more concrete
manner. In addition, by reviewing all the resources and comparing their results will also make a
difference when coming up with data to support my findings. Making these themes into three
sub questions will help support my research findings in a more concrete manner. The sub
questions are as follows.
1) Educators roles and responsibilities in curriculum delivery.
2) Pedagogical knowledge DECEs have acquired to plan and implement FDELK curriculum.
3) Abilities DECEs possess in program delivery and implementation.

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Educators Roles and Responsibilities

ECEs roles and responsibilities may not always be clearly defined and this is due to the
fact that there is more than one educator within the classroom setting. (Eastabrook et al, 2012) If
roles and responsibilities are not laid out in a manner where everyone involved understands what
their specific duties are, will in turn cause a disruption in the childrens learning and cause
friction between team members. Eastabrook et al (2012) discloses that there is a need to look into
the role of the ECE. The research discusses that the ECE roles and responsibilities are not
clearly outlined which in turn all parties do not have a clear understanding of who is responsible
for what. Within the study a survey was provided to ECEs to complete in regards to items such
as curriculum framework and pedagogical approach, roles and responsibilities, behaviour
guidance, and extended day. (Eastabrook et al, 2012, p.20). One of the outcomes of the study
revealed that the roles and responsibilities for ECEs were not outlined enough for ECEs to
know what their duties were within the classroom setting. (Eastabrook et al, 2012)
By conducting further research studies have shown that the government has implemented
the roles and responsibilities into Bill 242. Walton (2013) conducted further research into Bill
242 in order to gather more information on the roles and responsibilities of educators within the
FDELK program and understand the standards outline in the Bill. In addition, she interviewed
three ECEs that worked in the FDELK program classroom setting. Within her study she focused
on various aspects of the structure of the program and how ECEs fit in. She used a variety of
open-ended questions within her interviews. Although her study provided applicable results, only
a minimal amount of educators were interviewed, which in turn, means that the study has
limitations because not all ECEs within this setting were interviewed. Several authors conducted
a review on the roles and responsibilities of educators and ECEs within the classroom setting

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and discovered that, ECEs and teachers roles and responsibilities overlap with each other.
(Corter, Janmohamed, Pelletier, 2012, p.77). Both the teacher and the ECE work together in
delivering the curriculum to the children. This theme relates to the research question in regards
to ECEs roles and responsibilities by providing relevant information from various studies and
surveys that were conducted.
Pedagogical Knowledge
This sub question addresses DECEs pedagogical knowledge while working in the
classroom. Educators have acquired this knowledge through their years of experience in the
field, through their education and through professional development courses that they may
have taken. After reviewing the various resources it was revealed that DECEs working in the
FDELK program are required to obtain a two year diploma from a reliable community
college. In obtaining this education these DECEs are able to better support and educate
children within this setting. Educators will be educated on providing Best practices for
working with children in early childhood, roles and responsibilities of the early childhood
educator, the importance of play in a childs development and learning, curriculum design and
implementation, program models in early childhood, promotion of pro-social behaviour.
(Sheridan College, 2015, para.3) The ways in which educators working in this program can
obtain further knowledge on supporting the children in their classroom is by either proceeding
with the education, i.e. getting a degree in child development or leadership and/or obtaining
their masters and PhDs in education. In addition, educators can upgrade their knowledge by
attending workshops and seminars that are offered by various associations that are geared
towards child development. Two well-known associations are Association of Early Childhood
Educators Ontario (AECEO) and Child Development Resource Connection Peel (CDRCP).

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By attending the various seminars and workshops available, educators are able to further
broaden their knowledge in the field and focus their studies more on what they want and feel
would benefit their teaching style and shape their pedagogy. In order for DECEs to be
eligible to work in the FDELK program they need to be in good standings with the College of
Early Childhood Educators. The college outlines is not an educational institution or a
professional association that advocates for early childhood educators. It is an organization that
helps to serve and protect children and families by setting registration requirements and
ethical and professional standards for registered early childhood educators (RECEs), and
governing member conduct through a complaints and discipline process. (College of Early
Childhood Educators, 2015, para.2) This theme relates back to the main research question
within this study by addressing the qualifications which an educator must possess in order to
work within the Full Day Early Learning Kindergarten Program.
Walton (2013) revealed the AECEO spent a couple of years trying to make the ECEs
recognized as a professional organization. In 2007, the Early Childhood Educators Act was
passed. (Ontario, 2014, p.4) The act outlines the specific rules and regulations that ECEs must
abide by in order to be able to educate children in early settings.
Educators can use various forms of social media to communicate and gather new
information on various topics of early childhood development. (Kennedy, 2012) In addition,
after researching various colleges, such as Sheridan College, it reveals that they offer the
students hands on experience within the field in a variety of childcare settings through their
practicums. This in turn allows the student to have a better understanding of the various types of
settings and curricula that are used within the classroom environment. (Sheridan College, 2015)
Educators Pedagogy

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Educators pedagogical perspective on how they educate children derives from all the
knowledge and skills that they have acquired through their various experiences in the field and
through their education. Pedagogy is about how learning takes place and how the curriculum is
put into action. (Pascal, 2009, p.18) Furthermore, ECEs can add to their pedagogical
knowledge by observing the children through their play, documenting the childrens learning and
experiences, and through reading and familiarizing themselves with the various theories created
by developmental theorists. (ELECT, 2006) Theorist Albert Banduras Social Cognitive theory
reflects on how children learn by imitating educators and other influential adults around them.
(Leung, Mackenzie-Rivers, Malcomson, Santrock, 2011) Therefore it is important for an early
childhood educator to conduct themselves in an appropriate manner and this can include
behaving in an appropriate way and speaking in an encouraging and constructive manner and
finally portraying a positive attitude. These are all key aspects of educators pedagogy in
ensuring they are delivering the curriculum in an effective manner. The research further reflects
on another theorists view of how ECEs play a significant role on educating children. Theorist
Piaget discusses on the point that, much of the childs earliest learning is the product of
interactions with adults and peers even where there has been no deliberate attempt to provide
instruction. (Bell et al, 2002, p.32) Therefore it is important for educators to have a better
understanding of how they can effectively facilitate the set out curriculum to the children with
these acquired skills and abilities. Bell et al (2002) discusses another important significance with
respect to an educators pedagogy towards educating children. They reflect on how important it
is for an ECE to conduct interactive and developmental play experiences, to encourage cognitive
development. This stems from one of Piagets cognitive development theory which is the
preoperational stage. (Leung, Mackenzie-Rivers, Malcomson, Santrock, 2011, p.41) This stage

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reveals that children learn from observing the adults around them. These theories can help an
ECE build on their own pedagogical knowledge and experiences.
In Conclusion, after reviewing a variety of literature it is evident that ECEs are unsure of
what their pedagogical role is within planning and implementing the curriculum. More studies
need to be conducted with a larger sample size to achieve more accurate results. This is
important because if everyone is aware of their roles and responsibilities, it will make for a better
environment for everyone involved and for a better learning experience for the children. In order
for an ECE to understand their roles and responsibilities within the FDELK program they need to
understand their pedagogical role within planning and implementing curriculum.

Methodology

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The form of research that will be conducted within this study is qualitative research. The
research topic for this study is educators pedagogical role within the FDELK program. The
main problem that will be researched within this study will be whether educators are aware of
what their pedagogical role is within the FDELK program. The following three subthemes will
be explored in order to solve the research problem: program delivery and implementation, roles
and responsibilities and educators pedagogical knowledge.
In 2010, the provincial government announced the implementation of Full Day
Kindergarten for children from 4-5 years of age in Ontario. It was stated that full
implementation would not take effect in all schools until 2014. This has caused many changes
within the school system whereas educators need to work together in the same classroom. The
purpose and rationale around my research is to become more aware of educators pedagogical
role within the FDELK program and whether educators obtain enough education, knowledge and
skills through their professional development in order to be effective educators and work in a
team environment. In addition, do these educators know how to use their already acquired skills
to educate children towards their holistic development? The main research question that will be
addressed in this study is What is DECEs pedagogical role within the Full Day Early Learning
Kindergarten Program (FDELK)?
Research Design
The research design that will be used to conduct this study is through the use of case
studies. Case studies are in-depth examinations of a bounded system. (Creswell, 2012, p.465)
Case studies best suit the type of research that I will be conducting because it will allow for more
in-depth analysis to occur with a limited sample size. The methodology that will be used is the
qualitative study approach. By using the qualitative study approach it allows the researcher to

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come up with more of a descriptive analysis as oppose to just focusing on numbers. It also is
geared towards understanding the attitudes and experiences of the participants being interviewed.
This type of research design was chosen to carry out the study because it is most effective when
collecting this type of data. Through these interviews the researcher will be able to acquire
information that will relate back to the three sub themes in the study and help answer the
overarching research question. This type of research method is also designed to gather detailed
information needed to help solve the research problem.
Population, Sampling, Participants and Sites
The population that is chosen for this study is 5-10 registered Early Childhood Educators
that work in the FDELK program. These educators have been chosen for this research because
they possess the knowledge and experiences needed to provide the relevant information for this
research study. They will help answer the research question by providing specific examples and
experiences that they have practiced throughout the course of their careers as educators in the
FDELK program. The type of sampling that will be used to recruit participants for this study is
purposeful sampling. In the text Creswell (2012) purposeful sampling is defined as being
Researchers intentionally select individuals and sites to understand the central phenomenon.
(Creswell, 2012, Pg. 206) This type of sampling works well with the qualitative research design
because this study is not collecting data in regards to the population, but is more focused in
obtaining specific information in regard to their characteristics. The sample size for the research
will be 5 DECEs. The reason for this sample size is because the data is more focused on
answering the sub research questions.

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The data will be collected through interviews that will take place at a convenient time and
location of the educators choice. These places may include either their school, a coffee shop,
educators home, etc. By having the interviews at a convenient location for the educator they will
feel more relaxed and at ease in answering the interview questions honestly.
Recruitment, Permission and Consent
I will be recruiting my participants from the communities schools, mainly from the
Dufferin Peel Catholic School Board (DPCDSB). I will be sending out an information email to
the gatekeepers who are the principals of the schools asking for permission for DECEs
participation within my study. Once I have received permission and a completed and signed
agency approval form I will send out the information letter and consent forms to the principals
who will send it to their DECEs within their school. After receiving all the consent forms back
from the perspective DECEs I will set up a time and date that is convenient for them to meet and
be interviewed. The recruitment process will take approximately three weeks. This will allow me
to send out the information to the DECEs and consent forms for them to review and sign if they
are willing to participate. If they decide not to participate there will still be ample time to recruit
other educators. The interviews that I will be conducting will be one-on-one interviews.
(Creswell, 2012) One on one interview is a data collection process in which the researcher asks
questions to and records answers from only one participant in the study at a time. (Creswell,
2012, p.218) Perspective participants will be asked a series of 15 open-ended interview
questions. I will be formulating the interview questions based on the three sub research
questions, which in turn will help answer the overarching research question. The interviews that I
will be conducting will take approximately 20-30 minutes each. At the beginning of the
interview process I will remind the educators that their participation is completely voluntary and

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they may withdraw from the study at any time they want without any penalties. Located in
Appendix A includes an information letter outlining the purpose of the study. The consent form,
located in Appendix B, is provided to the participants for their approval and signature. If
participants choose not to participate in this study after our brief discussion about the research
that is being conducted and reading the consent form, I will thank them for their time and
consideration.
Participants
The sample pool for this study will be drawn from the DECEs working in the Dufferin
Peel Catholic District School Board (DPCDSB). Eligibility to participate in this study will
consist of having a diploma in Early Childhood Education or undergraduate degree. Perspective
educators will be asked 15 open-ended interview questions relating to their pedagogical role in
the FDELK classroom. Participants will not receive any compensation for participating in the
study. Some ethical issues that may arise within this study are DECEs not providing a
professional reflection and provide more of their own personal opinions when answering the
interview questions.
Data Collection Procedure and Timeline
Participants will be interviewed over the phone, and the interview responses will be
recorded on a voice recorder. If the DECEs choose to participate in this study but do not want
their answers audio recorded, researcher will write down detailed notes of their responses.
Recruitment will take up to three weeks because there are many steps involved in order to find
the appropriate participants for this type of study. In addition, approvals are needed to be granted
before data collection can begin. Many protocols must also be in place before data collection
can occur. Firstly, participants will be provided with information in regards to the interview.

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They will be provided with a brief description of what the research is about and they will be
informed of the various questions that will be asked. The will also be advised as to how long the
researcher will require their participation. Furthermore, there are forms that need to be filled out
for approval, and ensuring that they are signed. Advise the participants that their name will be
kept confidential when referring to them in the data collection, instead pseudonyms will be used.
Informing participants that all records collected will be destroyed after the research project has
been completed.
Data Analysis Plan
In order for the researcher to organize all the data it first must be transcribed from the
telephone interview notes that were taken by the researcher. The collected data will then be
coded into themes and analyzed using NVivo qualitative research software. The researcher will
use typology analysis to determine the emergent themes collected from the interviews. When
seeking to make sense of the outcomes of the data collected, a thematic analysis will completed
to in order to code the data into themes. Through this process of data analysis the primary
research question will be answered by grouping communalities together to help generate answers
that explain the phenomenon.

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Results
When collecting the data in regards to the ECEs pedagogical role within the FDELK
Program, main themes were evident after interviewing five DECEs currently working in these
classrooms. Nodes where created by using Nvivo Data Analysis Software Program when
analyzing the data in order to come up with the main themes. The following is a listing of the
main themes that presented the most references when conducting the query wizard and further
analysis of each theme: Planning Node contained the most references (13) from the five DECEs
that were interviewed. Therefore I decided to explore it further. To do so I ran Exploration of a
Code text using the Query Wizard function. Then main themes that emerged from the analysis of
the Node based on the responses of the participants are as follows: Planning on childrens
interests, using curriculum to plan, and preparation for further advancement. The educators
responded in the following manner: Educator G stated that I am able to plan the curriculum
based on the childrens development and interests. (Educator G, personal communication,
March 17, 2015) Educator N discussed the document is a good tool to use when planning the
daily schedule. (Educator N, personal communication, March 3, 2015) Educator N further
reveals that planning with the document helps prepare the children for their next level of
education. Based on this analysis a question that is going to be further explored is what is the
best approach in delivering curriculum?
Curriculum delivery contained the second most references (12) from the five DECEs that
were interviewed. Therefore I decided to analyze it further. To do so I ran Exploration of a Code
text using the Query Wizard function once again. Then main themes that emerged from the
analysis of the Node based on the responses of the participants are as follows: support childrens
learning, growth and development and implementation. The educators responses to the

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interview questions were as follows: Educator N stated, Support the children through learning.
(Educator N, personal communication, March 3, 2015) Educator N stated, I feel that I have a
large understanding of child development that allows me to support the children in their play and
a way to meet their developmental needs. (Educator N, personal communication, March 3,
2015) Educator C stated, I feel that the FDELK document is extremely important in the
planning and implementation of our program. It allows educators immense freedom to provide
open-ended materials and activities that are age appropriate and within the document
guidelines. (Educator C, personal communication, February 23, 2015) Based on this analysis a
question that is going to be further explored is what the best way to effectively delivery the
curriculum in order to support childrens development.
Development contained the third most references (10) from the five DECEs that were
interviewed. Therefore I decided to assess it further. To do so I ran Exploration of a Code text
using the Query Wizard function once again. The main themes that emerged from the analysis of
the Node based on the responses of the participants are as follows: social interaction, focusing
on all areas of development, and focusing on individual needs. The educators responses to the
interview questions were as follows: Educator N stated, I feel that a large understanding of
child development which (Educator N, personal communication, March 3, 2015) allows me to
support the children in their play and a way to meet their developmental needs. Educator S
stated, Covering all the different areas of development when planning and carrying out the daily
routines. (Educator S, personal communication, February 26, 2015) Educator N stated, Focus
on childrens individual needs and the childrens development. (Educator N, personal
communication, March 3, 2015) Based on this analysis a question that is going to be further

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explored is how can educators provide a developmental appropriate curriculum that meets that
needs of all children and can an educators pedagogy influence the childrens way of learning?
Pedagogy Node contains 6 references from the five DECEs that were interviewed.
Therefore I decided to explore it further. To do so I ran Exploration of a Code text using the
Query Wizard function once again. The main themes that emerged from the analysis of the Node
based on the responses of the participants are as follows: documenting learning, self-reflections,
and hands-on/off approach. The educators responses to the interview questions were as follows:
Educator K states, That there is only one way to learn and it needs to be followed by certain
steps, or a certain order. (Educator K, personal communication, March 4, 2015) Educator C
stated, Self-reflection as an educator allows you to change or rethink your practice. (Educator
C, personal communication, February 23, 2015) Educator N stated, The teaching style of an
educator. (Educator N, personal communication, March 3, 2015) Based on this analysis a
question that is going to be further explored is how an educators pedagogy can support the
needs of the children towards successful transitions within the school setting.

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Discussion
Within the context of this study, several themes derived from the data that was collected
from the various interviews conducted in regards to the research problem, which is, what are
DECEs pedagogical roles in the FDELK program? These themes included planning, curriculum
delivery, development and pedagogy. There were also sub questions which helped collect data to
solve the research problem. These sub questions revolved around the DECEs roles and
responsibilities, curriculum planning and delivery; DECEs pedagogical knowledge to plan and
implement FDELK curriculum; and what skills and abilities do DECEs need in program
delivery and implementation.
After conducting the data analysis it was revealed that planning plays a large role in
solving the research problem. Planning is a significant theme when it comes to providing the
children with an effective learning environment. The DECEs felt that in order to effectively
deliver the curriculum they needed to focus on coming up with developmentally appropriate
activities when putting a plan in place. This can be achieved both through collaborating with the
teacher and setting up the classroom environment in a manner where it promotes and encourages
children to grow in all areas of development. Educator G stated, When it comes to planning
bring in more child development related activities, more eccentric in collaborating with the
teacher and more understanding on what short term planning goals are. (Educator G, personal
communication, March 17, 2015) Educator C felt that it is important to use the FDELK program
document when planning activities for the children. This is how she expressed it, I feel that the
FDELK document is extremely important in the planning and implementation of our program. It
allows educators immense freedom to provide open ended materials and activities that are age
appropriate and within the document guidelines. (Educator C, personal communication,

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February 23, 2015) The document provides DECEs and the teachers a guide with respect to how
to plan activities to support the children throughout the school year. (Ministry of Education,
2010) Educator N identified the fact that the FDELK document was very useful when planning
the childrens daily schedule. One concern that the DECEs reflected on was that they are not
provided with any planning time during the school day. They also expressed that when they do
plan activities for the children, which is usually outside of working hours, they plan
developmentally appropriate activities for all areas of development. Educator S stated, I find it
hard to plan outside of work hours. I am not allotted any planning time during the day.
(Educator S, personal communication, February 26, 2015) When planning the daily schedule, it
is important to allot enough time to ensure that all areas of development are being covered. The
DECEs need to plan activities around the interests of the children to keep them engaged, but at
the same time it is important to ensure that all curriculum requirements are being followed.
Educator S reveals this by saying, You need to ensure that you are covering all the different
areas of development when planning and carrying out the daily routines. In planning for all the
areas I ensure that I am planning accordingly to support childrens development while keeping
the curriculum in mind. (Educator S, personal communications, February 26, 2015)
Curriculum delivery also plays an important role in solving the research problem. The
curriculum that educators follow in order to educate the children is set out by the Ministry of
Education. Educator C states, My knowledge of the curriculum allows me to understand where
children are developmentally and therefore helps me implement appropriate learning
experiences. (Educator C, personal communication, February 23, 2015) Although there is a set
curriculum Educators need to deliver, they feel the need to incorporate their own pedagogy in
order to help the children understand the activities presented to them. In addition, within the

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curriculum there is a need to provide a program that is tailored to each childs developmental
abilities to help support them through their learning and to encourage growth and development
for their later years. Educator C revealed that, I provide a program which is specifically tailored
to each childs abilities. (Educator C, personal communication, February 23, 2015) DECEs
expressed the fact that they are not allotted any planning time in order to carry out their roles and
responsibilities in program delivery and implementation. Educator C also stated, DECEs do not
have any planning time which makes it difficult to implement planned activities and learning
experiences. (Educator C, personal communication, February 23, 2015) Another factor that was
revealed by Educator C is the need for DECEs and Teachers to have joint planning time to
discuss students development. Literature reveals that, if roles and responsibilities are not laid
out in a manner where everyone involved understands what their specific duties are, will in turn
cause a disruption in the childrens learning and cause friction between team members.
(Eastabrook et al, 2012)
Development was a component that was brought up quite often throughout the educators
responses. ECEs felt that they learned a lot through their past experiences. Many of their
practical knowledge, skills and abilities were gained through hands on experience throughout
their various school placements. Educator S states, Placements were beneficial in obtaining
more knowledge and experience. (Educator S, personal communication, February 26, 2015) In
addition to their placements, many of the courses taken throughout their post-secondary
education reflected on the curriculum which in turn helped them to guide the children towards
successful development. When obtaining their diploma, the DECEs took various courses with
the following learning outcomes: best practices for working with children in early childhood;
roles and responsibilities of the early childhood educator; the importance of play in a childs

THESIS 2015

25

development and learning; curriculum design and implementation; program models in early
childhood; promotion of pro-social behaviour; programming for infants, toddlers and school-age
children. (Sheridan College, 2015, para.3) These learning outcomes provided the educators
with the appropriate skills, knowledge and abilities to implement and deliver the curriculum set
out by the ministry. In the document With Our Best Future in Mind by Charles Pascal, (2009) he
reflects on how DECEs can obtain their skills and abilities by acquiring the necessary education,
such as, a degree or diploma in the field. He further expresses the need to build a rapport with
local educational institutes to become more aware of what positions are available and how you
can gain further professional development to obtain more skills and abilities. One of the
interview questions mentioned the benefits of using the Ontario Ministry of Education Videos.
Four out of the five educators interviewed were not familiar with these videos but now that they
have been made aware that they exist were going to take the time to view them in hopes that they
will provide further support in developing their skills in supporting the children. The one
educator that has viewed these videos, Educator K stated, I can say that the videos that I have
watched have been helpful, but again I have to stress that each child learns at their own pace and
in their own way and it is my job to ensure that they are learning through exploring in a play
based environment. (Educator K, personal communication, March 4, 2015) DECEs also
conveyed the need to further their development in specific areas, such as working with children
with special needs, gaining further knowledge on how to incorporate technology into the
classroom, training on report card writing, and how to communicate effectively with Parents.
Educator K stated, I would have to say children with special needs. (Educator K, personal
communication, March 4, 2015) Educator G added, More technology and how to incorporate
proper technology. (Educator G, personal communication, March 17, 2015) This can be

THESIS 2015

26

achieved by taking workshops or courses made available by the school board or by seeking
outside resources. The DECEs all agreed that they felt it was their role and responsibility to
support children with their development. This is can be accomplished by interacting with the
children using different learning styles such as getting down to the children's level and
interacting with them to further their development. By doing this the DECE becomes a play
partner with the child, which in turn helps develop their social and communication skills. The
DECEs further reflected that social interaction is very important in a childs development
because this allows for the children to learn from each other and from adults in the room. This is
further supported by Theorist Lev Vygotsky who states that in order for children to learn and
develop in their environment it is the educators role and responsibility to create social
interactions to enable children to learn how to use the various materials provided to them through
their play, he further elaborates that this will help with their future learning. (Leung, MackenzieRivers, Malcomson, Santrock, 2011) DECEs added that there is a need to try and focus on
childrens individual needs by basing activities off their interests. One of the ECEs reflected on
how creating antidotal notes helped to plan curriculum based on childrens developmental needs.
Educator N stated, Implementing strategies of problem solving, daily antidotes and evaluates
the needs of the children. (Educator N, personal communication, March 3, 2015) This was
accomplished by observing the children during play in order to understand which developmental
stage they are at in order to plan for continued advancement.
Pedagogy is another theme that emerged from the data analysis to help solve the research
problem. DECEs explained that they felt pedagogy is ones own teaching method or approach
to ensure the successful development of children, and this can be reached by incorporating selfreflection, effective curriculum, and building supportive relationships with the children. This is

THESIS 2015

27

supported by Theorist Albert Banduras Social Cognitive Theory which reflects on how children
learn by imitating educators and other influential adults around them. (Leung, Mackenzie-Rivers,
Malcomson, Santrock, 2011) Therefore, it is important for a DECE to conduct themselves in an
appropriate manner. This includes speaking in an encouraging and constructive way and
portraying a positive attitude. These are all key aspects that DECEs can incorporate into their
pedagogy in ensuring they are delivering the curriculum effectively. Educator K further reflects,
there is only one way to learn and it needs to be followed by certain steps or a certain order.
(Educator K, personal communication, March 4, 2015) One of the interview questions reflected
on what pedagogical knowledge do DECEs have to plan and implement FDELK curriculum.
Educator K stated, I understand that children learn more by exploring rather than being shown
how it should be done. (Educator K, personal communication, March 4, 2015) Whereas
Educator G stated, Everything I plan derives from the curriculum, majority based on
observations, and interests, based on curriculum. (Educator G, personal communication, March
17, 2015) All the DECEs explained that pedagogy is obtained through their experiences with the
children, by allowing them to explore with developmentally appropriate material and through
observing them through their play. With respect to building supportive relationships with the
children, Educator K said, I have to say as the DECE in the classroom I understand, that
children learn at their own rate and speed. They also may need a different approach to learning
styles and that they respond better if you are down at their level. (Educator K, personal
communication, March 4, 2015) Educator S also reflects on the importance of building a
supportive relationship with children to encourage and further advance their social skills. This is
also outlined in the ELECT document where it discusses When adults become involved in
childrens play, they help with the difficult spots: they may sequence activities in a way that is

THESIS 2015

28

clearer and reinforces learning or use language that helps to clarify challenges and solutions.
(ELECT, 2006, p.18) Self-reflection was another component that was revealed by Educator C.
This allows the DECEs to examine their practices to determine if they should continue to use the
same type of teaching methods or if they should make changes to adapt to the childrens needs.
Educator C stated, It allows for self-reflection and as an educator it allows you to change or
rethink your practice, perhaps repeat what is working. Self-reflection is a willingness to involve
and make changes only to make one a better educator. (Educator C, personal communication,
February 23, 2015)
After careful examination and review of the data collection and analysis, I conclude that
it is evident that the DECEs feel that their pedagogical roles in the FDELK program consists of
planning, curriculum delivery, development and pedagogy. Their interaction with the children
allows them to build on their pedagogical role. In addition, what they have learned through their
professional development has broadened their skills and knowledge on successfully delivery and
implementation of the curriculum. Moreover, the educators all expressed how a lot of their past
experiences, especially at the various placements they attended also contributed to their
pedagogical knowledge in order to provide the children with a successful learning experience
and it also helped them understand their pedagogical role with in the FDELK program.
.

THESIS 2015

29

Conclusion
Limitations
Within the study that was conducted over the course of eight months it was evident that a
few limitations had occurred. These limitations include: trying to seek permission to find
participants for the study, small sample size, time frame, compensation and location and time to
conduct interviews. Firstly, I had a hard time finding participants and agencies that were willing
to be a part of my study. In the beginning of the research I wanted to interview teachers and
DECEs working in the FDELK classroom together, in order to have a better understanding of
what their pedagogical roles are. In seeking permission to interview these two educators it was
evident with the time constraint, it would only allow for the DECEs to be interviewed. This is
due to the fact that in order for teachers to participate in any form of research it must be
approved by an ethics committee. This is a time consuming process and in the end approval may
not be granted by the committee. That put constraint on my recruitment timeline. Secondly, the
sample size for the study was very small. I feel that even though the data that was collected for
the research was sufficient enough to explore and solve the research problem, it would have been
more effective if I was able to interview more educators from both school boards. Thirdly,
another limitation includes, the participants were not provided with any compensation for their
participation. I feel that if I had provided the participants with some sort of compensation there
would be more educators willing to participate in the study. Finally, the last limitation to the
study was the time frame. The time frame in which the study needed to be conducted was too
quick. As the researcher trying to conduct interviews with educators at convenient places and
times, it was difficult to conduct because the potential participants had other commitments they
needed to attend to.

THESIS 2015

30

Future Research
For future researchers wanting to conduct further research on this topic they should also
conduct the following steps to further explore and collect sufficient data in order to solve the
research problem. Interview classroom teachers, observations of the DECE and the classroom
teacher working together, conduct three interviews over the course of the school year, and
interview the school principal to obtain their view on the relationships that both educators create
in their classrooms.
Firstly, by interviewing the classroom teacher and the DECE the researcher will be able
to learn what their feelings are with respect to their roles within the classroom setting and as a
team player. This will ensure that all voices are being heard and eliminate any biases that may
arise. Secondly, in conducting observations of both the classroom teacher and the DECE the
researcher is able to see the two positons in action. By doing this it will provide the researcher
with more concrete data to analyze and compare both educators interview responses to their
actually actions. Thirdly, this research needs to be conducted over the course of the school year.
The researcher should conduct an interview with both educators at the beginning of the year to
obtain their views on the type of relationship they want to build and create over the course of the
school year. Half way through the year the researcher should go back and interview both
educators again to see how the relationship has formed and if the educators are collaborating
together. The final interview would be completed at the end of the school year. This interview
will provide the researcher with data that shows whether the teacher and DECE have carried out
their roles and responsibilities in working together in an effective manner in order to deliver a
curriculum to the children that will help guide them towards continued development. Lastly, the
researcher should interview the schools principal in order to gather a better understanding of

THESIS 2015

31

what both educators roles and responsibilities are and how they should be carried out to ensure
that all educators are doing their job effectively and in a collaborative manner. In conclusion, by
using these recommendations for future research the researcher will have an adequate amount of
data to help solve the research problem.
Implications for Early Childhood
The implications for Early Childhood that derived from this research are that educators
roles and responsibilities need to be clearly defined and outlined so that everyone knows who has
been assigned to deliver the various curriculum requirements set out by the ministry. This can be
achieved by creating a plan that everyone is aware of, which helps everyone involved know
exactly what needs to be accomplished without getting in each others way. In addition, this will
also encourage educators to collaborate with one another in creating an environment that is
pleasing to all and in the end ensure the success of childrens development.

THESIS 2015

32

References
Albrecht, N. & Carnes, G. (2007). Academic and social-emotional effects of full-day
kindergarten: The benefits of time. Emporia State Research Studies. Vol.43, no.2, p.64-72
Bell, D., Gilden, R, Muttock, S., Siraj-Blatchford, I. & Sylva, K. (2002). Researching Effective
Pedagogy in the Early Year. (Doctoral Dissertation) retrieved from Queens Printer (ISBN:
1 84185 758 0)
Best Start Expert Panel on Early Learning. (2006). Early Learning for Every Child Today. A
framework for Ontario early childhood settings. Retrieved from:
http://www.cfcollaborative.ca/wp-content/uploads/2010/10/ELECT.pdf
Callaghan, L. L. (2012). Examining the Collaborative Structure in Full Day Kindergarten
Educator Teams. (Unpublished doctoral dissertation). University of Windsor, Canada
Creswell, J. (2012).Educational Research Planning, Conducting, and Evaluating Quantitative
and Qualitative Research.United States: Pearson Education
Early Childhood Australia. (2012). National Quality Standard Proffessional Learning Program.
What have these theories go to do with it? Retrieved from:
www.earlychildhoodaustralia.org.au/nqsplp/wp-conten/uploads/2012/05/NQS_PLP_ENewsletter_No31.pdf
Eastabrook, J., Peters, R., Vanderlee, M. & Youmans, S. (2012). Final Report: Evaluation of the
Implementation of the Ontario Full-Day Early Learning-Kindergarten Program. Retrieved
from: www.edu.gov.on.ca/kindergarten/FDELK_ReportFall2012.pdf

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33

Gananathan, R. (2011). Implications of Full Day Kindergaten Program Policy on Early

Childhood Pedagogy and Practice. International Journal of Childcare and Education
Policy. Vol. 5 No.2 p.33-45
Howey, K. & Zimpher, N. (1989). Teacher Educators Role in Programs for Beginning Teachers.
Chicago Journals. Vol.89 No.4 p.450-470 doi: 129.100.58.76
Janmohamed, Z., Pelletier, J., & Corter, C. (2011). Toronto First Duty, Phase 3: The Bruce
Woodgreen Case Study. Toronto, ON: Atkinson Centre for Society and Child
Development, OISE/University of Toronto
Leung, K., Mackenzie-Rivers, A., Malcomson, T. & Santrock, J. (2011). Life-Span Development.
McGraw-Hill Ryerson: United States
Jobs in Education. (2013). Designated Early Childhood Educators. Retrieved from:
http://jobsineducation.com/job_listing/early-childhood-educators
Ministry of Education. (2014). How Does Learning Happen? Ontarios
Pedagogy for the Early Years. Retrieved from:
www.edu.gov.on.ca/childcare/HowLearningHappens.pdf
Ministry of Education. (2010). The Full-Day Early Learning-Kindergarten Program. Retrieved
from:
http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf
Ministry of Education. (2007). Early Learning for Every Child Today. A Framework for Ontario
early childhood settings. Retrieved from: www.edu.gov.on.ca/childcare/oelf/continuum.pdf

THESIS 2015

34

Morrow, L., Neuman, S., Roskos, K., Schickendanz, J., Strickland, D. & Vukelich, C. (2004).
The Role of Literacy in Early Childhood Education. Wiley International Reading
Assocaition. Vol. 58, No.1 p.86-100 doi:129.100.58.76
Pascal, C. (2009). With Our Best Future in Mind Implementing Early Learning in Ontario.
Retrieved from:
https://dr6j45jk9xcmk.cloudfront.net/documents/89/earlylearningreporten.pdf
Peel District School Board. (2012). Teaching Assistants and Designated Early Childhood
Educators. Retrieved from:
http://www.peelschools.org/jobs/jobpostings/Pages/Article.aspx?art-id=28
Sheridan College. (2014) Early Childhood Education. Retrieved from:
https://www.sheridancollege.ca/academics/programs-and-courses/early-childhoodeducation.aspx?
gclid=Cj0KEQjw_IKiBRD7rPqut_OZ4qgBEiQASm4GAg28sRVlEE0szEge4SKsTA3DI6
0aDBRIxQeg1Egr2nIaAlb38P8HAQ
Toronto Catholic District School Board. (n.d.) Occasional Early Childhood Educator . Retrieved
from: http://www.tcdsb.org/Careers/Pages/Jobs.aspx
Walton, R. (2013). Early Childhood Educators Experience of the Ontario Full-Day Early
Learning: Promises to Keep. Unpublished doctoral dissertation, University of Western,
London, Ontario, Canada

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35

Appendices
Appendix A

Information Letter
Educators Pedagogical Role in Program Delivery in the Full Day Early Learning Kindergarten Program
Dear Registered Early Childhood Educator,
I, Clarissa Ferreira, am currently a fourth-year degree student at Sheridan College. In partial fulfillment of the
requirements for the Bachelor of Early Childhood Leadership, I am required to conduct a research project. The
study is entitled Educators Pedagogical Role in the Full Day Early Learning Kindergarten Program (FDELK).
The purpose of the study is to examine and become more aware of the significance of educators roles, pedagogical
knowledge and professionalism within the FDELK program.
I am presently seeking Registered Early Childhood Educators working in the FDK Program to participate in this
study. Your participation would consist of answering interview questions on your pedagogical role, which will take
approximately 20-30 minutes to complete.
Your participation in this study will contribute to the advancement of educators pedagogical role within the FDELK
program. Your participation will be kept completely anonymous. This will be ensured by using a pseudonym when
referring to you during data collection and analysis.
You may feel uncomfortable answering the interview questions as you may not want to reveal any subjective
information that may make you sound under qualified for your position.
Your participation is completely voluntary. You are under no obligation to participate and if you do
choose to participate, you may withdraw from the study at any time and/or refuse to answer any
questions, without suffering any negative consequences.
Your responses will be kept confidential. You name will be changed with a chosen pseudonym which will ensure
that when the data is analyzed no names will appear and it will be completely anonymous.
The data collected from the interview questions will be kept in a locked file on the researchers computer with a
secured password. Only the researcher and the research supervisor will have the password and access to the secured
files. The research supervisor will also have a copy of the data. The data that will be collected will be destroyed five
years after the completion of the study.
We appreciate your participation in the study as your responses will help to support the growing body of literature
on Educators Pedagogical Role in Program Delivery in the Full Day Early Learning Kindergarten Program.
If you have any questions about the study, you may contact the researcher or her supervisor.
It is recommended that you print this page for future reference. In addition, please contact me directly if you are
interested in participating.
If you have any questions regarding the ethical conduct of this study, please contact Dr. Shawn Lennie
lennies@sheridan.on.ca, or Angela Rosati rosatia@sheridan.on.ca, Chairs of the Research Ethics Board at Sheridan
Institute of Technology and Advanced Learning.

THESIS 2015

36

Thank you for your time.

Researcher
Clarissa Ferreira ferreicl@sheridan.on.ca
Supervisor
Dasha Shalimo |shalimo@sheridan.on.ca

Appendix B

Consent Form
Educators Pedagogical Role in Program Delivery in the Full Day Early Learning Kindergarten Program

Registered Early Childhood Educator

I ___________________________________________________________ [Participant],
agree to participate in the study listed above.

______________________________________
(Participant Signature)

Pseudonym:
(Example : Butterfly)

Contact Information
Primary Researcher: Clarissa Ferreira
Email:ferreicl@sheridan.on.ca
Phone: 289-325-4089

__________________________
(Date)

THESIS 2015

37

Appendix C
Information Email
To:
From: Clarissa Ferreira
Date:
Subject: Research on the Pedagogical Role of Registered Early Childhood Educators working in
the Full Day Early Learning Kindergarten Program (FDK).

Dear
I am a fourth year student in the Bachelors of Early Childhood Leadership Program at Sheridan
College. I am currently conducting research on the topic of the Pedagogical Role of Registered
Early Childhood Educators working in the Full Day Early Learning Kindergarten Program
(FDK).
The purpose of this email is to obtain permission to interview Registered Early Childhood
Educators from the various schools within the community. Their experience and knowledge will
be invaluable to me in conducting this research. I have attached an information letter and consent
form that outlines the participation required by the RECEs. Please provide these information
letters and consent forms to perspective RECEs, and have them sign and return them to me if
they are willing to participate.
Thank you for considering my request.
Sincerely,

Clarissa Ferreira

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38

Appendix D
Interview Questions
1. What are ECEs roles and responsibilities in FDELK curriculum and delivery?
i.
Can I start off by asking you in what ways does your role in the classroom result
in success for your students development within the curriculum?
ii.
I am interested in hearing your views on how you feel your role as an ECE
influences the childrens success in learning?
iii.
How effective do you feel that the FDELK document is to plan and implement
curriculum for your students?
iv. Can I ask you, your opinion on the most difficult aspect of carrying out your roles
and responsibilities within curriculum delivery?
2. What pedagogical knowledge do ECEs have to plan and implement FDELK curriculum?
i.
Can you please explain how your knowledge of the curriculum influences your
teaching ability?
ii.
I am interested in hearing your views on how your education helps you support
the children in their development?
iii.
How do you feel that your qualifications and instructional practices are associated
with the successful development of the children over the course of the school
year?
iv. How does your knowledge influence your teaching ability?
v. What is your opinion on whether you have the adequate knowledge to support
children development in your classroom?.
vi.
In what areas do you feel you would benefit in obtaining further professional
development?
vii.
I am interested in hearing your views on how you feel that your qualifications
meet the program requirements?
3. What skills and abilities do ECEs possess in program delivery and implementation?
i.
What are your thoughts on whether the knowledge and skills that you have
acquired through your academic studies and through your experiences as an
educator, have contributed towards your ability to educate children.
ii.
What new skills would you like to learn when educating the children?
iii.
What plans do you have to improve your skills for continued advancement?
Extra Questions

i.

What do you know about pedagogy?

THESIS 2015
ii.
iii.

39
Are you familiar with the Ontario Ministry of Education (OMOE) videos? If so
how have then benefited you and the way you educate children? If not will you be
viewing them to help further your knowledge as an educator?
Is there anything else you would like to add?

Appendix E
Code Book
Source
s
3

Reference
s
5

3/15/2015 1:55 PM

Created
By
CFF

4/1/2015 9:46 PM

Modified
By
CFF

Planning

13

3/24/2015 7:31 PM

CFF

4/2/2015 8:16 PM

CFF

Curriculum Delivery

12

3/24/2015 7:32 PM

CFF

4/2/2015 8:16 PM

CFF

Development

10

3/24/2015 7:34 PM

CFF

4/2/2015 8:25 PM

CFF

Pedagogy

3/24/2015 7:35 PM

CFF

4/2/2015 8:26 PM

CFF

Roles and
Responsibilities
Qualifications

3/15/2015 2:17 PM

CFF

4/2/2015 8:24 PM

CFF

3/24/2015 7:33 PM

CFF

4/1/2015 9:43 PM

CFF

Knowledge

14

3/24/2015 7:29 PM

CFF

4/2/2015 8:21 PM

CFF

19

3/24/2015 7:40 PM

CFF

4/2/2015 7:31 PM

CFF

Observations

4/1/2015 9:53 PM

CFF

4/2/2015 8:15 PM

CFF

Professional
Development
Skills and abilities

CFF

4/2/2015 8:21 PM

CFF

3/15/2015 12:56
PM
3/24/2015 7:27 PM

CFF

CFF

3/24/2015 7:35 PM

CFF

3/24/2015 7:27
PM
4/2/2015 8:20 PM

Name
Curriculum

Educating

Experiences

Created On

Modified On

CFF

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40

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Appendix G

41

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Appendix H

42

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Appendix I

43

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Appendix J

44

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Appendix K

45

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Appendix L

46

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47
Codes

What are ECEs roles and responsibilities in FDELK curriculum and delivery?
i Can I start off by asking you in what ways does your role in the classroom result
in success for your students development within the curriculum?
Respondent #1 development child related activities
Respondent #2 development - support children through learning & plan
for individual goals
Respondent #3 development covering all areas
Respondent #4 different approaches in learning stills (getting down to
childrens level)
Respondent #5 development provide a program tailored to each
childs developmental abilities
ii I am interested in hearing your views on how you feel your role as an ECE
influences the childrens success in learning?
Respondent #1 interacting with the children on their level
Respondent #2 observing children & forming their own learning through
play
Respondent #3 basing activities off childrens interests
Respondent #4 use play based learning styles
Respondent #5 being involved in their development by interacting with
them & creating a challenging environment
iii How effective do you feel that the FDELK document is to plan and implement
curriculum for your students?
Respondent #1 There is a need for more examples
Respondent #2 Good tool but prefers high scope approach
Respondent #3 New ideas & implementation of activities
Respondent #4 Quite long & hard to understand
Respondent #5 Extremely important in planning & implementing of
program. Helps educator to self-reflect.
iv
Can I ask you, your opinion on the most difficult aspect of carrying out your roles
and responsibilities within curriculum delivery?
Respondent #1 Classroom teacher strong on their own ways
Respondent #2 Trying to focus on childrens individual needs & their
development
Respondent #3 Not allotted any planning time
Respondent #4 Not treated as an equal to the teacher
Respondent #5 Joint planning time to discuss students development

What pedagogical knowledge do ECEs have to plan and implement FDELK curriculum?

THESIS 2015
i

48
Can you please explain how your knowledge of the curriculum influences your
teaching ability?

ii

iii

iv

Respondent #1 Everything that is planned is derived from curriculum.

Observations & childs interest used to plan.

Respondent #2- High Scope background & theme based to implement

curriculum.
Respondent #3 Feels that there is not enough time to cover all material
set out in document
Respondent#4 I understand that children learn by exploring instead of
being shown
Respondent #5 My knowledge of the program guides my teaching
ability through the open ended nature of our environment & activities. My
knowledge of the curriculum allows me to understand where children are
developmentally and therefore implement appropriate learning
experiences.
I am interested in hearing your views on how your education helps you support
the children in their development?
Respondent #1 Knowledge & hands on approach has helped me when
supporting children in their development
Respondent #2 Knowledge on child development-providing them with
age appropriate materials
Respondent #3 Watching children grow & develop-rewarding
Respondent #4 Hands on education approach
Respondent #5 Knowledge from past experiences
How do you feel that your qualifications and instructional practices are associated
with the successful development of the children over the course of the school
year?
Respondent #1 Creating antidote notes to plan curriculum based on
childrens development & interests
Respondent #2 Small group opportunities & challenging learning
opportunities
Respondent #3 Supporting children by providing them with appropriate
activities
Respondent #4 Look, observe & interact at the childrens different levels
of learning
Respondent #5 Knowing what works & what doesnt work in certain
situations. Reflecting & adapting to change.
How does your knowledge influence your teaching ability?
Respondent #1 My planning has helped me plan for different age groups
Respondent #2 Understanding the problem solving strategies. How to
work in an area & engage with children

THESIS 2015

49

vi

vii

Respondent #3 Getting down to childrens level & interact with them.

Basing off interests allows me to shape everything the children want to
learn
Respondent #4 Each child needs different things to help shape their
development
Respondent #5 The dynamics change with each new group of children
along with new partner pairings
What is your opinion on whether you have the adequate knowledge to support
children development in your classroom?
Respondent #1 Through my placements I have practical knowledge to
support the childrens developmental needs
Respondent #2 Large understanding of child development which allows
me to support the children in their play & a way to meet their
developmental needs
Respondent #3 Placements were beneficial in obtaining more knowledge
& experience
Respondent #4 After 20 years of working with children doesnt feel they
have the adequate knowledge because they are not with them 24/7
Respondent #5 Gained practical experiences through working in
different childcare centres during my placements
In what areas do you feel you would benefit in obtaining further professional
development?
Respondent #1 More hands on training on all technology coming in
Respondent #2 Workshops on collaboration, training on report cards,
working with parents & workshops on curriculum
Respondent #3 Workshops/courses with respect to children with special
needs & assistive technology
Respondent #4 Workshops/courses with respect to children with special
needs
Respondent #5 More hands on training on new technology & courses on
how to assist children with special needs
I am interested in hearing your views on how you feel that your qualifications
meet the program requirements?
Respondent #1 I am over qualified. I have my Masters & a degree in
Child Development
Respondent #2 Knowledge of child development. Provide a play based
environment & high scope development, child initiated & directed play
Respondent #3 Taking my ECE at Sheridan College I feel that many of
the different courses were reflected of the curriculum outcomes needed to
help children develop & learn
Respondent #4 Each child learns at their own pace, in their own speed &
in their own way. As the DECE understand all that & can adjust their
learning environment to allow them to succeed

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50

Respondent #5 The courses that I have taken in school has allowed me

to use them towards planning developmentally appropriate activities for
the children to learn

What skills and abilities do ECEs possess in program delivery and implementation?
i What are your thoughts on whether the knowledge and skills that you have
acquired through your academic studies and through your experiences as an
educator, have contributed towards your ability to educate children.
Respondent #1 My placements have given me a variety of experiences in
working in different areas in the field
Respondent #2 Implementing strategies of problem solving, daily
antidotes & evaluates the needs of the children
Respondent #3 Three domains of development & how each one
intertwines
Respondent #4 Children learn along with their environment
Respondent #5 Able to provide exploration for the children
ii What new skills would you like to learn when educating the children?
Respondent #1 More technology, how to incorporate proper technology
Respondent #2 Prepare for next level of education, readiness skills
Respondent #3 Language & literacy into physical activity. Tie all
curriculum requirements into everything
Respondent #4 Social & emotional interaction is key to child success
Respondent #5 Your positivity & excitement transcends to the children
possibilities are endless
iii What plans do you have to improve your skills for continued advancement?
Respondent #1 Attending workshops based on program requirements
Respondent #2 Take all training board office offers
Respondent #3 Take workshops offered by the board. Continue with my
post-secondary education
Respondent #4 Continue with my education because learning never
stops
Respondent #5 Finishing my degree and go to teachers college

Extra Questions

What do you know about pedagogy?

Respondent #1 It is ones own teaching method

Respondent #2 Unaware of the term

Respondent #3 Personal statement about how you feel children should
be taught
Respondent #4 There is only one way to learn & it needs to be followed
by certain steps or certain order
Respondent #5 Teaching method

THESIS 2015
ii

iii

51
Are you familiar with the Ontario Ministry of Education (OMOE) videos? If so
how have then benefited you and the way you educate children? If not will you be
viewing them to help further your knowledge as an educator?
Respondent #1 Not beneficial at all
Respondent #2 I know that they are available but no time to view them
Respondent #3 More descriptive have some good points & ideas relating
to curriculum
Respondent #4 Somewhat helpful but each child learns at their own pace
Respondent #5 Not beneficial at all
Is there anything else you would like to add?
Respondent #1 No
Respondent #2 No
Respondent #3 No
Respondent #4 No
Respondent #5 - No