6.3: The Curriculum Planning Cycle at a Glance

Observation: Looking and Listening

• May be spontaneous or planned
• Watch and listen to children while they explore, investigate, play, problem solve, interact and socialize
• Keep an open mind as you gather evidence and artifacts, and look for what children CAN DO
• Observe children during daily routines, transition times, mealtimes, and while inside and outside

Documentation: Recording and Collecting Objective Evidence

• Record what you see and hear, and include:
  • Date, time, and location
  • Child’s first name
  • Who else is engaged in the activity
  • The purpose of the activity, highlighting what the child is supposed to do
• All recorded evidence should be concise, factual and have descriptive details
• Use a variety of observation and documentation methods and tools to collect evidence
• Record actual evidence as you see it (avoid summarizing or assuming)

Interpretation: Analyzing Data

• Ask questions:
  • What is this action telling me?
  • How did the child approach the activity and how long did the child stay engaged?
  • Is this behavior typical or unusual for the child?
  • Would this child benefit from peer scaffolding?
  • Does this child need more individualized support?
  • Does this child have more feisty, flexible, or fearful temperament traits?
  • How can I motivate this child?
  • Were there any new play patterns or social interactions?
  • Did the child master any new skills or milestones?
  • Are there any skills or milestones that need further support?
  • Were there any “red flags”?
• When analyzing behavior, consider the ABCs: the antecedent (what happened before), the behavior (as it happens) and the consequence (what happened after). Review previous observations to monitor progress over time.

Reflection: Planning for the Next Step

• Consider:
  • How can I set up the environment to incorporate the children’s interests?
  • What resources and materials will I need?
  • What milestones, learning goals, and objectives can I further support with this activity?
  • How can I create a “good fit” for this child’s temperament?
  • Did I acknowledge children when they met expectations, and did I provide genuine praise to reinforce positive behaviors?
  • Am I setting clear expectations?
  • Do I need to change the routines or schedule?
  • Have I incorporated all the developmental domains and considered the whole child?
  • Did I plan for individual activities, small group, and larger group opportunities?

Implementation: Applying Best Practices

• Create quiet and active spaces.
• Plan for indoor and outdoor learning experiences.
• Provide a variety of materials that will encourage open-ended play and exploration.
• Follow a consistent routine and schedule.
• Plan teacher-directed activities and create centers based on children’s interests.
• Consider the project approach and allow concepts to develop over time rather than using "once and done" activities that limit children's opportunities to repeat and practice use of skills/demonstrate knowledge.
• Create a balance of play-based and skill-based learning opportunities.
• Plan to accommodate the diverse needs of each child.
• Create a respectful and caring classroom environment that is supportive and nurturing to all learners.

Contributions from

Michelle Sands, Northern Illinois University