WestEd.org Infant/Toddler Reflective Curriculum Planning Reflecting Infant/Toddler Reflective Curriculum Planning Process.

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Infant/Toddler Reflective Curriculum Planning

Reflecting

Infant/Toddler Reflective Curriculum Planning Process

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Learning Objectives

Participants will be able to:• Engage in discussions about the meaning of

observations, documentation, and assessment data to support children’s learning.

• Maintain the confidentiality of children and families in discussion about observations and assessment.

• Reflect with families, colleagues and specialists on the meaning of individual child data.

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IMPLEMENT

DOCUMENTOBSERVE

PLAN

Curriculum Planning Process

Document

Implement Plan

Observe

Document

Implement Plan

ImplementPlan

Observe

Observe Document

Reflection

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Reflective Curriculum Planning Process Poster

Create a poster that includes:• Observation• Documentation • Reflection and Planning • Implementation

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GUIDELINE 8.4

Teachers take time to reflect on observation,

documentation, and assessments.

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The Importance of Reflection

• Pausing to re-look at your anecdotal notes and observations (photos) supports new ideas to come to mind and hypotheses to develop.

• What does hypotheses- building mean to curriculum planning?

REFLECT & PLAN

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3 Types of Reflection

• For Action – planning ahead.

• On Action – thinking back on what happened.

• In Action – thinking in the moment.

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Reflection for Action

Getting ready for what will happen:

• Developing plans with goals in mind,

• Planning for possibilities,

• Taking into account previous:

»Experiences

»Knowledge

»Environments

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Reflection on Action

Thinking back on what did

happen:

• Recapture

• Think about

• Evaluate

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Reflection in Action

• Thinking about what is happening

• Responding to:» Unplanned events

» Comments

» Responses

• Use of knowledge, skills, and abilities in

the moment—thinking on your feet!

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Reflection Activity

• In small groups discuss: » When have you reflected For Action?» When have you reflected On Action?» When have you reflected In Action?

• Write down examples from your conversation on the easel pages provided to share.

• How might you use this approach in the future?

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Reflecting on the Underlying Beliefs of Teachers

Teachers who facilitate learning effectively:•Appreciate the young child’s natural desire to learn,

•Observe each child’s exploration & provide encouragement by their quiet presence,

•Look for opportunities to expand on each child’s interests through their responses to the child.

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The “Time = Quality” Equation

• Time for reflection is essential for quality.

• Where do we find the time?

» What do program leaders need to consider?

» What do infant care teachers need to consider?

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Activity: Roadblocks to Reflective Planning

What prevents us from reflective planning?

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Reflection Materials:

• What materials are used for classroom observations, documentation, child assessments?

• How are these materials gathered, organized and stored?

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15-minute Break

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Reflecting on Infant/Toddler Interests

In a small group, share the handout “Trying It Out”:• Take a moment to look at the photo,• Keep in mind the reflection concepts

presented as you answer the questions.

Discuss what you discovered as you reflected on the photo.

Was it hard or easy to think about the child’s point of view?

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Date Plan of Possibilities

Research Questions:

Observations:

Reflections:

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When Can We Reflect?

Trying It Out:Individually fill out the form.

Then come together as a group and share your individual ideas & feelings.

Come to an agreement about an action plan.

Groups will report back on the following:• Infant Care Teachers will ____________.• Program Leaders will _______________.

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Reflecting on Observations and Documentation

Reflection time sets the stage for infant care teachers to engage in the experience of:• Synthesizing observations, assessments

and documentation information,• Understanding the meaning of the

child’s interests, and • Building upon the infants’ and toddlers’

play interests.

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Reflection:

Assists infant care teachers in considering whether environmental & interactional changes actually worked or not:

• Did the change support the individual children?

• Did the change support the group as a whole?

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Becoming Reflective Practitioners

Talking Points for Essential Connections #25

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Next Steps

How will you reflect?• Will you reflect individually? If so, how will

you share your reflection with the group?• Will you reflect as a group? When and

where?

What support will you need from your program leader?

What is your plan for gathering observations and documentation?

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I/T Reflective Curriculum Planning Course - Assignment #3:

Guidelines Workbook Activity 8.3A: Use observation and documentation in completing assessments and curriculum planning.

Points Possible: 10

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Next Session – Planning

Please complete assignment #4, Reflecting, and bring it to the Planning session

See You Next Time!

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Questions