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

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Presentation on theme: "WestEd.org Planning Infant/Toddler Reflective Curriculum Planning Process."— Presentation transcript:

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

2 WestEd.org Learning Objectives Participants will be able to: Consider a variety of factors in the interpretation of observation, documentation and assessment data; Communicate with families about the interpretation of observations and assessment data while ensuring confidentiality and ensuring privacy; Collaborate with families and service providers to adapt experiences or the environment based on observation or assessment; and Assist families in identifying or accessing services, sensitively considering diverse linguistic and cultural experiences.

3 WestEd.org Opening Activity – Plan In small groups, select a word/phrase that best describes how your program: Moves from thinking about it (reflecting) to developing curriculum plans.

4 WestEd.org Our Stories Share your classroom successes and roadblocks for planning and implementing. Successes Roadblocks

5 WestEd.org G U I D E L I N E 8.5 Teachers plan their approaches and the materials they will offer based on their observations, documentation, and reflections. ( Infant/Toddler Program Guidelines page 106)

6 WestEd.org Curriculum Planning Process In Infant/Toddler Programs ImplementDocumentObserve Reflect & Plan

7 WestEd.org Respectful Teaching with Infants and Toddlers The Planning Cycle: How observing and documenting flow into reflecting and planning, which flows into implementing, which flows into observing.

8 WestEd.org Creativity, Shared Meaning, and Relationships Read Concept Paper : Creativity, Shared Meaning & Relationships In pairs, discuss this quote : “How can we respond to their constant questions, their ‘whys’ and ‘hows’ with eyes that don’t see them as helpless or unknowing, but rather with eyes that acknowledge their quest to learn and to know?”

9 WestEd.org Considerations for Planning: Ages of Infancy Temperaments PITC Philosophy & Essential Policies Infant/Toddler Learning and Development Foundations DRDP or other Assessments

10 WestEd.org PITC Philosophy & Essential Policies Primary careSmall groupsContinuity of care Inclusion of children with disabilities and other special needs Responsive care/individualized care Cultural responsiveness

11 WestEd.org Ages of Infancy AgeNeeds Young InfantsSecurity Mobile InfantsExploration Older InfantsIdentity

12 WestEd.org Ages of Infancy Read Handout: “Ages of Infancy” Watch DVD Segment Review needs and support for each age of infancy The Ages of Infancy: Caring for Young, Mobile, and Older Infants

13 WestEd.org Temperamental Traits Activity LevelBiological RhythmsAdaptability Approach/withdraw al Sensitivity ThresholdIntensity of Reaction DistractibilityQuality of MoodPersistence

14 WestEd.org Temperamental Traits Flexible, Fearful, or Feisty: The Different Temperaments of Infants and Toddlers

15 WestEd.org Activity: Responding to Ages & Temperaments Choose a child: Rodney, Gianna or Wanda Answer the question : As a teacher, in what ways would you __________________________ ? Large Group question: How does this information impact curriculum planning?

16 WestEd.org 15-minute Break

17 WestEd.org A Review of Four Developmental Domains CognitivePerceptual - Motor Social-EmotionalLanguage

18 WestEd.org Social-Emotional Development Watch the clip Take notes Discuss in small groups Infant/Toddler Learning and Development Foundations – Disc 1

19 WestEd.org Language Development Watch the clip Take notes Discuss in small groups Infant/Toddler Learning and Development Foundations – Disc 1

20 WestEd.org Cognitive Development Watch the clip Take notes Discuss in small groups Infant/Toddler Learning and Development Foundations – Disc 1

21 WestEd.org Perceptual and Motor Development Watch the clip Take notes Discuss in small groups Infant/Toddler Learning and Development Foundations – Disc 1

22 WestEd.org Generating Ideas Generating ideas for classroom approaches occurs after teachers have reflected on their observations, documentation and assessments. Brainstorming is enjoyable! The goal: » To imagine and play with ideas, » Consider ideas that portray what children are truly interested in, or that support the resolution of an issue. Choosing between options comes later.

23 WestEd.org When Planning….Form Review Forms must be simple and easy to use. Plans of Possibilities Packet Review: » Assess each form: listing its strengths and weaknesses. » Select the form that best meets your program’s needs and describe what you like about it. Report back to the large group.

24 WestEd.org I/T Reflective Curriculum Planning Course - Assignment #4: Guidelines Workbook Activity 8.5A: Generate ideas and approaches in the classroom. Points Possible: 10

25 WestEd.org Next Session – Implementation Please complete assignment #4 and bring it to the Implementation session, and See You Next Time! 25

26 WestEd.org Questions


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