or simply repackage academics under the language of play. Child psychiatrist Dr. Jean Clinton has


expressed concerns about the potential schoolification of FDK under the proposed curriculum, emphasizing that educators need to support both academic success and well- being by guiding inquiry- and play-based activities alongside some direct instruction. Clinton, an adviser to the Ontario govern- ment on education reform from 2014 to 2018, cautions that nothing is more fundamental than protecting children’s right to play, and warns that a decline in play in favour of struc- tured, academic approaches could contribute to rising mental health challenges in children. Tese concerns underscore the critical


role of quality in early years programs. Pro- grams led by trained educators and supported by inquiry- and play-based curriculums that prioritize children’s agency are hallmarks of high-quality education, fostering lasting ben- efits for children. When these elements are neglected, children may experience develop- mental delays and emotional distress, with negative impacts that extend far beyond the early years and carry long-term societal costs. Behavioural challenges are oſten shaped by reduced play, limited student belonging and agency and program quality, reminding us


12 ETFO VOICE | FALL 2025


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