2016 The Kindergarten Program Document states: High quality instruction in mathematics and high quality free play need not compete for time in the classroom. Engaging in both makes each richer, and children benefit in every way. (Sarama & Clements, 2009a, p. 331) Research supports the understanding that mathematics experiences occur naturally as children play. During play, young children spontaneously measure, sort, classify, estimate, pattern, count, and more (Ginsberg, 2006; Sarama & Clements, 2008; Seo & Ginsberg, 2004; Hunting 2010). However, the presence alone of mathematics in play is insufficient for rich learning to occur. Intentional, purposeful teacher interactions are necessary to ensure that mathematical learning is maximized during play (Baroody, Lai, & Mix, 2006; deVries, Thomas, & Warren, 2007; Balfanz, 1999; Ginsburg, Lee, & Boyd, 2008). (p.75)

THE IMPORTANCE OF MATH IN THE EARLY YEARS

The latest research is indicating that having strong Math skills in the Early Years is the strongest predictor of later academic achievement. “… early knowledge of reading predicted later success in reading. However, early knowledge of mathematics was a stronger predictor of later success in mathematics. Further, early knowledge of mathematics predicted not only success in math, but also success in reading.” (Clements and Sarama, Learning and Teaching Early Math p. 214) So we want to ensure that our young students receive a strong and solid mathematics education not only to achieve in mathematics but to achieve in all academic areas. The research and our own experience in the classroom have taught us that there must be a balance between learning through Play and Planned Instruction. Clements and Sarama talk about play that involves mathematics and playing with mathematics itself . Research shows that children engage in some type of mathematical thinking during approximately 43% of their time playing.(Ginsberg et al (1999) Young Children Doing Mathematics: Observations of Everyday Activities.) This is good news for play-based educators because it allows us to intentionally plan centres/areas for mathematical learning through play and to scaffold and extend mathematical learning during play. However, to effectively provide the depth of learning that is required we have found that it is necessary to also plan instruction for various sized groups. We recommend the book Learning and Teaching Early Math – the Learning Trajectories Approach by Douglas H. Clements and Julie Sarama. The trajectories approach aids the educators in ascertaining where the individual children are in their learning and provides instructional tasks to dig deeper and extend learning in a playful way. We have also found it helpful for providing concepts, strategies, and other knowledge that young children need to learn effectively. The last few chapters deliver thought provoking discussion about pedagogical issues and curricula. This is a complex book but is well worth the read. Below are two links, the first to a Capacity Building Series monograph on Math in the Early Years and the second to several clips of Douglas Clements speaking about Math in the Early Years including the value of Play. Douglas Clements Speaks about Early Math Capacity Building Series – Maximize Math Learning

Absolutely. I’ve refined everything into a cohesive introduction that matches the warm, reflective tone of The Learning Sandbox. It is written entirely in original language and is intended as your professional commentary—not a reproduction of Ministry content.

Kindergarten Curriculum (2026)

Understanding the Evolution of Full-Day Kindergarten

Ontario’s Kindergarten Curriculum (2026) represents an important next step in the evolution of Full-Day Kindergarten. While the revised curriculum introduces greater clarity around foundational literacy and mathematics, it builds upon the vision established in The Kindergarten Program (2016) rather than replacing it.

The Kindergarten Program (2016) continues to provide the pedagogical foundation for early learning in Ontario. It reminds us that children learn best through play, inquiry, relationships, responsive teaching, and meaningful experiences.

The Kindergarten Curriculum (2026) complements that foundation by providing more explicit guidance around the essential knowledge and skills children are expected to develop. Together, these documents support a balanced approach to Kindergarten teaching—one that honours children’s curiosity while ensuring they develop strong foundations for future learning.

Throughout this section, I explore how these two documents can work together to support intentional, joyful, and developmentally appropriate learning experiences in today’s Kindergarten classrooms.

A Note from the Author

The reflections shared throughout this section represent my professional understanding of The Kindergarten Program (2016) and the Kindergarten Curriculum (2026). They are informed by my experience as an Early Childhood Educator, Educational Resource Worker, and elementary teacher, together with my contributions to professional learning initiatives that supported the Ontario Ministry of Education’s development and implementation of both the Kindergarten Program (2016) and the Kindergarten Curriculum (2026).

The ideas shared throughout this website are intended to encourage professional reflection and practical classroom application. They represent my interpretation and understanding of the curriculum and should be considered a companion resource to the official Ontario Ministry of Education documents.

Understanding the Two Documents

Together, these documents provide a balanced framework for high-quality Kindergarten programming.

Math in FDK

Mathematics in Full-Day Kindergarten begins with curiosity.

Children naturally notice patterns, compare quantities, solve problems, build structures, explore shapes, and make sense of the world around them through play and investigation. Every block tower, loose parts invitation, nature walk, and classroom conversation provides an opportunity to think mathematically.

The Kindergarten Program (2016) encourages educators to nurture children’s mathematical thinking through responsive, play-based learning experiences. The Kindergarten Curriculum (2026) strengthens this work by providing greater clarity around the mathematical knowledge and skills children are expected to develop.

Together, these documents support mathematics that is meaningful, hands-on, and intentionally planned. They encourage educators to create learning environments where children investigate, reason, communicate, represent their thinking, and develop confidence as mathematicians.

Throughout this section, I share classroom experiences, invitations to learn, and practical strategies that connect children’s natural curiosity with purposeful mathematical learning.

References

Ontario Ministry of Education. (2016). The Kindergarten Program (2016). Queen’s Printer for Ontario.

Ontario Ministry of Education. (2026). Kindergarten Curriculum (2026). Government of Ontario.