Let Them Play, Let Them Learn: Why Kindergarten Needs Documentation, Not Marks
Students today are often trained to be grade-focused rather than learning-focused. This quote from Myron Dueck continues to resonate with me when I think about Alberta’s children and their earliest school experiences. Some might question how this connects to early years classrooms, but I only need to look at my own home for proof.
Recently, I told my six-year-old son that I had earned an A on an assignment. His response: “Good job, Mom! You almost got the best mark A+.” His words cut to my core. At six, my child was already becoming grade-seeking instead of learning-seeking. How can we prevent this and help our youngest learners stay focused on the joy of discovery? Two things must remain central in kindergarten: letting children play and prioritizing documentation over summative assessment.
Fred Rogers, my childhood hero, called play “the work of childhood.” Through play, children create meaning, it’s how they engage with the world, solve problems, and imagine the unknown. Teachers are naturally adaptable, often improvising beyond their lesson plans, and these improvisations are vital in kindergarten. Allowing children to take the lead and designing play provocations based on their interests deepens their learning experiences. Experts such as Gillian Judson and Juliet Robertson remind us that play can extend far beyond the classroom, from practicing letters in the mud to spotting patterns during curriculum walks.
When it comes to assessment in early childhood, we must shift from grading to documenting the learning journey. Documentation does more than make learning visible to parents or outside stakeholders, it serves the child. It honors the effort children invest through play, helps them recall and build on what they’ve learned, and equips them to approach the next investigation with confidence and curiosity. A score out of 10 can’t do that. It won’t spark the same pride or passion for learning as seeing a photo of yourself beside your latest inquiry and thinking, “I did that!”
While provincial screeners are currently mandated in kindergarten, these assessments should not drive classroom practice during these pivotal years. By focusing on documentation instead of scores, we give children the chance to recognize their growth, celebrate discoveries, and nurture the confidence and curiosity that fuel lifelong learning. When we prioritize play and thoughtful documentation over grades and screeners, we set the stage for our youngest learners to develop a love of learning that will carry them through their entire educational journey.