2.4: SSAMM Curriculum Planning and Assessment Using Observational Skill

Introduction to Curriculum Planning Cycle and Observational Skills in SSAMM

Effective curriculum planning in Social Studies, Art, Music, and Movement (SSAMM) is grounded in a reflective and observational approach that helps teachers understand children’s interests, developmental stages, and individual needs. The curriculum planning cycle consists of four key steps: observation, documentation, interpretation, and reflection. By integrating strong observational skills into this cycle, teachers can create a more tailored and engaging learning experience for children.

Step 1: Observation – Looking and Listening

Observation is the first step in the curriculum planning cycle. Through this process, teachers gather vital information about how children engage with their environment, peers, and materials. In SSAMM activities, observations help teachers understand how children interact with concepts like community roles in social studies, creativity in art, rhythm in music, and coordination in movement.

For example, in Social Studies, teachers can observe how children play roles in dramatic play or community helper scenarios. They might ask questions such as, “How do the children use the materials in their block play to build a town?” or “Are the children cooperating with one another during the activity?” These observations provide insight into children’s understanding of social roles, community dynamics, and problem-solving skills.

In Art, teachers can observe the creative choices children make, such as the materials they choose, how they express themselves through color and shape, and the process they follow to create. By paying close attention to these choices, teachers can identify patterns in the children's artistic development and recognize areas where further support or challenge may be needed.

In Music, observation helps teachers understand children’s responsiveness to different sounds, rhythms, and instruments. Teachers may ask, “How does the child interact with the music?” or “Is the child able to keep a rhythm or move to the beat?” This insight allows teachers to adapt the music curriculum to support the development of coordination and a deeper understanding of musical concepts.

In Movement, observing how children engage in physical activities, like dance or cooperative games, reveals their gross motor skills, coordination, and ability to follow instructions. By watching their interactions and responses, teachers can better plan activities that promote physical development and social cooperation.

Step 2: Documentation – Recording Evidence and Gathering Artifacts

Once observations are made, documenting the details of what was seen and heard is essential. Teachers record observations through various techniques like anecdotal notes, frequency counts, or checklists. In SSAMM, documentation provides evidence of how children are progressing in key areas, such as social interactions, creative expression, and physical coordination.

For instance, in Art, a teacher might document a child’s use of specific tools, such as how they manipulate a paintbrush or the marks they make on the canvas. In Music, a teacher might record how a child responds to a specific song or how they experiment with different instruments. By documenting these behaviors and actions, teachers can track progress over time and identify new interests or challenges that arise.

In Social Studies, teachers might use documentation to track children’s engagement with topics like community, culture, and history. For example, observing and recording how children role-play a community scene or engage in discussions about family traditions can help teachers identify areas for further exploration and understanding.

Step 3: Interpretation – Analyzing Observation Data

After collecting documentation, teachers analyze the data to interpret what it means in terms of a child’s development. In SSAMM, interpretation involves considering how each child’s actions, behaviors, and interactions reflect their current developmental stage and how these can inform the next steps in learning.

For example, in Movement, a teacher might interpret how a child’s ability to follow dance steps or participate in a group activity shows progress in physical development. Similarly, in Art, the teacher might analyze a child’s choice of materials or technique to assess their creative expression and problem-solving skills.

In Social Studies, interpreting documentation allows teachers to understand a child’s ability to cooperate with others, their understanding of community roles, and how they make connections to their own lives. In Music, teachers analyze how children interact with rhythm, melody, and sound, which can guide future music activities and interventions.

Step 4: Reflection – Planning for the Next Step

Reflection is the final step in the curriculum planning cycle. It involves thinking critically about what the observations and documentation reveal about each child’s learning and development. Reflecting on this information allows teachers to plan activities that are developmentally appropriate, engaging, and challenging for each child in SSAMM.

For example, in Social Studies, after observing children’s play in the block area or during dramatic play, a teacher might reflect on how to expand that activity. They may decide to introduce new materials or roles that deepen children’s understanding of the community. In Art, reflection may lead teachers to introduce new art techniques or projects that challenge children to expand their creative expression. In Music, reflection might prompt teachers to introduce more complex rhythms or instruments to help children develop their musical skills further.

In Movement, teachers may reflect on children’s physical activities and identify ways to incorporate new movements or physical challenges that support the development of coordination and gross motor skills. Reflection ensures that the curriculum remains dynamic, evolving based on the needs and interests of the children.

Connecting Observation to Curriculum Planning for SSAMM

Through careful observation, documentation, interpretation, and reflection, teachers can design a curriculum that deeply supports the development of children in Social Studies, Art, Music, and Movement (SSAMM). Observing how children engage with activities in each of these areas provides crucial insights into their unique interests, learning styles, strengths, and areas where they may require additional support. For instance, in Social Studies, observations might reveal a child’s developing understanding of community roles or their engagement in cooperative play, which can guide the selection of more complex social scenarios or collaborative activities. In Art, teachers may observe a child's exploration with different mediums or a particular focus on color or texture, guiding them to introduce new materials or techniques that challenge the child's creativity. Similarly, in Music, a teacher might notice a child's ability to understand rhythm or their reaction to different instruments, prompting the introduction of more challenging musical concepts. In Movement, observing children's interactions during physical activities can show their developmental stage in coordination and motor skills, allowing teachers to tailor activities that promote their physical growth.

By documenting what children do and say during these activities, teachers can track the progression of these skills over time, gaining a clearer picture of where a child excels and where they need further support. Interpretation of this documentation helps teachers identify developmental milestones achieved and any gaps in learning, while reflection enables teachers to thoughtfully consider how their teaching strategies and the materials provided are meeting children’s needs. Reflective practice also encourages teachers to continually assess whether the curriculum is culturally responsive, engaging, and inclusive of all students' backgrounds, fostering an environment where every child feels seen and valued.

Ultimately, observational skills form the bedrock of an effective and responsive curriculum. These skills allow teachers to understand not only how children interact with the world but also how they learn and process information in real time. When observational data is used effectively, it enables teachers to design and implement a curriculum that is both developmentally appropriate and individually responsive, ensuring that it meets the evolving needs of each child. By focusing on the SSAMM areas, teachers create a dynamic and enriching learning environment that fosters holistic development, engagement, and meaningful progress for all students, regardless of their learning styles or developmental pace.

Conclusion

Observational skills are the foundation for assessing children’s progress and planning effective curricula. In SSAMM, these skills help teachers understand how children learn and interact with their environment, ensuring that the curriculum is engaging, inclusive, and tailored to the developmental needs of all students.

References

 5.6: A Closer Look at the Curriculum Planning Cycle(opens in new window). Gina Peterson and Emily Elam(opens in new window).  A closer look at the curriculum planning cycle: Connecting observation to curriculum planning for SSAMM. CC BY 4.0(opens in new window)