THE EARLY YEARS STAGE 1: OBSERVE / Listen / Collect information
LEARNING FRAMEWORK • What do I know about this child, including: • How do I ensure that my observations are • How is documentation showcasing the
PLANNING CYCLE » current knowledge, strengths, interests,
skills, capabilities, abilities, and culture? meaningful and more than just a description of what the child is doing or had done? child’s dispositions, curiosity, discoveries, theories, perspectives, knowledge, skills, involvement in learning and contributions to • How is information gathered on the child? Is • How do I ensure that the voices of children The planning cycle describes the process educators follow in there evidence of this? and families are sought, heard, and their own learning? planning, documenting, responding to and supporting children’s • How does the information add value to included? • Where is the information that I collect learning. outcomes for the child? documented? When we think about planning, we should be thinking about the • What formats do I use to document? Do the full planning cycle and keep in mind that documentation is only formats capture the essential information? one part of that process. It is important to note that documentation occurs at all of the five stages of the planning cycle. STAGE 2: ASSESS / Analyse / Interpret learning
• What does the information tell me about • Do I address the ‘what’, ‘why’ and ‘how’ the • How is information about the child’s what and how the child is learning? child is learning? strengths and capacities reviewed with BSERVE OO children, families, communities and other • Where can this be found in my • What learning is happening? Have I professionals? documentation? analysed what the child is learning, not just documented what the child has done? • How does this link to the EYLF? TE
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STAGE 3: PLAN / Design
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ASS O EVAL
• What are my intentions for furthering • Am I using what I have observed and • How do I enrich and extend the child’s THE learning and development? What strategies analysed to extend the child’s learning? learning, development and thinking? ESS
PLANNING and experiences will I provide? • Is it responsive to the child’s interests, • How do I design and plan learning • When and how do I plan? abilities and strengths? experiences and learning environments? CYCLE • Is the planning visible? • How can I build on the child’s current • How are plans jointly constructed in • How are the resources decided upon? knowledge, strengths, ideas, culture, abilities, collaboration with the child and in capabilities and interests? partnership with families? • How will the learning opportunity be set up? NT
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STAGE 4: IMPLEMENT / Enact
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PL PLE AN • How will I set up and deliver the learning • Do I ensure program learning opportunities • How does it reflect play-based learning? O IM activity and use the curriculum to support by using all aspects of the day? • How does it allow for the child to make the child’s learning and wellbeing, including • How do I put the plans into action in ways choices and display agency? routines, transitions, interactions, indoor that meet the child’s learning outcomes • How is it visible in the learning spaces so and outdoor environments, group projects according to the EYLF? Is this visible? that the child can engage with it? and investigations? Are there any gaps?
Have I documented at every step of the
planning cycle? STAGE 5: EVALUATE / Critically reflect • How effective, meaningful and relevant were • How do they inform practice changes? • How can I further extend the child’s Where are the clear links throughout the the: • How is the evaluation more than sharing learning? cycle? » observations, analysis, and planning? how the child did or didn’t enjoy the • What professional learning will improve » responsive and intentional teaching experience? curriculum processes and practices? strategies? • What worked well and why? What will I do • How can I use the evidence I have collected • How do my reflections give a picture of the differently next time? to design a further plan to or continue to whole child? extend this learning?
