13.5: Planning

Learning Objectives

By the end of this section, you should be able to:

• Describe the importance of planning in early childhood curriculum development and how it ensures intentional learning experiences that meet children's developmental needs.
• Identify key components of effective planning, such as setting goals, selecting appropriate materials, and aligning activities with children's interests and developmental stages.

Reasons to Plan

As with most endeavors, we are more effective when we plan curriculum ahead of time. This helps us to be prepared and to adjust our ideas to be flexible as the children engage with what we have planned.

Reasons to plan:

• Make sure our plans meet the needs, interests, and abilities of the children
• Make sure we understand the learning and development that will occur
• Make sure we have all the materials we will need
• Make sure we know where in the environment to set up
• Make sure we know how to set up
• Make sure we know how to encourage children to participate
• Make sure we have thought through behavioral issues that might arise and how to handle them
• Make sure we have thought through the interactions that will take place
• Make sure we know how we will encourage the children to clean up
• Make sure we know how we might gather observational notes
• Make sure we have thought through how we might document and share this experience with parents or others.

Pause to Reflect Do these make sense to you? Are there others?

If we have planned thoroughly and thoughtfully, it allows us to implement our plans and to reflect on them afterward, using that information for future planning.

Often referred to as the Plan - Do (implement) - Review (evaluate) cycle, this type of approach allows us to continuously provide the most effective curriculum to the young children in our care.

Figure 10.5.1: Plan Do Review Cycle

Earlier, we discussed early childhood daily routines. For now, let us consider that most programs are broken down into segments of the day, beginning with the arrival of the children and ending with their departure. Teachers will plan for all segments of the day, both inside and outside, which might include:

• Arrival and Departure
• Small group time
• Large group time
• Centers
• Child-initiated play
• Nutrition (snack, lunch,…)
• Self-help (washing hands, toileting, napping,…)
• Transitions between all segments of the day
• Others as each program dictates

One of the best planning strategies is to use a written format. Sometimes we plan one activity or experience on a single form. Other times we plan for multiple experiences on the same form. New teachers are often encouraged to plan each activity separately at first until they feel comfortable with the process.

Reasons for a written plan:

• Keeps things in order
• Assures everything is thought through and not forgotten
• Can be referred to as needed throughout the process
• Can be shared with others
• Documents planning for record-keeping purposes
• Can be saved to be repeated or modified without having to start from scratch

When planning it can be helpful to know that certain terms are used in a variety of ways by various programs. Because this chapter is written for a diverse group of future early childhood educators, we will use these terms interchangeably so that you are ready for the vocabulary used wherever you may work.

Some of the terms most frequently used to represent the activities you will plan for are:

• Lesson
• Activity
• Learning experience
• Curriculum
• Teaching moment

While they may have slightly different “official” meanings, they overlap in our field and can all be found to begin with a plan based on children’s interests and needs, implemented according to the plan (with modifications as they occur), and reviewed/evaluated afterward through reflection to assess and build upon for the future.

Below are examples of planning forms. You will see a lesson plan template for a specific activity and a planning guide for the entire day. The programs you work in will likely each have their own unique method and planning forms, but most will include some, if not all, of the information included here.

Lesson Plan Template for Specific Activity

The following is a lesson plan template with explanations of what goes in each section.

---

Lesson Plan

Teacher: Name of who will carry out the lesson

Domain: Identify the main domain focus of the activity

Activity Name: Provide a descriptive name for the activity

Objectives	What are the main desired learning outcomes for the children? Remember that your goals/objectives must tie to the domain focus of the lesson.
Materials	List the specific materials that will be required for this activity. Think of this as a “shopping” list to help you prepare for the lesson. If someone other than you were to teach the lesson would they understand your list?
Location	Where is the best location for you to conduct the lesson? Be specific, you have many options—carpeted large group rug, round table, rectangle table, specific learning center, outside, etc.
Introduction	How will you motivate children, assess or review prior knowledge, introduce your activity, and/or organize the lesson for the children? This could be a statement, question, book, and/or visual. Be creative to attract the children’s attention.
Main Activity	Describe the activity in detail including how children will participate in the lesson. This is the step-by-step narrative of the flow of the lesson.
Closure	How will you bring the lesson to a close—assessment of children, review of the activity, questions, etc.? Summarize the lesson; this should reflect the goals/learning objectives. The lesson should not simply end.
Transition	How will you assist children in transitioning to the next activity? What will they be doing after this lesson?
Questions	List at least 3 pertinent questions that will be posed to children during the lesson. These may also be listed in the specific sections of the lesson plan as they occur.
Individualization specific children simplifications extensions	What will you do to modify the lesson to fit the needs of a specific child or group of children? What can you do to simplify the lesson? What can be done to extend the lesson or to make it more challenging?
Assessment	How will you know if the children have met the objectives listed above? (checklist, observation, open-ended question, anecdotal records, other) For each objective listed, you need to explain how you will know it is achieved.

Sample Daily Planning Form

Daily Lesson Plan
Date:				Class:
Segment / Time	Activity with Brief Description	Materials & Considerations	Purpose / Learning / Development		Intentional Interactions & Conversations	Notes / Other
ARRIVAL 9:00 am	-Greet parents and children -Health check	-Familiarity with families	-Positive start to day -Smooth transition from home to school -Connecting with families -Sense of belonging -Basic health check		-Get down to children’s level -Watch non-verbal language -Be present -“welcome”, “So glad to see you”, “You look…”	-Check with teacher to see how parents should be addressed
GREETING CIRCLE 9:10 am	-Sing good morning song -Discuss activities for the day	-CD -CD Player – cue up song ahead of time & check it is working -Carpet squares for children to sit on, placed in semi-circle as they arrive -samples or pictures of activities _be sure to know activities ahead of time	-Listening and speaking skills -Social skills (waiting, learning about peers,…) -Spatial relations (staying on carpet) -Problem-solving (making choices)		-Be sure each child can see -Sit at their level -Give children time to respond -Validate each child’s comments -Notice positive behavior -Encourage children to correct inaccurate words or tunes	-Discuss behavior strategies with teacher prior -Know activities -Know words to song
CENTERS 9:20 -10:15	ART: Bingo marker painting SCIENCE: Ooblick	ART: colored bingo markers, large coffee filters…place on table and encourage children to create SCIENCE: mix cornstarch and water in tub. Encourage children to wash their hands and then join in exploration. Add spoons, small rocks, and food color to mixture as desired.	-Foster creativity -Sense of self -Curiosity & problem solving -Fine motor skills -Social skills -Spatial relations (on, in, …)		-Allow children to do their own work -“tell me about”, “you are working really hard on that” -Refer children to other children -“How does that feel?” -“What are some ideas?” “How could you solve that?” “Interesting”	Keep in mind E’s sensory issues and provide rubber gloves or place materials in baggie if needed.
CLEAN UP 10:15	Transition warning and cleaning up classroom	Transition warning: 5 minutes until clean up time, 2 minutes until clean-up time Finish up what you are doing Sing clean up song	-Self-help skills -Fine & gross motor -Cognitive – time, matching, spatial, -Sense of pride -Sense of collaboration & community		“What will you clean up first” “Do you want to put away this or this” “You do one and then I will do one” “When we are done we can have snack	-Be sure to watch clock -Speak loudly -Follow through -Discuss strategies with teacher prior
SNACK 10:20	-Wash hands and sit at table -Fruit Kabobs	-Place “skewers” (skinny straws) and fruit on table on platters -Encourage children to make kabobs and then eat them	-Health & nutrition -Fine motor skills -Language skills (listen and discuss) -Cognitive (categorize, label,…)		-Sit with children -Informally extend discussions on fruit, colors, textures,…	-Check for allergies
OUTSIDE 10: 40 – 11:30	-After snack transition outside -OBSTACLE COURSE -STORY STATION -at end transition inside	Encourage children to participate if desired (if not, regular yard set up is available): OBSTACLE COURSE: Balls, bean bags, targets, rope balance beam, chalk drawn path, hula hoop STORY STATION: Books spread out on blanket under tree	- Gross motor skills - Fine motor skills -Eye hand coordination -Balance -Literacy -Social with peers and adults		-Encourage collaboration -Can you do it together” “Who would you like to do it with” -Sharing – “how will you decide who will have it first?’ -“You tried hard” -“Let’s do it together” -“Are there other ways to do it?’ -“How should we put them away?”	-Be sure teacher is outside at all times. -Encourage children to use restroom before going out -Have plan for obstacle course but be flexible based on children’s interests -Create cozy area for stories -Clean up transition at 11:30
CIRCLE 11:40	-Sit on carpet squares -CLASS BOOK - 3 BEARS RAP -FAREWELL SONG	-Encourage children to sit on carpet -CLASS BOOK: Adult starts “once upon a time” and then each child adds a sentence. Record on phone or chart paper and then transcribe later and add to book area -3 BEARS RAP – encourage children to participate in song and movements (use CD if needed) -Take 5 calming breaths -FAREWELL SONG (use CD if needed)	-Literacy skills -Taking turns -Sequencing -Gross and fine motor -Keeping a steady beat -Counting -Transitioning		-Make sure everyone can see -Speak clearly -Show joy in their sentences -Clarify before writing words down -Notice and appreciate patience -“you are waiting so nicely for your turn” -“it’s hard to wait isn’t it?’ -“Feel your body getting calmer with your breaths”. -“Think of your favorite thing today” (recap)	-As teacher or other team member to record story -Know words and movements to songs -Record teacher singing farewell song and practice
DEPARTURE 12:00	-Open door for parents -Share highlights of the day -Debrief with teacher	-Check cubbies	-Transition from school to home -Connecting with families -Closure		-Smile and greet parents -Encourage children to share favorite part of day.	-Be sure to let teacher know of any issues -Reflect on day with team & celebrate!

What to Plan

There are many resource websites and books with ideas to spark your initial planning. The best way to consider what to plan comes from the children. Always take into account WHO you are planning for and WHY you are planning. The rest will follow. In FCS 490 Developmental Planning in Preschool and Kindergarten, you will be presented with many considerations regarding what to plan. For now, the following is a general list to follow:

Considerations for planning:

• Consider both the group and individual children; be inclusive of all
• Know their interests
• Know their ability levels
• Focus on what they CAN do; start with where they are
• Understand your resources (time, materials, location,…)
• Understand development of the ages and stages you are planning for
• Plan for the “whole” child
• Know your goals and objectives
• Integrate curriculum and plan for all types of play
• Consider the families, communities and cultures represented
• Include others in the planning process when possible (colleagues, families, children)
• Plan ahead of time how to transition to the next segment of the day
• Jot down quick notes to refer to later when you reflect
• Don’t worry if it doesn’t go exactly as you planned, that’s expected
• Enjoy yourself and the children, remember “this is the fun part”

Another consideration will be how you will implement the activities you plan. There are several different teaching methods to think about and most teachers will balance various strategies throughout the day:

-- High Context | | | | | -- Low Context

Child Directed – child introduces and directs activity Child Demonstrated – child demonstrates while teacher observes Assisted – child explores and teacher provides minimal assistance Scaffolded – child attempts and teacher provides guided support as needed Co-Constructed – child and teacher or child and child work collaboratively Teacher Demonstrated – teacher demonstrates while child observes Teacher Directed – teacher introduces and directs activity

Figure 10.5.2: The continuum of child-directed to teacher-directed. ^[78]

There is also a variety of experiences to consider:

• Structured – planned, organized lesson following steps
• Informal – planned and introduced and then takes shape as children participate
• Naturalistic – emerges organically from the children with no formal plan

Again, teachers balance these types of experiences throughout the day, based on the children they work with, the environment and the activities themselves.

Pause to Reflect Which teaching strategies do you feel most comfortable with? Why? Can you see times when you might use each of them?

References

This page is from 6.9 Planning. in Stephens, C., Peterson, G., Eyrich, S., & Paris, J. (2021). Principles and practices of teaching young children. LibreTexts.