31 The Curriculum Planning Cycle at a Glance

Observation: Looking and Listening

• May be Spontaneous or Planned
• Watch and listen to children while they explore, investigate, play, problem solve, interact and socialize
• Keep an open mind as you gather evidence and artifacts, and look for what children CAN DO
• Observe children during daily routines, transition times, mealtimes, and while inside and outside

Documentation: Recording and Collecting Objective Evidence

• Record what you see and hear
• Include date, time, and location
• Include child’s first name
• Include who else is engaged in the activity
• Document the purpose of the activity – highlighting what the child is supposed to do
• All recorded evidence should be concise, factual and have descriptive details
• Use a variety of observation and documentation methods and tools to collect evidence

Record actual evidence as you see it (avoid summarizing or assuming)

Interpretation: Analyzing Data

Ask questions: What is this action telling me?

• How did the child approach the activity and how long did the child stay engaged?
• Is this behavior typical for the child or unusual?
• Would this child benefit from peer scaffolding?
• Does this child need more individualized support?
• Does this child have more feisty, flexible or fearful temperament traits?
• How can I motivate this child?
• Were there any new play patterns or social interactions?
• Did the child master any new skills or milestones?
• Are there any skills or milestones that need further support?
• Were there any “red flags”?

When analyzing behavior, consider the ABCs: the Antecedent (What happened BEFORE), the Behavior (as it happens) and the Consequence (what happened AFTER)

Review previous observations to monitor progress over time

Reflection: Planning for the Next Step

• How can I set up the environment to incorporate the children’s interests?
• What resources and materials will I need?
• What milestones, learning goals and objectives can I further support with this activity?
• How can I create a “good fit” for this child’s temperament?
• Did I acknowledge children when they met expectations, and did I provide genuine praise to reinforce positive behaviors?
• Am I setting clear expectations?
• Do I need to change the routines or schedule?
• Have I incorporated all the developmental domains and considered the whole child?
• Did I plan for individual activities, small group, and larger group opportunities

Implementation: Applying Best Practices

• Create quiet and active spaces
• Plan for indoor and outdoor learning experiences
• Provide a variety of materials that will encourage open-ended play and exploration
• Follow a consistent routine and schedule
• Plan teacher-directed activities and create centers based on children’s interest
• Consider the project approach and allow concepts to develop over time rather than a one and done
• Create a balance of play-based learning opportunities and skill-based learning opportunities?
• Plan to accommodate the diverse needs of each child
• Create a respectful and caring classroom environment that is supportive and nurturing to all learners