Environment
Responding to the EYE Results
Environment
EYE
Domains
Instructional
Strategies
Instructional
Strategies
Suggestions
for
Families
Suggestions
for Families
When the Early Years Evaluation (EYE) reports/results are received from The Learning Bar, children will be given designated colours (e.g., green, yellow, red) based on their achievement. Some children will score
green in all domains, some will score yellow in a few areas, and others will have areas scored as red. The first response educators are to consider is to look for ways to support the development and learning of all
children in the classroom; this is called Tier 1 responses. Tier 1 responses include reviewing and enhancing four areas in early learning programs: Environment, Relationships, Conversations, and Play.
This guide was developed as an initial reference to support educators in responding to the EYE data received from The Learning Bar after the fall screening at the beginning of the school year. It is important to
remember that the EYE is a readiness screen that provides information about each child’s learning and development at one point in time. In addition to administering the EYE, educators are encouraged to
continue to use authentic methods of assessment, such as listening, observation, and documentation, for collecting evidence of children’s learning and development.
This guide offers Tier 1 suggestions/examples and support documents that are available to educators on the Saskatchewan Curriculum website www.curriculum.gov.sk.ca under the Prekindergarten and
Kindergarten tabs.
Developing Intentional Responses

First, review the EYE reports to identify the children’s developmental domains that require additional supports, enrichment materials, and/or specific strategies and activities.

Next, look at the learning environments, both indoors and out of doors. Reflect on the following questions: What can I add, take away or rearrange to provide higher quality inquiry, play-based learning
experiences for the children? Is the environment well organized with clearly defined experiential centres? Does the environment promote independence, problem solving, choice, and creativity? How
does the environment support children’s skill development? Connect to curricular outcomes? Essential learning experiences? Support holistic development? How does the environment support
children’s sense of belonging, identity, cultures, languages, and families?

After careful consideration of the environment, identify the various instructional strategies or essential learning experiences that you are currently using in the program and identify the additional
strategies that you will be adding to support the children in progressing through the holistic developmental continuum of learning. Identify the intentional inquiry, play-based learning experiences and
engaging conversations that are required. (Children First: A Resource for Kindergarten – Tables 1 to 5)

Once you have established a set of strategies, essential learning experiences and enriched the environment, collect additional assessment data (e.g., observation, documentation) to evaluate the
effectiveness of the responses and supports that have been implemented.

Lastly, compile the assessment data (e.g., EYE scores, observations, documentation) to share and collaborate with families on ways to support their child’s needs and celebrate their strengths in a portfolio
or celebration of learning format. Compiling, reviewing and sharing the assessment data is very helpful in making responsive, collaborative, and informed decisions with families for planning the next
steps in scaffolding children’s learning and development both in the classroom and at home.
Understanding the colour-coding in the document


dark blue circles indicate the developmental domain of the EYE assessment
light blue circles indicate suggestions for responding to results
2
Ministry of Education, Early Years Branch
Revised December, 2016
Environment
Environment
Cognitive Skills
Cognitive Skills
Cognitive Skills
Instructional
Instructional
Strategies
Instructional
Strategies
Strategies
Suggestions for
Suggestions
Families for
Suggestions for
Families
Families
3
Ministry of Education, Early Years Branch
SUGGESTIONS
SUPPORTS
 Set up a discovery centre with inviting hands-on materials such as gears,
ramps, pulleys and scales
 Offer puzzles in many sizes and levels of difficulty
 Offer many sizes and types of blocks (e.g., natural, commercial and recycled)
 Display charts and graphs created with/by children
 Label props and materials throughout the classroom
 Ensure a variety of text types (e.g., storybooks, newspaper, magazines) are
interspersed throughout the classroom and included in invitations
 Include living things to observe and care for (e.g., plants, insects, animals)
 ECERS-R - using ECERS-R will help make decisions about
what to add or remove in the room to support cognitive
skills - Items 6, 25, 26
 Creating Early Learning Environments - Into Practice Booklet
 Engaging & Responsive Environments for Kindergarten
Children – digital resource
 Early Learning Site Visits
 Essential Learning Experiences
 Play and Exploration: Phase I On-line Workshop
 Connecting Curricula to Inquiry, Play-Based Learning &
Projects (SPDU workshop & K Monograph)
 Creating Invitations for Learning – Supporting K Bulletin
 Effective Kindergarten Classrooms – K Curriculum Guide
 The Block Book by Hirsch
 Building Structures with Young Children by Chalufour
 Exploring Water with Young Children by Chalufour
 Discovering Nature with Young Children by Chalufour
 Developmentally Appropriate Practice by Copple and
Bredekamp
 Creating Early Learning Environments from Birth to Age
Eight by Bullard
 Model and have children use numbers in meaningful ways (e.g., measuring,
taking attendance, counting days, sorting when cooking, playing at
sand/water tables)
 Include children in snack preparation (e.g., setting tables, preparing snacks)
 Ask open-ended questions to stimulate curiosity, explorations, creative
thinking and problem solving
 Showcase visual representations of children’s work (e.g., framing artwork,
writing learning stories)
 Encourage children to represent ideas and their work
 Play with children
 Invite families to include children in household tasks (e.g., sorting laundry,
washing dishes, tidying up toys)
 Share ideas with families for modelling ways numbers and letters are used at
home (e.g., grocery lists, telling time, reading recipes)
 Encourage families to set up a routine that includes reading with/to children
 Share the importance of families listening closely, asking open-ended
questions and searching for answers together
 Invite families to draw children’s attention to numbers, shapes, and letters at
home and on outings
 Encourage families to play card and board games with children
 Support families in cooking and/or baking with children
 EYE Suggestions for Families with Children in
Prekindergarten
 EYE Suggestions for Families with Children in Kindergarten
 Play & Exploration Family Brochures – Your Child and
Language and Literacy Development , Your Child
Plays…Explores… Learns
 Parent Information – Supporting K Bulletin
Revised December, 2016
Environment
Language
and
Communication
Instructional
Strategies
Suggestions for
Families
4
Ministry of Education, Early Years Branch
SUGGESTIONS
SUPPORTS
 Include writing materials throughout the classroom
 Label shelves with visuals and written cues
 Intersperse a variety of text types throughout centres (e.g., storybooks,
posters, newspaper, maps, recipe books, cards, books & CDs)
 Create a classroom library and reading area
 Set up a post office as an experiential centre or as a method for
distributing/sharing newsletters
 ECERS-R: Items 15,16,17,18 and 25 & 26
 Promoting Language and Literacy through a Print Rich
Environment – slide show
 Supporting K Bulletins – Reading Environmental Print,
Key Language Cues & Conventions, Journal Writing, Phonics
and Spelling
 Literacy Practices in Kindergarten statement
 Frequently Asked Questions on Literacy Practices in K
 Emerging Literacy Checklist
 Literacy Practices in Kindergarten On-line Workshop
 Read daily with children (e.g., shared read alouds, small group reading,
individual focused reading)
 Record children’s words and stories for them
 Engage in genuine conversations with children about what interests them
 Practice active listening skills
 Use open-ended questions
 Model reading and writing behaviours
 Provide opportunities for children to read and write in purposeful ways (e.g.,
signing name for attendance, writing thank you cards)
 Play with children
 Learning Language and Loving It by Weitzman
 Teacher Talk, ABC and Beyond by Weitzman
 Early Literacy: A Resource for Teachers by SK Ministry of
Education
 So More Than ABC’s: The Early Phases of Reading & Writing
by Schickedanz and Collins
 Journey to Literacy: No Worksheets Required by
Flemington, Villiers and Hewins





• Saskatchewan Literacy Newtwork
Connect families to local library or literacy hubs
Encourage families to share stories, songs, and read in their first language
Share information with families on setting limits on time spent on technology
Encourage families to sing, talk, write, read and
Play with children
 Play & Exploration Family Brochures - Your Child and
Language and Literacy Development
 EYE Suggestions for Families with Children in
Prekindergarten
 EYE Suggestions for Families with Children in Kindergarten
 EYE Suggestions for Families Whose Home Language is not
English
 Literacy Practices in Kindergarten family brochure Supporting Children’s Emerging Literacy Learning
Revised December, 2016
SUGGESTIONS
Environment
Environment
Physical
Development
Physical
Development
Gross Motor
Gross Motor
Instructional
Strategies
Instructional
Strategies
Suggestions for
Families
Suggestions for
Families
5
SUPPORTS
 Provide blocks of various sizes and materials
 Create a small obstacle course
 Have gross motor equipment and materials available to take outside and/or
use in indoor spaces (e.g., balls, hoops, parachutes , ribbons)
 Create pathways and spaces that allow for movement and flow throughout
classroom
 Include experiential centres that involve movement (e.g., yoga, musical
instruments, dancing, wood working)





ECERS-R: Items 7, 8, 14, 23, 34
Play and Exploration: Phase 1 On-line Workshop
The Outdoor Classroom – video for Kindergarten
Essential Learning Experiences
Physical Activity Initiative - video and workshop
 Plan for daily outdoor excursions and free play in natural settings
 Include gross motor/movement activities (e.g, gym, movement/music) in the
daily routine and weekly schedule
 Set up stations in the gym or outdoor space for children to rotate through
exploring various equipment to strengthen core muscle development (e.g.,
balance beam, ball throwing/targets, tunnel crawling, tricycle riding)
 Extend out door excursions focusing on specific ways to move (e.g., giant
steps, baby steps, hopping, marching, tip-toeing)
 Use transition times for yoga, body breaks, songs, rhymes, and fingerplays
 Play with children







Active Solutions Newsletters
Lens on Learning by Banning and Sullivan
Natural Playscapes by Keeler
BC Leap Physical Activity Program
Nature Sparks by Cross
Cultivating Outdoor Classrooms by Nelson
ParticipACTION 150 Website
 Encourage families to include children in helping with household tasks (e.g.,
planting gardens, shoveling snow, washing dishes)
 Share with families the importance of outdoor walks, play or sports (e.g.,
skating, sledding, swimming, hiking) and holistic development
 Share information with families on community activities and events offered
 Encourage families to set limits on technology
 EYE Suggestions for Families with Children in
Prekindergarten
 EYE Suggestions for Families with Children in Kindergarten
 Kids in Motion Website
 Local Community Associations (e.g., YM/WCA, Leisure
Centres, SportsPlex, Arenas/Rinks)
Ministry of Education, Early Years Branch
Revised December, 2016
Environment
Environment
Physical
Development
Fine Motor
Instructional
Instructional
Strategies
Strategies
Suggestions for
Suggestions for
Families
SUGGESTIONS
SUPPORTS
 Offer opportunities for children to use writing tools and materials in
purposeful ways (e.g., creating signs, writing cards, labelling items, creating
lists, filling in surveys)
 Provide a variety of types, textures, and sizes of manipulatives (e.g., blocks,
play dough, beads, doll clothes with zippers and buttons, tweezers, tongs,
weaving mats, keys and locks, scissors)
 Provide a variety of art materials, tools, and experiences on a daily basis (e.g.,
painting, collaging, drawing, sculpting)




 Plan experiences for children to represent their ideas (e.g., drawing, painting,
sculpting, collaging, building)
 Include children in snack preparation (e.g., pouring milk, opening packaging,
using knives)
 Support children in developing independence in self-care (e.g., zippers,
buttons, tying shoes, washing)
 Play with children
 Creating Early Learning Environments from Birth to Age
Eight by Bullard
 Tools for Kids Occupational Therapy website
 SouthEast Community Care Tipsheet for Educators
ECERS-R: Item 19 & 20
Play and Exploration On-line Workshop
Essential Learning Experiences
Developing Fine Motor Skills – Supporting Kindergarten
Bulletin
 Creating Invitations for Learning – Supporting Kindergarten
Bulletin
 Ask families to help with developing children’s independence in self-care (e.g.,  EYE Suggestions for Families with Children in
brushing teeth, combing hair, getting dressed)
Prekindergarten
 Invite families to set up an art/writing space for children to explore and play
 EYE Suggestions for Families with Children in Kindergarten
 Share with families ways to provide opportunities for children to write for a
 Encyclopedia of Early Childhood Development family
purpose (e.g., make a grocery list, send a text or email)
brochures
 Encourage families to involve children in preparing small snacks, cooking or
baking
 Encourage families to colour, draw, paint, sculpt with their children
Families
6
Ministry of Education, Early Years Branch
Revised December, 2016
Environment
Awareness of
Self and
Environment
Instructional
Strategies
SUGGESTIONS
SUPPORTS
 Place mirrors of different shapes and sizes throughout the classroom
 Display photos of children, their families, and pets
 Include materials and props that represent children’s cultures, languages and
families (e.g., multicultural dolls, food, artifacts, animals)
 Include photos of community workers, signs, maps and text types from local
community services/businesses in experiential centres (e.g., street signs,
grocery store names, police/fire station signs, menus, fliers, phone
book/directory)
 Locate and display, on a provincial, Canadian or world map, the treaty
territories, provinces and/or countries that children and their families are
from
 Creating Early Learning Environments: Into Practice Booklet
 Play and Exploration
 Family Engagement in Prekindergarten: A Resource Guide
for Teachers and Associates
 Play games and sing songs that identify parts of the body (e.g., Head and
Shoulders), ways to move (e.g., Simon Says) and identify things in the
environment (e.g., I Spy)
 Invite families and Elders as guest speakers/specialists/traditional knowledge
keepers to share cultures, languages, foods, and traditions
 Share, use, and post greetings, phrases and songs in children’s first languages
throughout the classroom
 Integrate treaty outcomes through invitations for learning
 Play with children
 Creating Early Learning Environments from Birth to Age
Eight by Bullard
 Making the Most of Light & Mirrors by Thorton & Brunton
 Learning Together by Curtis & Carter
 Designs for Living and Learning by Curtis & Carter
 Roots & Wings by York
 Inspiring Spaces for Young Children by Deviney, Duncan,
Harris, Rody & Rosenberry
 EAL Immigration and Languages Blackboard organization
 Involve families in decision-making and planning supports for children
 Listen to families and ask for their ideas, opinions, and suggestions for
 EYE Suggestions for Families with Children in
Prekindergarten
 EYE Suggestions for Families with Children in Kindergarten
responding to children’s interests
Suggestions for
Families
7
Ministry of Education, Early Years Branch
 Connect families to community-based services and supports
 Support families to continue using their first language at home with their
children
Revised December, 2016
SUGGESTIONS
SUPPORTS
 Display a visual schedule of the daily routine and reference when transitioning  Creating Early Learning Environments: Into Practice Booklet
Instructional
Suggestions for
Strategies
Families
Social Skills
and
Approaches
to Learning
to new activities throughout the day
Ensure learning centres accommodate large and small groups of children
Display photos of children, their families and pets
Encourage dramatic play and provide props/materials to support dramatic
play in a variety of experiential centres throughout the classroom (e.g., dress
up clothes, finger puppets, real-world objects – cameras, telephones,
calculators, pots and pans)
Develop a cozy corner/hidey hole/quiet area with nurturing materials (e.g.,
pillow, soft blankets, stuffed animals, sensory fidgets) and calming
lighting/sounds
 ECERS-R: Items 17, 24, 31, 32, 33, 36
 Needs of Young Children- Supporting Kindergarten Bulletins
 Involve children in problem solving classroom issues and model the skills
 Model behaviours and use think-aloud strategies when playing with children
 Use prompts (e.g., egg timers, clocks, music) to support children in turntaking, trading play materials/objects
 Explore books and have discussions as a group on feelings; take photos of
children expressing feelings and discuss/role play as a group on what the
feelings look like, how it feels, why we have feelings
 Create opportunities for children to make choices about who they will play
with and what materials/props they will use (e.g., planning boards, pocket
charts for play & exploration times)
 Provide a variety of experiences that support children’s multiple intelligences
and learning styles (e.g., kinesthetic, visual, auditory)
 Play with children
 Developmentally Appropriate Practice by Copple &
Bredekamp
 Rethinking the Early Years Classroom by Pelo
 Self-Regulation Activities - Centre on the Developing Child –
Self-Regulation Activities
 Dr. Bruce Perry, Early Childhood Brain Development
youtube



Environment

•
Social Skills &
Approaches to
Learning
Instructional
Strategies
Suggestions for
Families
8
Ministry of Education, Early Years Branch
 Share with families the community-based programs such as library story time,  EYE Suggestions for Families with Children in
soccer, swimming, parks and recreational activities that are available
throughout the year
 Share the importance of playing outdoors with families
 Encourage families to set routines and expectations at home
 Invite Public Health in to share supports for families




Prekindergarten
EYE Suggestions for Families with Children in Kindergarten
Community-Based Services and Association websites
Saskatchewan Prevention Institution website
Local Public Health services
Revised December, 2016
References and Links
Saskatchewan Ministry of Education: Creating Early Learning Environments
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/play_and_exploration_creating_early_learning_env.pdf
Saskatchewan Ministry of Education Early Learning Site Visits brochure:
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/R103723.pdf
Saskatchewan Ministry of Education: Play and Exploration: Early Learning Program Guide on-line workshop:
https://www.edonline.sk.ca/webapps/blackboard/execute/content/blankPage?cmd=view&content_id=_85695_1&course_id=_3108_1&mode=reset&target=blank
Saskatchewan Ministry of Education: Essential Learning Experiences
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/Essential_Learning_Experiences.pdf
Saskatchewan Ministry of Education: EAL, Immigration and Languages Blackboard Organization
https://www.edonline.sk.ca/webapps/blackboard/execute/announcement?method=search&context=course_entry&course_id=_2114_1&handle=announcements_entry&mode=view
Saskatchewan Ministry of Education: EYE-DA Suggestions for Families with Children in Prekindergarten
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/EYE_children_in_prekindergarten.pdf
Saskatchewan Ministry of Education: EYE Suggestions for Families whose Home Language is not English
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/EYE_language_not_english.pdf
Saskatchewan Ministry of Education: EYE-TA Suggestions for Families with Children in Kindergarten
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/EYE_guide_for_teachers_to_engage_families.pdf
Saskatchewan Ministry of Education: Early Literacy: A Resource for Teachers
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/English%20Language%20Arts/Resources/Core/Early%20Literacy%20A%20Strategic%20Resource%20for%20Teachers%
202002.pdf
Saskatchewan Ministry of Education: Webinar: Creating Outdoor Learning Environments Blackboard Organization: contact [email protected] to be added to this Blackboard
Organization
Saskatchewan Ministry of Education: Physical Activity Initiative - video and workshop: you may request a cd copy of this workshop by e-mail from: [email protected]
9
Ministry of Education, Early Years Branch
Revised December, 2016
Saskatchewan Ministry of Education: The Outdoor Classroom video https://rover.edonline.sk.ca/en/rover/resources/2025
Saskatchewan Ministry of Education: Developing Fine Motor Skills- Supporting Kindergarten Bulletin
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Core/developing_fine_motor_skills.pdf
Saskatchewan Ministry of Education: Prekindergarten Family Brochures
-Your Child Plays …Explores…Learns https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/family_brochure_your_child_plays.pdf
-Spaces for Exploring…Learning…Growing
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/family_brochure_spaces_for_exploring.pdf
-Your Child and Language and Literacy Development
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/family_brochure_lang_and_literacy_dev.pdf
-Your Child’s Social Emotional Development
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Prekindergarten/Resources/Core/familybrochure_socialemotional_development.pdfhttps://www.edonline.sk.ca/b
bcswebdav/library/Curriculum%20Website/Prekindergarten/Resources/Core/familybrochure_socialemotional_development.pdf
Saskatchewan Ministry of Education: Kindergarten Curriculum (2010) Health Education Outcomes
https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?lang=en&subj=health_education&level=k
Saskatchewan Ministry of Education: Engaging and Responsive Environments for Children in Kindergarten
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/Engaging_Responsive_Environments.pdf
Saskatchewan Ministry of Education: Parent Information –Supporting Kindergarten Bulletin
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Core/parent_information.pdf
Saskatchewan Ministry of Education: Creating Invitations for Learning – Supporting Kindergarten Bulletin
https://www.edonline.sk.ca/webapps/moe-resource_tool_final-BBLEARN/ViewRecords?resource_ids=60879
Saskatchewan Ministry of Education: Connecting Curriculum to Inquiry, Play-based Learning and Projects – Kindergarten Monograph
https://www.edonline.sk.ca/bbcswebdav/orgs/MOE_resource_evaluation/Resource%20Files/Miscellaneous%20Screenshots/Connecting%20curriculum%20to%20inquiry.pdf
Saskatchewan Ministry of Education: Literacy Practices in Kindergarten support documents:
10
Ministry of Education, Early Years Branch
Revised December, 2016
-Statement: https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/Literacy%20Practices%20%20in%20Kindergarten.pdf
-FAQs:
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/Frequently%20Asked%20Questions%20on%20Literacy%20Practices%20in%20
Kindergarten.pdf
-Emerging Literacy Checklist:
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/Emerging%20Literacy%20Assessment%20Tool.pdf
-Introductory Letter to Educators:
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/Introducing%20the%20Kindergarten%20Family%20Brochure.pdf
-Supporting Children’s Emerging Literacy Development family brochure:
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/MOE-185-ChildrensLiteracy-RVSD.PDF
Saskatchewan Ministry of Education: Children First – A Resource for Kindergarten:
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Core/Children%20First%20A%20Resource%20for%20Kindergarten.pdf
Saskatchewan Ministry of Education: Prekindergarten and Kindergarten Connections:
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Core/prek_and_kindergarten_connections.pdf
Saskatchewan Ministry of Education: Ensuring High Quality, Effective Programming in Early Learning:
https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/Resources/Additional/prek_ensuring_high_quality.pdf
Saskatchewan Ministry of Education: Planning an Effective Kindergarten Program, Kindergarten Curriculum Guide https://www.curriculum.gov.sk.ca/webapps/moe-curriculumBBLEARN/index.jsp?kindergarten=true&view=kindergarten_planning&lang=en&subj=kindergarten&level=k
11
Ministry of Education, Early Years Branch
Revised December, 2016
Saskatchewan Ministry of Education: EYE Enhancing Assessment Literacy webinar:
http://connect.edonline.sk.ca/p84frsb0h3f/?launcher=false&fcsContent=true&pbMode=normal
Saskatchewan Ministry of Education: Reflecting on the EYE and the Kindergarten Curriculum webinar:
http://connect.edonline.sk.ca/p62phwmie7k/?launcher=false&fcsContent=true&pbMode=normal
Stewart Resources Centre: Connecting Curriculum to Inquiry, Play-Based Learning and Projects – Resource List:
https://www.edonline.sk.ca/bbcswebdav/orgs/MOE_resource_evaluation/Resource%20Files/Miscellaneous%20Screenshots/Connecting%20curriculum%20to%20inquiry%20playbased%20learning.pdf
Saskatchewan Ministry of Education: Introduction to the ECERS-R webinar: https://www.edonline.sk.ca/bbcswebdav/library/materials/english/docs/Intro%20to%20ECERSR_NEW_2012/index.htm
Additional Web Links
Active Solutions Newsletters:
-School-Age http://publications.gov.sk.ca/documents/11/91755-active-solutions4.pdf?#
-Preschool-Age http://publications.gov.sk.ca/documents/11/91754-active-solutions3.pdf?#
CanTeach http://www.canteach.ca/
Centre on the Developing Child – Self-Regulation Activities: http://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-childrenfrom-infancy-to-adolescence/
Dr. Bruce Perry, Early Childhood Brain Development https://www.youtube.com/watch?v=DXdBFFph2QQ
EAL Immigration and Languages Blackboard Organization and Instructional Supports http://publications.gov.sk.ca/documents/11/88006-EAL%20Instructional%20Support_Blackboard.pdf
ECERS-R Tool http://www.ersi.info/ecers3.html
Encyclopedia of Early Childhood Development http://www.child-encyclopedia.com/
Family Literacy Fun – ABC Literacy http://abclifeliteracy.ca/family-literacy-fun
12
Ministry of Education, Early Years Branch
Revised December, 2016
Healthy Start Canada http://healthystartkids.ca/link-topics/active-solutions-info-sheets/
Kids in Motion http://www.manitobainmotion.ca/common/uploads/files/2012motiontoddler_brochure-web.pdf
Kidsport http://www.kidsportcanada.ca/
LEAP BC http://www.healthyschoolsbc.ca/program/362/leap-bcTMliteracy-education-activity-and-play
Ministry of Ontario, Kindergarten videos on play: http://www.edugains.ca/newsite/Kindergarten/primaryresources/videoresources.html
Video Guide: http://www.curriculum.org/secretariat/kindergarten/files/KindergartenGuide.pdf
Natural PlayScapes https://www.childcareexchange.com/catalog/pdf/natural_playscapes.pdf
NOW Play: Northern Oral Language and Writing Through Play https://now-play.org/
Opal School Blog https://opalschool.org/
ParticipACTION https://www.participaction.com/en-ca/thought-leadership/benefits-and-guidelines/5-17
Saskatchewan Information and Library System Catalogue of Resources for Early Learning
http://catalogue.sasklibraries.ca/search/searchresults.aspx?ctx=1.1033.0.0.5&type=Default&term=early%20learning&by=KW&sort=MP&limit=TOM=*&query=&page=0&searchid=1
Saskatchewan Literacy Network http://saskliteracy.ca/
Saskatchewan Prevention Institute http://www.skprevention.ca/
SouthEast Community Care Tipsheet for Educators http://healthcareathome.ca/southeast/en/care/Documents/Tips%20to%20help%20teachers.pdf
The Essentials of Early Literacy article: http://www.naeyc.org/files/yc/file/200303/Essentials.pdf
Your Image of the Child: Where Teaching Begins https://reggioalliance.org/downloads/malaguzzi:ccie:1994.pdf
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Ministry of Education, Early Years Branch
Revised December, 2016
Professional Literature
Banning,W., & Sullivan, G. (2011). Lens on Outdoor Learning. St. Paul, MN: Redleaf Press.
Bullard, J. (2010). Creating Environments for Learning Birth to Age Eight(2nd Ed.). Upper Saddle River, NJ: Pearson Education Inc.
Chalufour, I., & Worth, K. (2005). Exploring Water With Young Children. St. Paul, MN: Redleaf Press.
Chalufour, I., & Worth, K. (2003). Discovering Nature With Young Children. St. Paul, MN: Redleaf Press.
Chalufour, I., & Worth, K. (2004). Building Structures With Young Children. St. Paul, MN: Redleaf Press.
Curtis,D., & Carter,M. (2008). Learning Together with Young Children. St. Paul, MN: Redleaf Press.
Curtis, D., &Carter, M. (2003). Designs for Living and Learning: Transforming Early Learning Environments. St. Paul, MN: .0Redleaf Press.
Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs (3rd Ed.). Washington, DC: NAEYC.
Cross, A. (2012). Nature Sparks Connecting Children’s Learning to the Natural World. St. Paul, MN: Redleaf Press.
Deviney, J. , Duncan, S., Harris, S., Rody, M., & Rosenberry, L., (2010). Inspiring Spaces for Young Children. Silver Spring,MD: Gryphon House Inc.
Flemmington, Hewins, & Villiers. (2011). Journey to Literacy – No Worksheets Required. Ontario, CN: Pembrook Publishers
Harris Helm, J. & Katz, S. (2010). Young Investigators: The Project Approach in the Early Years. New York, NY: Teacher’s College Press.
Nameth, K. (2009). Many Languages, One Classroom. Lewisville, NC: Gryphon House.
Nelson, E. (2012). Cultivating Outdoor Classrooms: Designing and Implementing Child-Centered Learning Environments. St. Paul, MN: Redleaf Press.
Neumann-Hinds, C. (2007). Picture Science Using Digital Photography to Teach Young Children. St. Paul, MN: Redleaf Press.
Pelo, A. (2008). Rethinking Early Childhood Education. Milwaukee, WI: Rethinking Schools Ltd.
Schickedanz, J. & Collins, M. (2013). So Much More than the ABCs: The Early Phases of Reading and Writing. Washington, DC: NAEYC.
Thorton, L. & Brunton, P. (2009). Making the Most of Light and Mirrors. London, England: A&C Black Publishers Ltd.
Weitzman, E. & Greenberg, J. (2010). ABC and Beyond: Building Emergent Literacy in Early Childhood Settings. Toronto, ON: The Hanen Centre.
Weitzman, E. & Greenberg, J. (2002). Learning Language and Loving It. Toronto, ON: The Hanen Centre.
York. (2003). Roots & Wings: Affirming Culture in Early Childhood Programs. St. Paul, MN: Redleaf Press.
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Ministry of Education, Early Years Branch
Revised December, 2016