STAGE 1: OBSERVE / Listen / Collect information • What do I know about this child, including:
» current knowledge, strengths, interests,
skills, capabilities, abilities, and culture? • How is information gathered on the child? Is
there evidence of this? • How does the information add value to
outcomes for the child? • How do I ensure that my observations are
meaningful and more than just a description
of what the child is doing or had done? • How do I ensure that the voices of children
and families are sought, heard, and
included? • How is documentation showcasing the
child’s dispositions, curiosity, discoveries,
theories, perspectives, knowledge, skills,
involvement in learning and contributions to
their own learning? • Where is the information that I collect
documented? • What formats do I use to document? Do the
formats capture the essential information? STAGE 2: ASSESS / Analyse / Interpret learning • What does the information tell me about
what and how the child is learning? • Where can this be found in my
documentation? • Do I address the ‘what’, ‘why’ and ‘how’ the
child is learning? • What learning is happening? Have I
analysed what the child is learning, not just
documented what the child has done? • How is information about the child’s
strengths and capacities reviewed with
children, families, communities and other
professionals? • How does this link to the EYLF? STAGE 3: PLAN / Design • What are my intentions for furthering
learning and development? What strategies
and experiences will I provide? • When and how do I plan? • Is the planning visible? • How are the resources decided upon?
• How will the learning opportunity be set up? • Am I using what I have observed and
analysed to extend the child’s learning? • Is it responsive to the child’s interests,
abilities and strengths? • How can I build on the child’s current
knowledge, strengths, ideas, culture, abilities,
capabilities and interests? • How do I enrich and extend the child’s
learning, development and thinking? • How do I design and plan learning
experiences and learning environments? • How are plans jointly constructed in
collaboration with the child and in
partnership with families? STAGE 4: IMPLEMENT / Enact • How will I set up and deliver the learning
activity and use the curriculum to support
the child’s learning and wellbeing, including
routines, transitions, interactions, indoor
and outdoor environments, group projects
and investigations? • Do I ensure program learning opportunities
by using all aspects of the day? • How do I put the plans into action in ways
that meet the child’s learning outcomes
according to the EYLF? Is this visible? • How does it reflect play-based learning? • How does it allow for the child to make
choices and display agency? • How is it visible in the learning spaces so
that the child can engage with it? STAGE 5: EVALUATE / Critically reflect • How effective, meaningful and relevant were
the:
» observations, analysis, and planning?
» responsive and intentional teaching
strategies? • How do my reflections give a picture of the
whole child? • How do they inform practice changes? • How is the evaluation more than sharing
how the child did or didn’t enjoy the
experience? • What worked well and why? What will I do
differently next time? • How can I further extend the child’s
learning? • What professional learning will improve
curriculum processes and practices? • How can I use the evidence I have collected
to design a further plan to or continue to
extend this learning? THE
PLANNING CYCLE O OBSERVE
O
E VA LU AT E
O IMP LEM EN T
O PLAN O ASSESS THE EARLY YEARS
LEARNING FRAMEWORK
PLANNING CYCLE The planning cycle describes the process educators follow in
planning, documenting, responding to and supporting children’s
learning. When we think about planning, we should be thinking about the
full planning cycle and keep in mind that documentation is only
one part of that process. It is important to note that documentation occurs at all of the five
stages of the planning cycle.
Are there any gaps?
Have I documented at every step of the
planning cycle?
Where are the clear links throughout the
cycle? 51作业君版权所有
