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Planning in Early Childhood

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Planning in Early Childhood

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The observation of children is performed by teachers and educators, to help understand each child, and their characteristics. Along with assessment and evaluation, educators are able to understand each child’s development, and make decisions about appropriate activities and experience to offer each child, to help foster their individual development. (Veale, A. and Piscitelli, B. 1988) This essay will discuss the Value of the Observation Process in Planning for early childhood settings, and the role of each teacher in facilitating children’s individual learning and development.

Observation is a very valuable and important part of the planning process as each child is different. Observation and Record Keeping in Early Childhood Programs (Veale, A. and Piscitelli, B. 1988,) Suggests that in order for educators to provide proper learning experience for children, they must know each child’s strengths, weaknesses, interests, fears, joys, ideas and individual interests to plan stimulating and appropriate learning experiences. Through observation, Educators can gather this information on what each child is capable of, how each child behaves under a range of different circumstances and how the child interacts with other children, and adults. The information collected from observation helps educators to develop objectives and plans to “enhance children’s learning and development” (Planning and Learning, NZTC pg. 5).

Effective Planning and developing of learning outcomes for children is a collaborated effort between colleagues, children, Parents/Whānau and the community. DOP 6 outlines that importance of collaboration between colleagues when it comes to forming an effective plan in the early childhood environment. Open relationships and free discussions amongst each other empowers educators to become reflective practitioners and to understand different perspectives (MoE, 1998) By collaborating with parents/ Whānau educators can increase their understanding of the...

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