Introduction
to Infant/Toddler
Infant/Toddler
Reflective
Curriculum
Curriculum
PlanningPlanning
Reflecting
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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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Curriculum Planning Process
Observe
Document
DOCUMENT
OBSERVE
Implement
Implement
Plan
Plan
Reflection
Implement
Plan
IMPLEMENT
PLAN
Observe
Observe
Document
Document
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Reflective Curriculum Planning
Process Poster
Create a poster that includes:
• Observation
• Documentation
• Reflection and Planning
• Implementation
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8.4
Teachers take time to reflect on
observation, documentation,
and assessments.
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The Importance of Reflection
REFLECT & PLAN
• Pausing to re-look at your
anecdotal notes and
observations (photos)
supports new ideas to come
to mind and hypotheses to
develop.
• What does hypothesesbuilding mean to curriculum
planning?
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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 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
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