![]() To gather useful information about each child, we must first remember to use an objective lens. Let’s take a closer look at how the cycle works to help us plan and implement a developmentally appropriate curriculum. Reflect on how you are guiding children’s behavior.Think about if your expectations for children match up with the age and stage of their development.Consider if you are using a “one size fits all” approach.Think about how you are fostering relationships with families.Think about whether or caregiving routines are meaningful.Consider the cultural diversity of families.look at the space, materials, and daily schedule.To create an inclusive learning environment that engages each child in meaningful ways, here are some prompts to help you begin reflecting on your practices: Reflective practice can be done alone or with co-workers - if you are team teaching. To ensure best practices, we can think about how we can become more responsive and how we can meet each child where they are in order to best support their individual needs. With the information we gather, we can reflect on our caregiving practices and look at what we are doing well in addition to where we can improve. With each observation, we are learning specific details about the children’s interests and abilities, their play patterns, social behaviors, problem-solving skills, and much, much more. As we look, listen, and record the conversations and interactions of each child, we are collecting valuable insight. Reflective practice helps us to consider our caregiving practices and to develop greater self-awareness so we can be more sensitive and responsive to the children we care for. ![]() Reflective Practice is at the center of the curriculum planning cycle. As you observe the children in your care - practice recording just the facts. To practice becoming more objective, imagine you are a camera taking snapshots of key moments. To gain perspective and to be most effective, we must train ourselves to slow down and step back, we must try to focus on what the child is actually doing, rather than judging how they are doing it or assuming why they are doing it. As observers, we must be aware that our own biases can impact our objectivity. ![]() Truth be told, everything passes through a filter that is based on the observer’s beliefs, cultural practices, and personal experiences. ![]() Teachers are sometimes influenced by their own ideas of how children should behave. We can learn so much about a child if we take the time to watch, listen, and record on a daily basis. With each interaction and experience, we can see how children process information and how they socialize with their peers. Let’s review each concept more closely to better understand why we observe.Īs we watch and listen to children throughout the day, we begin to see them for who they are. With the information we gather from on-going observations we can: To ensure high-quality practices we should observe the program environment, the interactions between the children and teachers, and each child’s development. ![]() Regular and systematic observations allow us to reflect on all aspects of our job as early childhood educators.
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