British Columbia Learning in the Primary Years - Land Acknowledgment - Social and emotional learning - play-based learning - inclusion - literacy and numeracy

Oct 15, 2026

Upload by James

Learning in the Primary Years supports teachers in nurturing the hearts and minds of young children from Kindergarten through Grade 3, fostering wonder and curiosity. The resource positions learning within British Columbia’s Early Learning Frameworks and Indigenous and Métis early learning and child care frameworks. It connects social and emotional learning, play-based learning, inclusion, literacy, and numeracy with curriculum links and teaching practices, including authentic assessment and documenting learning.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages97

Reading Time4 h 4 min

AccessFree to download

Introduction

Learning in the Primary Years

Land Acknowledgment

Part 1: Foundations for learning

Social and emotional learning

The play-learn connection

Inclusion

Literacy and Numeracy

Engagement with families and community

Part 2: Connecting learning and teaching practices

Lenses for viewing learning and teaching practices

Flexible learning environments

Documenting Learning

Conclusion

Glossary

References

British Columbia Learning in the Primary Years Land Acknowledgment The Ministry of Education and Child Care acknowledges that its offices are situated on the Lək ̓ ʷəŋən territory of the Esquimalt and Songhees Nations and on the territories of the xʷməθkʷəəm (Musqueam), Sḵwx̱ wú7mesh (Squamish), and səlilwətaɬ (Tsleil-Waututh) Nations. The K-12 Education and Child Care sector carries out its work on the territories of the 204 First Nations communities across B.C., each with unique cultures, languages, governance systems, and relationship to these lands and waters. Contents Introduction 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 1 The current context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Connecting with the Early Learning Framework and the First Peoples Principles of Learning .............................. 4 Connecting with the B.C. curriculum .............................. 6 Using Learning in the Primary Years ............................... 6 Part 1: Foundations for learning 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 8 Social and emotional learning 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 9 SEL and the Core Competencies ............................... 10 The CASEL framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 A systemic approach to SEL .................................. 14 Why does social and emotional learning matter? ...................... 15 Research findings-SEL ..................................... 17 The play-learn connection 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 20 Research findings-Play .................................... 20 Why does a continuum of play-based learning matter? .................. 21 The teacher’s role in play-based learning .......................... 23 The play-learn continuum ................................... 24 Inclusion 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 29 Why does inclusion matter? .................................. 29 Support for inclusion ...................................... 30 What makes an inclusive classroom? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Children with diverse abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Research findings-Inclusion ................................. 33 Literacy and Numeracy 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 36 Why does literacy matter? ................................... 37 Developing the foundations of reading and writing .................... 38 Reading ............................................. 40 Writing .............................................. 42 Why does numeracy matter?.................................. 46 Numeracy in the primary classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 The Mathematics curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Promoting daily math ..................................... 49 B.C. Learning Pathways .................................... 52 Engagement with families, parents, guardians, and community 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 59 Why does engagement matter? ................................ 59 Building a partnership of equals ............................... 60 Part 2: Connecting learning and teaching practices 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 63 Lenses for viewing learning and teaching practices 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 63 Gradual Release of Responsibility .............................. 64 Managing emotions ...................................... 64 Engagement in meaningful experiences ........................... 65 Flexible learning environments ................................ 66 Space and place .................

FAQs

What is the purpose of Learning in the Primary Years?

It supports teachers in nurturing young children from Kindergarten through Grade 3 by fostering wonder and curiosity, while remaining relevant, inspirational, and informative.

How does the resource connect learning to existing frameworks and curricula?

It provides connections with the British Columbia Early Learning Framework and Indigenous and Métis Nation early learning and child care frameworks, and also links to the B.C. curriculum and learning pathways.

Which learning areas and teaching practices are emphasized?

The document emphasizes social and emotional learning, play-based learning, inclusion, literacy and numeracy, engagement with families, and teaching practices such as flexible environments, authentic assessment, and documenting learning.

Oct 15, 2026

Upload by James