34.1: Putting Plans into Action

Ready, Set, ....Go!

Once observation takes place and experiences are documented, caregivers implement plans by making changes in the environment and introducing materials (California Department of Education). Each infant's unique thoughts, feelings, needs, interests, and reactions influence curriculum implementation. "When experiences are planned and tailored to the developmental needs of infants and toddlers, they become engaged, active learners." Plans can be brief and flexible as responsiveness to the infant's moment-to-moment interests and needs applies to every part of the curriculum planning process. Caregivers should consistently demonstrate cultural sensitivity in formal and informal interactions when implementing curriculum. Including families in the curriculum planning process and engaging in open dialogue through the implementation process helps ensure greater cultural sensitivity.

Implementing curriculum plans may involve a new way to interact with a child (or family member to support the child), a change in the schedule or physical environment, a different approach to routine care, a new material, or a new experience. It may also involve doing the same things as before. Either way, allow the infant to make choices and interact freely with materials and equipment, the setup of the indoor and outdoor environment, the experience or routine, and with the caregivers (or family members) themselves.[1] The child's response (or lack of response) influences how implementation occurs; the implementation process is not an endpoint in the curriculum planning process. Once a possibility or experience is introduced, the caregiver observes and responds to the individual infant's ongoing engagement in the experience. Just as a caregiver must do when planning and creating a curriculum, implementation includes observation, reflection, documentation, and interpretation. A key piece of implementation is observing what the child does and following the child's lead. In this way, caregivers "create with the child a learning experience that is personally meaningful and responsive, moment by moment."[1] In group care settings with infants and toddlers, expecting all children to do the same things simultaneously is not the best practice for individualized care. Allow infants and toddlers to engage with the experience independently and freely come and go as needed. Infants or toddlers should never be prohibited from leaving the experience or from choosing not to engage in an experience. Once an experience with an infant or small group begins, caregivers adapt their plans and actions to the changing needs and interests of the infants.

Implementing curriculum plans may produce surprising or unexpected results, which offers caregivers new insights and opportunities to refine their understanding of each child and family. Implement plans "in the spirit of experimentation: Each time a plan works or does not work, [caregivers] can learn and grow from the experience."[1] Adaptation and change are critical parts of the learning processes for both infant and caregiver.

Creating and implementing infant experiences or curriculum allows a caregiver to experiment and learn more about the infant and oneself as a caregiver.

Let's look at a scenario of observation and implementation of curriculum.

Over several days, a caregiver might observe a small group of older toddlers fascinated with pretend play. Through reflection on observations and documentation of the toddlers’ emerging interests, the caregiver may place additional puppets in the environment. The caregiver may wonder whether the puppets would motivate the toddlers to build interest in pretend play. Rather than drawing attention to the puppets, the caregiver may simply decide to place the puppets in the dramatic play area in the room. The caregiver can add some gardening-related props to the outside play area. Curious about what the toddlers will do with the new play materials, the caregiver waits to see what happens next. Anything could happen: the toddlers may not be interested in the latest materials, or they may begin to engage in lively pretend play that suggests new possibilities to the caregiver.

The above example of supporting older toddlers' pretend play is one of countless possible ideas caregivers may try as part of a reflective, responsive approach to curriculum. In addition to modifying the environment and introducing equipment and play materials, caregivers adapt their interactions with toddlers based on what they discover through observation, documentation, and reflection.

In another instance, a caregiver may realize that the infants are exploring the environment differently. With insights about the infant's ongoing development, the caregiver may step back when the infant moves out into the environment. When relating to the infants from a distance, the caregiver may discover that one infant enjoys making contact, while another infant may need to stay close and often seeks physical contact. The same caregiver may observe that some infants have an emerging interest in joint attention or looking at things together with the caregiver. As a result, the caregiver may look at books more frequently, with the infant looking at an adult. When sharing books with the infant, the caregiver may notice that 2 of the infants spend a long time looking at each picture, while another infant prefers to turn the pages quickly. Although implementing an interaction strategy to support infants' learning may start the same way, each infant's path with the new possibility will require the caregiver to adapt. For a strategy or plan based on prior observation, documentation, and reflection to be effective, the caregiver must follow each infant's lead and create a learning experience that is personally meaningful and responsive moment by moment.[1]

To sum up planning and implementing as they relate to individualizing, consider the following (adapted from the California Infant/Toddler Curriculum Framework). Planning for individualized care practices should reflect:

• The abilities that infants and toddlers bring to each interaction
• Each child's need for relationship-based experiences
• Family input and preferences
• An understanding of and appreciation for each child within the context of the child's family and culture

Implementing individualized care practices should focus on facilitating learning and enable caregivers to:

• Enhance their connections and engagement with each child's family.
• Maximize each child's sense of security and attachment.
• Learn to read the cues of each infant and toddler and respond appropriately.
• Encourage and support each child's interests and explorations.
• Address the child's whole learning experience, including creating a safe and exciting place for learning.
• Support children's progress toward individual child goals and allow for unique variations in temperament, approach, and pace.

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[1] Early Learning and Care Division, California Department of Education. (2019). Infant/Toddler Learning and Development Program Guidelines, Second Edition. Sacramento: California Department of Education is used with permission.