Government of Manitoba
Manitoba
Children play with Lego on a colourful alphabet rug. A boy who is visually impaired reads a book with raised dots, a precursor to learning to read in Braille. Sand running through the hourglasses fascinates a curious boy. A boy building with blocks greets the class bunny who has hopped over for a visit. A boy gives a thumbs up. A girl plays with colourful shapes on the classroom light-table. A girl counts and orders buttons by size. Two girls balance on a pipe as they look for frogs in a swampy area. Children create their own book illustrations using the “still life” technique. Two girls are paired during a large group activity. A boy builds with interlocking cubes. A girl illustrates her “story”. Three girls practice their letters on individual whiteboards. A boy holds alphabet blocks that spell out PLAY. Young boys explore classroom science materials. A girl using a walker smiles. Three children share a book together." An educator and 4 preschoolers enjoy a small group interaction.

"Emergent literacy assumes that the child acquires some knowledge about language, reading, and writing before coming to school. Literacy development begins early in life and is ongoing."
Dame Marie Clay

An Action Plan for Science Education in Manitoba

Early Childhood Education

For Educators

Publications to support your work

A Time for Learning, A Time for Joy: A Resource for Kindergarten Teachers
A Time for Learning, A Time for Joy: A Resource for Kindergarten Teachers provides Kindergarten teachers and school leaders with a play-based pedagogical approach to Manitoba's Kindergarten curriculum. This resource is practical and inspiring, developmentally appropriate, engaging of families, and congruent with children's early learning experiences prior to school entry. Full Document

Starting Early, Starting Strong: A Guide    for Play-Based Early Learning in Manitoba, Birth to Six
Starting Early, Starting Strong: A Guide for Play-Based Early Learning in Manitoba, Birth to Six
| April 2015

Protocol for Early Childhood Transition to School for Children    with Additional Support Needs
Protocol for Early Childhood Transition to School for Children with Additional Support Needs
| December 2015

Kindergarten Social Story
Kindergarten Social Story
A social story describes appropriate social cues and child responses in specific situations. It is written for individual children according to their specific needs. The social story can be used for a variety of purposes, including introducing changes and new routines to help promote a smooth and positive transition to school. You can read more about how to create social stories in the Protocol for Early Childhood Transition to School for Children with Additional Supports Needs, Appendix A. You can see a model of what a transition to school social story might look like, here: Kindergarten Story
Please note that each social story should be individualized for the child, and the photos should be of your own classroom and school.

 The Early Development Instrument (EDI) Reports 2014-2015
The Early Development Instrument (EDI) Reports 2014-2015 Includes reports by provincial, school division and community levels.

In addition to these Department of Education and Training ECE resources, please visit the Early Learning and Child Care Program website for a list of child care specific resources for early childhood educators.