1. Infant/Toddler Reflective Curriculum Planning
Infant/Toddler Reflective Curriculum Planning Process
Reflecting

2. 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.

3. Curriculum Planning Process
DOCUMENT
Observe
Document
OBSERVE
Implement
Plan
Implement
Plan
Reflection
PLAN
IMPLEMENT
Implement
Plan
Show how “documentation” fits in Reflective Curriculum Planning Process
Observe
Document
Observe
Document

4. Reflective Curriculum Planning Process Poster
Create a poster that includes:
Observation
Documentation
Reflection and Planning
Implementation
Ask participants to create poster or sign during the session that will be used to constantly remind teachers of the reflective curriculum planning process. The poster can be displayed for the staff and parents.

5. G U I D E L I N E 8.4
Teachers take time to reflect on observation, documentation, and assessments.
This session is going to focus on how to reflect upon observations, documentation and assessments for the purpose of curriculum planning.

6. 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 hypotheses- building mean to curriculum planning?
Bullets created from Program Guidelines book pg 105
--the question allows the community of learners to ponder what this really means to them
--this is important for Directors / supervisors to support this open-ended type of reflection & not come to swift answers

7. 3 Types of Reflection For Action – planning ahead.
On Action – thinking back on what happened.
In Action – thinking in the moment.
Based upon PCAN material
--When we react, we don’t think first. It’s not always a mistake to react. Most of the time, however, reflection helps us do the careful thinking that we need to do so we can provide high-quality services to children and families.
--Reflection means taking some time to step back and think. It gives us the time we need to respond carefully. Reflection is the opposite of reaction.
--Taking the time to reflect, even for just a few seconds, helps prevent us from over-reacting.
Examples given:
--On action:
-Talking with a coworker or supervisor about a situation in order to understand its meaning and impact.
--For action:
-Thinking to oneself or talking with another about how to prepare for an upcoming interaction. Examples:
-Ex: Planning how to handle a toddler who has been biting lately/ Planning activities for an infant who is showing interest in walking and self-feeding
In action:
--Taking a moment to think during a situation with children or families.
--Ex:When a baby is crying inconsolably, you might think through the various reasons he may be so upset. You might come up with a few ideas such as swaddling, feeding, and rocking and try each to find out what soothes the baby.

8. 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

9. Reflection on Action Thinking back on what did happen: Recapture
Think about
Evaluate

10. 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!

11. 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?
Weave responses on easel into summary / closing statement
--When we react before thinking, we might make the mistake of not really understanding what is going on. We might come across as too bossy or judgmental.
--When we take the time to reflect, we can consider a family’s routines, values, and beliefs. This helps us give a response that is right for the family we’re working with. Flexible responses like these are usually the most effective.
--References
Killion, J. P., & Todnem, G. (1991). A process of personal theory building. Educational Leadership 48(6), 14–16.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

12. 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.
Do we all agree that these are out underlying beliefs? It is so important to understand what our underlying beliefs about how children learn are. If we hold different beliefs, this will impact our planning process.

13. Reflections on Infants in Your Primary Care Group
What are the children in your group focusing their explorations on?
What do your observations, documentation and assessments tell you about these young learners?
In small groups, generate a list of the things you see the infants and toddlers driven to do and learn.

14. 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?
Created from pg 105 of Guidelines
Use breaking through the Road Blocks Activity sheet

15. Activity: Roadblocks to Reflective Planning
What prevents us from reflective planning?
Handout – Road blocks to Reflective Planning. Use breaking through the Road Blocks Activity sheet
This activity needs to be based on each program needs to hash it out. Some groups will want to talk about it in small groups or the entire group main just jump in energetically and tell the specialist in no uncertain terms why time is NOT available.
Persevere with open –ended questions or reflections on the importance…

16. Reflection Materials:
What materials are used for classroom observations, documentation, child assessments?
How are these materials gathered, organized and stored?

17. 15-minute Break

18. 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?
Insert a classroom photo on the Trying It Out form.

19. Date Plan of Possibilities Research Questions: Observations:
Reflections:
This plan of possibility form is another form of documenting observation (child’s picture or actual behavior) and reflection on the picture or observation.

20. 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 _______________.
Read through directions –
Only pull up the bullets as the activity unfolds

21. 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.
Based upon but reworded of I/T Learning & Development Program Guidelines pg18

22. Reflection: Did the change support the individual children?
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?

23. Becoming Reflective Practitioners
Talking Points for Essential Connections #25
Play DVD-as a way to focus assignment - Talking Points for Essential Connection #25 (2.35 min)

24. 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?
Provide some time for participants to review and reflect handout “Our Next Steps: Program Leaders and Infant Care Teachers”

25. 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

26. Next Session – Planning
Please complete assignment #4, Reflecting, and bring it to the Planning session
See You Next Time!

27. Questions Closing Wrap Up
Talk about the next session opportunity to work on planning and implementing Curriculum using Observations and Documentation