33.2: Reflect, Interpret, and Plan

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Amanda Taintor

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The Process

Effective infant and toddler teaching require caregivers to recognize how infants actively search for meaning. When caregivers view teaching in this light, infants become active participants in negotiating the course of their curriculum.[1] Once caregivers gather objective documentation, they can reflect on information individually, with coworkers, and with the child's family. Through taking time to reflect on and interpret what the data means, caregivers develop a deeper understanding of individual developmental processes, behavior, temperament, interests, and challenges. This process of reflection and interpretation leads caregivers to conclusions that help them individualize planning.[2]

Reflect and Interpret: A Closer Look

Reflecting involves reviewing documentation and asking questions about what the data says about the infant.

Petersen and Wittmer have suggested some questions that caregivers can use to reflect on what children's behaviors might mean:

What is the child experiencing?
What is the child thinking?
What is the behavior, and when, where, and with whom does it occur?
What wants or needs is the child communicating?
What is the purpose of the child's behavior?
What is the meaning of the child's behavior?
What do the child’s family and I want the child to do/learn/feel?

Interpreting observed behavior involves making educated guesses about what the collected information reveals about the child. When caregivers reflect and interpret, they review the documentation they have gathered, include their knowledge about development, and make informed decisions about next steps that support development and learning.

[1][1] Early Education and Support Division, California Department of Education. BEST PRACTICES FOR PLANNING CURRICULUM FOR YOUNG CHILDREN. The Integrated Nature of Learning . is used with permission.

[2] Department of Health and Human Services, Administration for Children and Families , ECLKC Early Head TECHNICAL ASSISTANCE PAPER NO. 16 INDIVIDUALIZING CARE FOR INFANTS AND TODDLERS – PART 1. Is in the public domain