As outlined in the Ministry of Education’s Before and After School Programs Kindergarten – Grade 6 Policies and Guidelines for School Boards;
Play Based Programming
Play is a means to early learning that capitalizes on children’s natural curiosity and exuberance. Play is a vehicle for learning and lies at the core of innovation and creativity. It provides opportunities for learning in a context in which children are at their most receptive. Play and academic work are not distinct categories for young children, and learning and doing are also inextricably linked for them. It has long been acknowledged that there is a strong link between play and learning for young children, especially in the areas of problem solving, language acquisition, literacy, numeracy, and social, physical, and emotional skills. Young children actively explore their environment and the world around them through a process of learning based play. When children are manipulating objects, acting out roles, or experimenting with various materials, they are engaged in learning through play.
Sample Routine: 7 to 9 a.m.
Children arrive throughout this time and are welcomed by the early childhood educator.
| Activity | Key areas of learning | What the participant does | What the staff does |
|---|---|---|---|
| Independent exploration of classroom materials or preparation of a nutritious breakfast or snack. | Personal and social development, language, mathematics, science and technology, arts, health and physical activity. | Organizes personal belongings (e.g., backpack, communication book, shoes). Investigates materials at various classroom learning centres. Works with peers and the early childhood educator to prepare snack; eats snack. | Greets families. Sets out and organizes learning materials. Facilitates snack preparation. Refers to communication books and team message board. Extends children’s thinking and investigations by questioning and prompting. |
| Gross-motor activities in the gym or outside and/or technology activities. | Science and technology, health and physical activity. | Helps to set up activity stations in the gym or outside (e.g, musical hoops). Helps to set up the technology required for technology activities. Participates in the activities with peers. | Plans developmentally appropriate gross-motor and technology activities. Facilitates activities that draw on the children’s interests and complement the core program. Plans and leads cooperative games. Encourages active participation in all activities. Supports the growth and development of social and group skills. |
| Self-selected reading and quiet activity time and preparation for the day. | Personal and social development and language. | Chooses and reads materials. Choose quiet activities, such as doing puzzles, writing, drawing or playing board games. Helps to tidy the program and sets out materials for the core program. | Works as part of the early learning kindergarten team to set up the classroom for the core program. |
Sample Routine: 3:30 to 6 p.m.
Children arrive and participate in the after school program. Parents are greeted at arrival by the early childhood educator.
| Activity | Key areas of learning | What the participant does | What the staff does |
|---|---|---|---|
| Independent exploration of classroom materials or preparation of a nutritious breakfast or snack. Planned experiences | Personal and social development, language, health and physical activity. | Participates in preparing a snack; eating snack. Participates in a group project or learning experience ( e.g., baking or making play dough). | Supervises the arrival of children from other classrooms. Facilitates snack preparations. Organizes materials for learning experiences and group projects. Extends children’s thinking and investigations by questioning and prompting. |
| Gross-motor activities in the gym or outside. | Personal and social development, and health and physical activity. | Helps to set up activity stations in the gym or outside (e.g, musical hoops). Participates in the activities with peers. | Plans developmentally appropriate gross-motor activities. Facilitates activities that draw on the children’s interests. Plans and leads cooperative games. Encourages active participation in all activities. Supports the growth and development of social and group skills. |
| Self-selected reading and quiet time, whole-group experiences (drama or music) and preparation to go home. | Language and mathematics. | Chooses and reads materials. Listens to text read out loud. Choose quiet activities, such as doing puzzles, writing, drawing or playing board games. Helps to tidy the program and sets out materials for the core program. | Reads out loud. Facilitates the tidying up of the classroom. Speaks with parents. Documents the learning. |
Active Play Requirements:
After school programs must dedicate 30% of program time or one hour of daily active play for students in the program. Activities should be developmentally appropriate and accommodate fitness levels and interests of students. Emphasis should focus on participation and enjoyment and can include introducing participants to a range of developmentally appropriate physical activities such as sports, dance, free gym time, and active games.
This requirement aligns with the Public Health Agency of Canada’s guidelines recommending 60 minutes of daily moderate to vigorous physical activity for children aged 5-17. It is also consistent with the principles outlined in How Does Learning Happen? Ontario’s Pedagogy for the Early Years, which include creating opportunities for children to engage in active play that allows them to connect with the natural world and their community.
Outdoor Play Considerations:
How Does Learning Happen? Ontario’s Pedagogy for the Early Years notes that children thrive where they can engage in vigorous physical play in natural outdoor spaces. In addition to providing physical benefits, active play outdoors strengthens functioning in cognitive areas such as perception, attention, creative problem solving, and complex thinking.
Extended Day Programs should provide at a minimum 30 minutes of outside time in before school programs and 30 minutes of outside time in after school programs. Children should have access to drinking water, shade and appropriate outdoor clothing.
Ontario Public Health Evidence Brief: Promoting active play for children 0 – 12
Screen Time and Use of Technology:
Extended Day Programs are play-based programs that provide opportunities for children to learn through active play, exploration and inquiry. Children attending Extended Day Programs will not have access to video games or television during the program as we recognize the benefits of play based learning. The Canadian Physical Activity Guidelines recommend that Canadian Kids age’d 5 to 17, get at least 60 minutes of moderate- to vigorous-intensity physical activity each day and that only 9% of children are meeting the recommendations (Active Healthy Kids 2016).
