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Bachelor of Early Childhood Education and Care (Birth-5) Fact Sheet - The Planning Cycle

The planning cycle outlines the ongoing processes educators use to develop intentional curriculum practices through reflection. It involves collecting information on children, analyzing it to inform planning, acting on plans, and reflecting on outcomes. The cycle supports individualized learning opportunities, collaborative reflection, and using observations and context to continually improve practice aligned with beliefs.

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231 views

Bachelor of Early Childhood Education and Care (Birth-5) Fact Sheet - The Planning Cycle

The planning cycle outlines the ongoing processes educators use to develop intentional curriculum practices through reflection. It involves collecting information on children, analyzing it to inform planning, acting on plans, and reflecting on outcomes. The cycle supports individualized learning opportunities, collaborative reflection, and using observations and context to continually improve practice aligned with beliefs.

Uploaded by

jiyaskitchen
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Bachelor of Early Childhood Education and Care (Birth-5)

Fact Sheet - The Planning Cycle


The planning cycle outlines the processes used by educators to develop and inform their intentional
curriculum practices. It is an ongoing cycle of inquiry underpinned by reflective practices to guide professional
decision making.

Collect information Question/Analyse Plan Act/Do Reflect/Review


Collect information What evidence has What other learning Put the plan into Reflect on what you
by recording what been collected and is possible? action. have noticed,
you know and see what does this understood,
about children’s information mean? What can we learn Act and respond to planned for and how
strengths, interests, together? Planning what you know and you have acted.
capabilities, culture. Have any new with children and have planned for.
insights and families. Critically reflecting
Data can be knowledge about Support all on how children and
gathered on groups children’s learning How will children be educators to enact families have
of children or and the professional supported to learn the plan to support benefited from the
individuals using practice decisions and develop? children’s learning. planning cycle.
purposeful been made?
observation from a Planning should Educators should Reflection involves
variety of recording What do I know support learning listen carefully and discussion, debate,
methods. about the child’s opportunities for respond to thinking, talking,
strengths, culture, for individuals, children’s voices and taking stock and
Children, families, learning and groups, routines, accommodate for reviewing.
other educators and development? experiences, spontaneity, natural
the community are interactions, inside curiosity, individual Reflect on what has
also good sources Are there any gaps and outside. needs and interests. happened and
for collecting in learning? assess the children’s
evidence. When Planning for learning Educators actively learning.
families have a voice Do I need to change against the engage with and
new perspectives any teaching or Outcomes. support all children Reflect on your
can be discovered. learning strategies to fully participate in practices.
to suit the children Planning for both a range of
Look for what is in the environment? short term and long experiences. Reflective practice
meaningful for the term learning. helps early
child in the learning Do I need to speak Act in all parts of the childhood
context. to family members, Educators should curriculum including professionals to
colleagues or access spend time planning experiences, become increasingly
Observations are other professionals their indoor and transitions, and thoughtful about
subjective and to assist the child’s outdoor routines, indoor and their work and to
should focus on the learning? environments to outdoor have the courage to
processes of achieve the environments. explore new ideas
learning rather than What have I learned outcomes of their and approaches.
the notion of about my own vision, which is Respond to
scientific truths. teaching practices? aligned with their Practices, Principles Reflection occurs at
philosophy and and Outcomes child level and at a
Observations of Who or what helped beliefs. within the Early Year service level. When
planned or hindered the Framework. undertaken
experiences, learning? There should be collectively,
interactions, opportunities for reflective practice is
routines and events creativity, more powerful and
are also useful for experimentation more likely to lead
later analyses. and play. to change.
The Planning Cycle

The Early Years Planning Cycle facilitates:


 Purposeful observations
 Collecting analysing and making meaning of information about learning and development
 Assessing individual children’s learning and development
 Making plans about each child and groups of children
 Sharing information and collaborating with children, families, colleagues and early childhood
professionals
 Reflecting on all aspects of events and experiences
 Understanding and applying the relevance of context to inform and enrich decisions about practice

Adapted from:
Department of Education, Employment and Workplace Relations (DEEWR) (2010). Belonging, Being and Becoming:
The Educators’ Guide to the Early Years Learning Framework for Australia. Canberra, ACT: DEEWR.

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