31 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
  • Include date, time, and location
  • Include child’s first name
  • Include who else is engaged in the activity
  • Document 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 for the child or unusual?
  • 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

  • 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 interest
  • Consider the project approach and allow concepts to develop over time rather than a one and done
  • Create a balance of play-based learning opportunities 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

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Observation and Assessment in Early Childhood Education Copyright © 2022 by Gina Peterson and Emily Elam is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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