The start of school is an exciting milestone for every child, and every family. Our HCDSB schools offer a full-day, 2-year Kindergarten program, designed to engage curious early learners through various types of play that help children learn how to reason and problem-solve as they interact with one another.

Age Requirements to Start Kindergarten

If you are registering your child for the 2022-2023 school year:

  • Year 1 (Junior Kindergarten)  children must be 4 years of age on or before December 31, 2022.
  • Year 2 (Senior Kindergarten) – children must be 5 years of age on or before December 31, 2022.​

How to Register Your Child for Kindergarten

Kindergarten student climbing in natural outdoor playground

Register today!

Kindergarten registration for the 2022-2023 school year is now open!

Ready, Set, Go!

In March 2021, HCDSB staff hosted: Ready, Set, Go! virtual information sessions for parents of children starting kindergarten in September 2021!

Ready, Set, Go! is an interactive presentation offered to help parents better prepare their children for kindergarten. Learn more

Special Education

Photo of young child with Special Needs

If you have a child with special education needs entering Kindergarten in September 2021, on Wednesday, March 24th, we hosted a Virtual Parent Information Meeting for Kindergarten Special Education. 

A reminder, if you have not already done so, please complete the Kindergarten Questionnaire.

To learn more about the Special Education programs and services offered in our schools, visit our Special Education page, or contact your child’s home school.

Inquiry and Play-based Learning 

In Ontario, the Kindergarten program is made up of four “frames”, or broad areas of learning: 

1. Belonging and Contributing

This frame captures children’s learning and development with respect to: 

  • their sense of connectedness to others; 
  • their relationships with others, and their contributions as part of a group, a community, and the natural world; 
  • their understanding of relationships and community, and of the ways in which people contribute to the world around them.

2. Self-Regulation and Well-Being

This frame captures children’s learning and development with respect to: 

  • their own thinking and feelings, and their recognition of and respect for differences in the thinking and feelings of others; 
  • regulating their emotions, adapting to distractions, and assessing consequences of actions in a way that enables them to engage in learning;
  • their physical and mental health and wellness.

3. Demonstrating Literacy and Mathematics Behaviours 

This frame captures children’s learning and development with respect to: 

  • communicating thoughts and feelings – through gestures, physical movements, words, symbols, and representations, as well as through the use of a variety of materials; 
  • literacy behaviours, evident in the various ways they use language, images, and materials to express and think critically about ideas and emotions, as they listen and speak, view and represent, and begin to read and write; 
  • mathematics behaviours, evident in the various ways they use concepts of number and pattern during play and inquiry; access, manage, create, and evaluate information; and experience an emergent understanding of mathematical relationships, concepts, skills, and processes;  
  • an active engagement in learning and a developing love of learning, which can instill the habit of learning for life.

4. Problem Solving and Innovating 

This frame captures children’s learning and development with respect to:

  • exploring the world through natural curiosity, in ways that engage the mind, the senses, and the body; 
  • making meaning of their world by asking questions, testing theories, solving problems, and engaging in creative and analytical thinking;  
  • the innovative ways of thinking about and doing things that arise naturally with an active curiosity, and applying those ideas in relationships with others, with materials, and with the environment.

Each of the four frames are designed to support an approach that aligns with the way children naturally learn – through play and inquiry. Learn more about the Kindergarten Program in Ontario by visiting the Ministry of Education website at:

Kindergarten Communication of Learning

Children do better at school when their families are involved. Families, educators and caregivers who work as partners and share valuable communication can support a child’s sense of trust, belonging, well-being and success as a learner.

 Our Kindergarten educator teams monitor the progress of Kindergarten students and provide a formal communication to parents and guardians about their child’s learning three times over the course of the school year.  More information about the Kindergarten Communication of Learning is outlined in A Parent Guide to Communication of Learning: Initial Observations and the Kindergarten Communication of Learning.

Learn more about how we assess student learning in our HCDSB Catholic schools under Student Achievement.

More Information

Before and After School Care

Each of our HCDSB elementary schools has a Before and After School Care program in their school, operated by a community Child Care provider that is approved by the Region of Halton and the Ministry of Education.

Before and After School care, known as the Extended Day Program, is available for children entering Kindergarten. See the child fees for the 2020-2021 Extended Day Program here.

Contact Information & Child Fees for Extended Day Program

Please note that space in Child Care, and Before and After School Care is limited and spots fill up quickly, so it is best to register as early as possible.

Visit the Child Care, Before & After School page for more information

Student Transportation 

Find out if your child is eligible to ride a school bus, and learn more about the Kindergarten School Bus Transportation Program at:  

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