Ontario has released a new Kindergarten curriculum, marking an important moment for early literacy instruction across the province.
Kindergarten is a critical window for language and literacy development. What children experience in these early years has lasting implications for reading success. The revised curriculum provides clearer guidance aligned with evidence on early literacy development.
As the Ontario Human Rights Commission (OHRC) emphasized in its Right to Read Inquiry:
“Kindergarten is a critical time in a child’s reading development, where they must develop some core early reading skills. Students who do not have these skills by the time they enter Grade 1 or 2 are often considered at risk for difficulties learning to read.”
Why the Kindergarten Program Needed Revision
The Right to Read Inquiry examined Ontario’s 2016 Kindergarten Program and raised serious concerns about how early literacy was framed and supported. Research reviewed by the inquiry showed significant variation in children’s early language and pre-reading skills when they enter school, and clear links between early gaps and later reading difficulties.
Importantly, the inquiry made clear that instruction matters. Well-designed Kindergarten programs can reduce disparities and support later success, while vague or indirect approaches do not reliably change outcomes.
In light of this evidence, the OHRC concluded that the 2016 program lacked sufficient clarity and guidance for educators, particularly around foundational word-reading skills. The inquiry noted that while some literacy concepts were mentioned, there were no clear expectations for what should be taught, how often, or how educators should monitor and support student learning. It also highlighted how play-based learning was sometimes interpreted in ways that limited access to explicit instruction.
At the same time, the inquiry was explicit that play and direct instruction are not in opposition. When foundational skills are taught intentionally and in age-appropriate ways, all children benefit.
What the New Curriculum Signals
The new Kindergarten curriculum reflects this clarity. Among many changes, it strengthens expectations around foundational literacy skills while maintaining a strong commitment to play-based, developmentally appropriate learning.
Rather than positioning play and explicit instruction as competing approaches, the revised curriculum recognizes that intentional teaching of foundational skills can be embedded within rich, joyful, and meaningful classroom experiences. This clarity supports educator teams in making instructional decisions and strengthens the conditions for early, preventative literacy instruction.
How ONlit Is Here to Help
ONlit is here to support educators as they explore and implement the new Kindergarten curriculum.
We have compiled a Kindergarten landing page that brings together Kindergarten-focused resources in one place. This includes practical tools, professional learning, and classroom supports designed specifically for Kindergarten contexts.
This spring, we will also be releasing a dedicated Kindergarten section that breaks down the new curriculum document in detail, highlighting key shifts and supporting educators in translating expectations into practice.
Throughout the year, we have been hosting informal drop-in sessions for Kindergarten educators. These topic-focused sessions center on a specific area of Kindergarten instruction and intentionally make space for conversation and Q&A.
Educators can also continue to reach out through the ONlit info line to ask individual questions and receive guidance grounded in evidence and aligned with Ontario curriculum.
As more supports roll out this spring, we invite you to stay connected, explore the new resources, and join us as we support strong, joyful, and equitable literacy learning in Kindergarten classrooms across Ontario.
