When planning, documentation is essential and all the elements of the Early Years Learning Framework’s ongoing planning cycle need to be considered.
In this blog we unpack the planning cycle’s five separate sections: observe, assess, plan, implement and evaluate. Under each section we will share insights on how rich pedagogical documentation can serve as evidence of planning and support educators to provide high quality learning outcomes, efficiently and effectively. To take a deeper dive into how documentation is an essential element for completing the EYLF planning cycle register for our upcoming Rich pedagogical documentation webinar series.
What is a planning cycle?
The planning cycle is about effectively planning for and evaluating children’s current and future learning and well-being.
Throughout the planning cycle it’s critical that the learning approach, environment and documentation is relevant to each child’s interests, identity, and culture. Educators should be focused on highlighting what the child knows, can do, and understands.
Planning includes setting goals and designing experiences, interactions, and environments that enhance children’s interests, abilities, and identities and sharing this with families.
From implementing a plan, educators are able to:
- Determine how well children are progressing toward the learning outcomes.
- Identify those who might need additional support.
- Assist families in accessing help where necessary.
After implementation, you are able to evaluate the effectiveness of the learning opportunities, environments, and experiences offered and the approaches taken.
The planning cycle is ongoing; the evaluation process provides insights and ideas on how to further support children’s learning and well-being. The amount of documentation required for each child depends on how often and for how long they attend your service.
Unpacking the planning cycle
Observe
The observation phase is all about gathering information.
The first step in actively observing, is to set the scene and describe the environment. Next, document how the observation began. Who was involved? Was it a spontaneous activity, or did you initiate it? Record everything that occurred, focusing on what you noticed, observed, and heard. Pay attention to the children’s interactions, their expressions, and any verbal and nonverbal cues.
Gather feedback from the children and their families. This feedback can provide valuable insights into the children’s dispositions, capabilities, knowledge, and skills. Plus understanding family perspectives will enrich observations and help you tailor the learning approach and environment to better suit children’s needs.
Assess
Assess is to analyse the learning.
This involves interpreting your observations by drawing on various sources of information. Utilise your professional knowledge, and draw on the expertise of the children, families, communities, and your colleagues. This collaborative approach helps you clearly identify each child’s strengths and capabilities.
Start by asking yourself: What learning occurred? Look beyond the surface and consider various dimensions of development, including the children’s dispositions, skills, knowledge, and developing theories about their world. Identify how these aspects of learning manifest in their behaviour and interactions.
Reflect on how this learning connects to the child’s prior knowledge, learning, interests, or strengths. Did their learning experience deepen their understanding or spark new questions? Did it build on skills they already had or introduce them to new concepts?
Next, link these observations to key learning outcomes and developmental milestones.
Plan
To plan is to explore the possibilities.
Using your detailed analysis, plan to consolidate, enrich, and extend children’s learning intentionally. We recommend to:
- Choose strategies, content, and resources thoughtfully, considering indoor and outdoor environments.
- Focus on relational and place-based pedagogies to ensure meaningful learning experiences for individual children and groups.
Planning should be a collaborative process, this ensures that children’s learning experiences are personalised and meaningful. Involve children in decision-making, allowing them to have a say in their learning journey. Partner with families to gain insights into the children’s interests and cultural backgrounds.
Reaffirm key concepts to consolidate learning. Introduce new materials and perspectives to enrich learning. Challenge children with higher-order thinking activities to extend learning.
Implement
Implementation is where your planning becomes action.
During this phase, continuously implement and review planned learning experiences. Children’s learning should be extended during both planned and spontaneous activities, including adult-led and child-led sessions, mealtimes, care routines, and indoor and outdoor environments. Ensure these experiences are repeated, allowing all children the opportunity to participate and revisit the learning as desired. By planning and adapting these experiences in a meaningful way you create a rich learning environment, accommodating diverse interests and developmental stages.
Evaluate
Time to reflect on how things went.
The final phase of the cycle involves using your assessments to evaluate the implementation of learning plans. Reflect to evaluate the impact made on children’s development and well-being, and how the learnings respect and reflect children’s culture, identity and diverse capabilities.
Consider:
- What worked well and why?
- What will I do differently next time?
- How can I further extend children’s learning?
Critical reflection is a powerful tool for exploring future learning possibilities and improving practice.
Learn more
If you’re keen to develop a deeper understanding of rich pedagogical documentation and how these practices are invaluable for completing the EYLF planning cycle register for our upcoming Rich pedagogical documentation webinar series.
Key webinar takeaways will be:
- A greater understanding of how to use rich pedagogical documentation to support the EYLF requirements
- More ideas on how to complete the planning cycle effectively
- Deeper knowledge of strategies to support quality practice, deepen family engagement and foster community connections
- Tips to document collaboratively with peers, family and children
Part 1: Observing and Analysing to Make Learning Visible
Wednesday, 31 July 2024
6:30PM – 7:45PM (AEST – Sydney)
Register for Part 1 only
Part 2: Capturing the Cycle – Plan, Implement and Evaluate
Tuesday, 27th August 2024
6:30PM – 7:45PM (AEST – Sydney)
Register for Part 2 only
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