{"id":110,"date":"2022-07-07T18:51:32","date_gmt":"2022-07-07T18:51:32","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accece1045\/chapter\/the-curriculum-planning-cycle-at-a-glance\/"},"modified":"2025-01-18T23:24:47","modified_gmt":"2025-01-18T23:24:47","slug":"the-curriculum-planning-cycle-at-a-glance","status":"web-only","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accece1045\/chapter\/the-curriculum-planning-cycle-at-a-glance\/","title":{"raw":"The Curriculum Planning Cycle at a Glance","rendered":"The Curriculum Planning Cycle at a Glance"},"content":{"raw":"<h2>Observation: Looking and Listening<\/h2>\n<ul>\n \t<li>May be Spontaneous or Planned<\/li>\n \t<li>Watch and listen to children while they explore, investigate, play, problem solve, interact and socialize<\/li>\n \t<li>Keep an open mind as you gather evidence and artifacts, and look for what children CAN DO<\/li>\n \t<li>Observe children during daily routines, transition times, mealtimes, and while inside and outside<\/li>\n<\/ul>\n<h2>Documentation: Recording and Collecting Objective Evidence<\/h2>\n<ul>\n \t<li>Record what you see and hear<\/li>\n \t<li>Include date, time, and location<\/li>\n \t<li>Include child\u2019s first name<\/li>\n \t<li>Include who else is engaged in the activity<\/li>\n \t<li>Document the purpose of the activity \u2013 highlighting what the child is supposed to do<\/li>\n \t<li>All recorded evidence should be concise, factual and have descriptive details<\/li>\n \t<li>Use a variety of observation and documentation methods and tools to collect evidence<\/li>\n<\/ul>\nRecord actual evidence as you see it (avoid summarizing or assuming)\n<h2>Interpretation: Analyzing Data<\/h2>\nAsk questions: What is this action telling me?\n<ul>\n \t<li>How did the child approach the activity and how long did the child stay engaged?<\/li>\n \t<li>Is this behavior typical for the child or unusual?<\/li>\n \t<li>Would this child benefit from peer scaffolding?<\/li>\n \t<li>Does this child need more individualized support?<\/li>\n \t<li>Does this child have more feisty, flexible or fearful temperament traits?<\/li>\n \t<li>How can I motivate this child?<\/li>\n \t<li>Were there any new play patterns or social interactions?<\/li>\n \t<li>Did the child master any new skills or milestones?<\/li>\n \t<li>Are there any skills or milestones that need further support?<\/li>\n \t<li>Were there any \u201cred flags\u201d?<\/li>\n<\/ul>\nWhen analyzing behavior, consider the ABCs: the Antecedent (What happened BEFORE), the Behavior (as it happens) and the Consequence (what happened AFTER)\n\nReview previous observations to monitor progress over time\n<h2>Reflection: Planning for the Next Step<\/h2>\n<ul>\n \t<li>How can I set up the environment to incorporate the children\u2019s interests?<\/li>\n \t<li>What resources and materials will I need?<\/li>\n \t<li>What milestones, learning goals and objectives can I further support with this activity?<\/li>\n \t<li>How can I create a \u201cgood fit\u201d for this child\u2019s temperament?<\/li>\n \t<li>Did I acknowledge children when they met expectations, and did I provide genuine praise to reinforce positive behaviors?<\/li>\n \t<li>Am I setting clear expectations?<\/li>\n \t<li>Do I need to change the routines or schedule?<\/li>\n \t<li>Have I incorporated all the developmental domains and considered the whole child?<\/li>\n \t<li>Did I plan for individual activities, small group, and larger group opportunities<\/li>\n<\/ul>\n<h2>Implementation: Applying Best Practices<\/h2>\n<ul>\n \t<li>Create quiet and active spaces<\/li>\n \t<li>Plan for indoor and outdoor learning experiences<\/li>\n \t<li>Provide a variety of materials that will encourage open-ended play and exploration<\/li>\n \t<li>Follow a consistent routine and schedule<\/li>\n \t<li>Plan teacher-directed activities and create centers based on children\u2019s interest<\/li>\n \t<li>Consider the project approach and allow concepts to develop over time rather than a one and done<\/li>\n \t<li>Create a balance of play-based learning opportunities and skill-based learning opportunities?<\/li>\n \t<li>Plan to accommodate the diverse needs of each child<\/li>\n \t<li>Create a respectful and caring classroom environment that is supportive and nurturing to all learners<\/li>\n<\/ul>","rendered":"<h2>Observation: Looking and Listening<\/h2>\n<ul>\n<li>May be Spontaneous or Planned<\/li>\n<li>Watch and listen to children while they explore, investigate, play, problem solve, interact and socialize<\/li>\n<li>Keep an open mind as you gather evidence and artifacts, and look for what children CAN DO<\/li>\n<li>Observe children during daily routines, transition times, mealtimes, and while inside and outside<\/li>\n<\/ul>\n<h2>Documentation: Recording and Collecting Objective Evidence<\/h2>\n<ul>\n<li>Record what you see and hear<\/li>\n<li>Include date, time, and location<\/li>\n<li>Include child\u2019s first name<\/li>\n<li>Include who else is engaged in the activity<\/li>\n<li>Document the purpose of the activity \u2013 highlighting what the child is supposed to do<\/li>\n<li>All recorded evidence should be concise, factual and have descriptive details<\/li>\n<li>Use a variety of observation and documentation methods and tools to collect evidence<\/li>\n<\/ul>\n<p>Record actual evidence as you see it (avoid summarizing or assuming)<\/p>\n<h2>Interpretation: Analyzing Data<\/h2>\n<p>Ask questions: What is this action telling me?<\/p>\n<ul>\n<li>How did the child approach the activity and how long did the child stay engaged?<\/li>\n<li>Is this behavior typical for the child or unusual?<\/li>\n<li>Would this child benefit from peer scaffolding?<\/li>\n<li>Does this child need more individualized support?<\/li>\n<li>Does this child have more feisty, flexible or fearful temperament traits?<\/li>\n<li>How can I motivate this child?<\/li>\n<li>Were there any new play patterns or social interactions?<\/li>\n<li>Did the child master any new skills or milestones?<\/li>\n<li>Are there any skills or milestones that need further support?<\/li>\n<li>Were there any \u201cred flags\u201d?<\/li>\n<\/ul>\n<p>When analyzing behavior, consider the ABCs: the Antecedent (What happened BEFORE), the Behavior (as it happens) and the Consequence (what happened AFTER)<\/p>\n<p>Review previous observations to monitor progress over time<\/p>\n<h2>Reflection: Planning for the Next Step<\/h2>\n<ul>\n<li>How can I set up the environment to incorporate the children\u2019s interests?<\/li>\n<li>What resources and materials will I need?<\/li>\n<li>What milestones, learning goals and objectives can I further support with this activity?<\/li>\n<li>How can I create a \u201cgood fit\u201d for this child\u2019s temperament?<\/li>\n<li>Did I acknowledge children when they met expectations, and did I provide genuine praise to reinforce positive behaviors?<\/li>\n<li>Am I setting clear expectations?<\/li>\n<li>Do I need to change the routines or schedule?<\/li>\n<li>Have I incorporated all the developmental domains and considered the whole child?<\/li>\n<li>Did I plan for individual activities, small group, and larger group opportunities<\/li>\n<\/ul>\n<h2>Implementation: Applying Best Practices<\/h2>\n<ul>\n<li>Create quiet and active spaces<\/li>\n<li>Plan for indoor and outdoor learning experiences<\/li>\n<li>Provide a variety of materials that will encourage open-ended play and exploration<\/li>\n<li>Follow a consistent routine and schedule<\/li>\n<li>Plan teacher-directed activities and create centers based on children\u2019s interest<\/li>\n<li>Consider the project approach and allow concepts to develop over time rather than a one and done<\/li>\n<li>Create a balance of play-based learning opportunities and skill-based learning opportunities?<\/li>\n<li>Plan to accommodate the diverse needs of each child<\/li>\n<li>Create a respectful and caring classroom environment that is supportive and nurturing to all learners<\/li>\n<\/ul>\n","protected":false},"author":32,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["gina-peterson","emily-elam"],"pb_section_license":"cc-by"},"chapter-type":[],"contributor":[61,60],"license":[52],"class_list":["post-110","chapter","type-chapter","status-web-only","hentry","contributor-emily-elam","contributor-gina-peterson","license-cc-by"],"part":100,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/pressbooks\/v2\/chapters\/110","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/wp\/v2\/users\/32"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/pressbooks\/v2\/chapters\/110\/revisions"}],"predecessor-version":[{"id":111,"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/pressbooks\/v2\/chapters\/110\/revisions\/111"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/pressbooks\/v2\/parts\/100"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/pressbooks\/v2\/chapters\/110\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/wp\/v2\/media?parent=110"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/pressbooks\/v2\/chapter-type?post=110"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/wp\/v2\/contributor?post=110"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-json\/wp\/v2\/license?post=110"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}