The Full Day Early Learning Kindergarten
(FDK) Program has expanded the role of the principal and
has altered the teaching dynamics of the classroom with the
introduction of an early years team. The early years team
consists of a certified teacher with the Ontario College of
Teachers and a registered early childhood educator from
the College of Early Childhood Educators. The school
principal is the third member of the early years team and is
responsible for guiding and overseeing team collaboration
and program delivery. The study explores how principals
perceive their role and the role of the early years team in
FDK. The lived experiences of the principals were inves￾tigated using semi-structured interviews and data were
analyzed through Interpretive Phenomenological Analysis.
Five themes emerged from the data: program awareness,
role as a leader and learning partner, informal assessment
and evaluation, navigating the roles of educators and
building a team culture. The themes present a general
conception of how principals identify their leadership role
while providing evidence of their supportive nature of the
program. Issues in building team relationships and in
delineating the roles of the educators in the FDK program
continue to be an area of concern.

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Perpustakaan FITK Pusat

Tersedia

Judul	Edisi	Bahasa
Early learning and development : cultural-historical concepts in play	Ed. 1, Cet. 1	en
A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math		en

• Full Day Early Learning Kindergarten Program Team: Perspectives from the Principal

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