Investigating the Place of Children’s Home Literacy in the Ontario Kindergarten Curriculum: A Document Analysis
The Ontario Kindergarten programmatic curriculum was examined to determine and articulate how it represents children’s and families’ funds of knowledge and how it relates to home literacy and literacy learning at school. The Kindergarten Program (2016) was the primary source within the document analysis methodology. Funds of knowledge underpins this study as the theoretical framework. This study was driven by three questions: In what ways does programmatic curriculum, The Kindergarten Program (2016), connect (or not) literacy learning with children’s home language and literacy experiences from home? How are families depicted within (if at all) the programmatic curriculum in relation to their children’s literacy? What are some recommendations for programmatic curricula based on the analysis? The findings indicated that The Kindergarten Program had little emphasis on family involvement, home language, and deep understandings of children’s home, culture, and community perspectives. However, the programmatic curriculum document highlighted children’s sense of belonging, and the freedom to express their opinion and ideas. The study recommends that the programmatic curriculum needs to look closely at children’s funds of knowledge and funds of identity to allow educators to include the child as a whole and value the experiences they bring to school from home. Funds of knowledge also give teachers the chance to communicate and create relationships with families that are built on a mutual trust. These relationships between teachers, children, and families contribute to the construction of a concrete bridge between school and home allowing children to value who they are and create a solid basis for being lifelong learners.
Kindergarten curriculum, funds of knowledge, funds of identity, literacy, family literacy
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