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Wednesday, 27 November 2013 11:22

The Principle Important To Planning Featured

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The Principle Important To Planning


The principle important to planning is getting different perspectives to inform my planning. The principle enables me to use diversity to enrich my view and planning.  I should take time to analyze various perspectives on the meaning of what my documentation has captured. I should involve parents and children in my planning so as to avoid my perspective from hindering what the children are curious about.  The principle helps in creating a conducive environment for learning by acknowledge different people and their perspectives during planning.


 The Puget Sound ESD head start, Burien, Washington forms are my favorite.  The forms are easy to use and comprehend the content.  The forms have a wide range of sections including learning material and environment section, planned activity sections, reflection section, intent and transition sections. The sections are vital in curriculum planning as they ensure the educator meets the needs of the child.  The forms also enable the educator to get ideas from parents, children and families while planning.  The forms give a chance for flexible interpretation of regulations and performance standards.  They help in the interpretation of regulations and performance standards regarding learning of children in early childhood education.    The curriculum plans satisfy the needs of a whole child as the teacher addresses multiple intelligence and different learning style of the child. The teacher uses different activities and learning styles to teach the children and hence meets their needs.   I document  my curriculum planning by recording  all what different children have learned  so as to enable  the students  follow and under sand what each  group has learned. My administration expects me to develop a curriculum that meets the student needs and promotes the needs of a whole child. I would include ways on how to satisfy the requirements in my planning in order to meet the requirements.  I will use portfolio and anecdotal records to document the development progress of children by recording their behaviors daily and experiences that fulfill the standards. I will use individual learning stories during the assessment by enabling children to tell stories regarding the topic learned.


             In order to use the child learning story as part of an assessment, I would weave questions into the child story and parent story.  Learning  stories are  assessment techniques utilized to  describe the  child learning  process  and  also are  methods of  documenting the learning. Learning stories describe the actions of the child and this helps in the documentation. Learning stories are used to capture important elements that impact the learning process of the child.  Learning stories enable educators to show a child interest, strengths, accomplishments, skills, knowledge, interactions, family etc.  The educator uses professional judgment to interpret the learning habits of the child or dispositions. I will make my assessment meaningful and relevant by ensuring it covers the needs of a whole child.  The assessment should show whether the learning process reflects a whole child or not. Learning stories address multiple intelligence and different learning strategies children use to understand the world. Children use different learning styles and multiple intelligences when telling a story, and this enables them to understand the world. Thus, learning stories can be used to nature a child’s multiple intelligence and improve their understanding of the topic.


Reference

 Wheatley, M. (). Adapt the curriculum framework for different settings.


 

Last modified on Wednesday, 27 November 2013 11:25
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