Policy Processes of Full-day Kindergarten in Ontario and British Columbia:

Analysis Based on Constructivist Approach of Policy Analysis

Abstract

The purpose of this study is to analyze policy the processes of full-day kindergarten in Ontario and British Columbia. The theoretical framework is a constructivist approach of policy analysis. The main finding is that both Ontario and British Columbia have common processes of reaching decisions; that is, policy proposals, making guidelines of early learning, final recommendations of full-day kindergarten and policy decisions. It is suggested that both provinces expand the social trend of full-day kindergarten to ECEC teachers and citizens though this processes. Furthermore, the largest university, the University of Toronto in Ontario and the University of British Columbia in British Columbia deeply influence policy processes in both provinces. In conclusion, these processes in Ontario and British Columbia are involved in making a full-day kindergarten movement across Canada.