Planning and assessment are the book-ends for early childhood education (ECE). They transform play into meaningful learning experiences.
Essential Resources provides practical guides for early childhood educators to turn planning and assessment theories into practice. Learn how to engage children in inquiry-based learning through floorbooks by Planning with and for Children. Be guided through EYLF documentation and planning with Assessment for Learning. Also, better understand Reflective Practice for your own professional development.
By using our ECE resources, you will learn the best teaching practices from qualified and experienced early childhood educators, academics and experts. With their help, you will become enthusiastic about teaching practices – like planning – you previously tackled half-heartedly.
Intentional Teaching is where early childhood educators work purposely and deliberately. Therefore, it begins with creating specific goals for each child - then adapting these as the child progresses. The aim is to identify children’s strengths and needs, engage their interests, and help them think creatively.
Intentional teaching practices are both planned and spontaneous. Learning opportunities can emerge through planned activities, or via child-initiated responses. It is the role of early childhood teachers to encourage children when these situations arise.
The intentional teaching approach places early childhood teachers as active participants in the learning process.
Intentional teaching involves incorporating a variety of teaching practices to encourage learning. These practices and some examples of intentional teaching include:
Effective planning is important because, “Planning is at the heart of curriculum and program implementation in early childhood settings.” This is from Bridie Raban’s Assessment for Learning.
Planning involves deliberate decision-making about the priorities for learning. The priorities need to align with the individual child’s needs, as well as the Early Years Learning Framework (EYLF). Children need to be given opportunities to develop the EYLF Learning Outcomes. Planning ensures they do so.
Additionally, effective planning is important because it:
As described in the EYLF, reflection is when teachers think intentionally about their practices with specific goals or problems in mind.
Liz Rouse’s Reflective Practice traces reflective practice back to the early 20th century in the work of John Dewey. Dewey saw reflective thinking as “being purposeful and active” when thinking about a problem, the first step in reflection.
Additionally, reflection is a process by which we use inquiry to find a solution to a problem. Here the search for the solution is organised, structured and active.
Once a solution is found, the process does not end. The knowledge from the inquiry needs to be applied to the early childhood setting.
Following the change, there should be further observation and reflection on its impact on children’s learning or teacher practice. This leads to a never-ending cycle – the reflective action cycle.