The planning cycle


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  • To be useful, observations notes should be objective and factual. Objective and accurate notes include only the facts about what you see and hear.
  • experiences that bring the world into the classroom or take the classroom outside to the world Experiences that imitate a real world experiences Experiences that provide an opportunity for children to observe how something is done, then attempt the task Experiences that give children an opportunity to relate ideas to their own experiences, to express ideas, to modify ideas, to interact with peers and adults, and to practice listening and speaking skills Experiences that allow children to respond to what they have heard, seen experienced, discussed and studied
  • The planning cycle

    1. 1. The Planning Cycle Observe Reflect Research Implement Plan
    2. 2. Observing Children The purpose of observing children is to get to know children. Gradually you use your knowledge of child development as the lens to sharpen your observations.
    3. 3. Informal or Formal Observations <ul><li>Informal Observations – take place throughout the day as children engage in activities </li></ul><ul><li>Formal Observations – involve watching one or more children systematically and recording what you see and hear </li></ul>
    4. 4. Factual observations include: <ul><li>Descriptions of an action </li></ul><ul><li>Quotations of language </li></ul><ul><li>Descriptions of a gesture </li></ul><ul><li>Descriptions of a facial expression </li></ul><ul><li>Descriptions of a creation </li></ul>
    5. 5. Methods That Promote Learning <ul><li>Specific strategies that help to support learning include the following: </li></ul><ul><li>Firsthand experiences </li></ul><ul><li>Simulations </li></ul><ul><li>Demonstrations </li></ul><ul><li>Questions and discussions </li></ul><ul><li>Response activities </li></ul>
    6. 6. Approaches To Planning <ul><li>Developmental Approach     </li></ul><ul><li>Focuses on development of the whole child with special consideration of developing skills. </li></ul><ul><li>(SPLICE) </li></ul><ul><li>S ocial </li></ul><ul><li>P hysical </li></ul><ul><li>L anguage </li></ul><ul><li>I ntellectual </li></ul><ul><li>C reative </li></ul><ul><li>E motional </li></ul>
    7. 7. Social <ul><li>behavior, empathy, friends, family, community, family, manners etc. </li></ul>
    8. 8. Physical <ul><li>small motor, large motor, sensory, co-ordination, balance, etc. </li></ul>
    9. 9. Language <ul><li>vocabulary, listening, reading, writing, etc. </li></ul>
    10. 10. Intellectual/Cognitive <ul><li>memory, concept formation, comparing, measuring, problem solving, etc. </li></ul>
    11. 11. Creative <ul><li>self – expression, individuality, creating, developing, designing, etc. </li></ul>
    12. 12. Emotional <ul><li>feelings, self-concept, empathy, etc. </li></ul>
    13. 13. Developmental Approach cont. <ul><li>This approach primarily organizes activities that help children acquire competence in the different areas of development. </li></ul>
    14. 14. Developmental Approach cont. <ul><li>This approach encourages opportunities for children to explore, to discover, and build on their own interests. </li></ul><ul><li>Although you may plan activities to focus on one developmental area, other areas of development will be effected </li></ul>
    15. 15. Approaches to Planning <ul><li>Curriculum Area Approach </li></ul><ul><li>The curriculum area approach is organized by disciplines or subject areas such as: Language Arts, Mathematics, Science, Social Studies, Music, Physical Education, and Art. </li></ul>
    16. 16. Curriculum Area Approach cont. Continued support for this approach is evident particularly in elementary and high school, where subject curriculum is most common.
    17. 17. Approaches to Planning <ul><li>Thematic Approach (Integrated Curriculum) </li></ul><ul><li>This approach allows children to explore a topic in depth by participating in a collection of related activities. </li></ul>
    18. 18. Thematic Approach cont. <ul><li>This method allows you to arrange opportunities to expose children to new ideas and to develop their skills within many subject areas. </li></ul><ul><li>Educators who use themes to organize their curriculum can plan and prepare activities of common interest to the children in their group. </li></ul>
    19. 19. Thematic Approach cont. <ul><li>Favorite Themes </li></ul><ul><li>Magnificent Me </li></ul><ul><li>Families </li></ul><ul><li>Things That Fly </li></ul><ul><li>Animals </li></ul><ul><li>Caring and Sharing </li></ul><ul><li>Plants and Gardening </li></ul>
    20. 20. Approaches to Planning <ul><li>Project Approach (Emergent Curriculum) </li></ul><ul><li>With this approach, children explore an idea about real topics thoroughly. The topic is a result of observing the children and planning according to their immediate interests, ideas, concerns, or issues. </li></ul>
    21. 21. Project Approach cont. <ul><li>Children are able to apply their skills creatively and meaningfully to a project. A good project meets many developmental needs and provides opportunities to work in many curriculum areas. </li></ul><ul><li>The project approach uses a webbing structure to record children’s ideas, interests, and responses about a topic. </li></ul>