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Implementing

Introduction to Infant/Toddler Curriculum Planning

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Learning ObjectivesParticipants will be able to:

• Implement different ways of interacting and modifying the environment utilizing the written, flexible curriculum plans.

• Observe the children’s responses to changes and collect documentation to determine if these modifications were more effective in facilitating the children’s meaning-making efforts.

• Continue the reflective curriculum planning process of observing, documenting, reflecting, planning and implementing.

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Curriculum Planning Process

Implement

DocumentObserve

Reflect & Plan

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GUIDELINE

8.6

Teachers implement their plans for facilitating learning.

(Infant/Toddler Program Guidelines page 106)

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Strategies: Form Selection and Use• Revisit the form(s) selected previously.• Discuss strategies for the following:

» Who is going to use it?» How you are going to use it?» Where will you post it?

• Report back to the large group.• Note: Form(s) will be used in the following

implementation activity(ies).

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Let’s Try it Out!Encounter with Cornstarch, 18

months

• Observe the clip two times.• Document your observation on the form or forms you have selected• Reflect with someone or a small groupCalifornia Infant/Toddler Learning & Development

Foundations DVD Series, Disc 3

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Teachers as Researchers

Observe/note

Reflect, Ask

questions

What we’ll do

Discover their intentions.This leads to:

How might we support/Expand the play?This leads to:

New Perspectives – Session Three

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Facilitating Learning: The Teacher’s Role

The Next Step: Including Infants in the Curriculum

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How might we create opportunities for infants/toddlers to explore?

How might we return infants’ experiences to them?

How can we broaden the search?

How might we add complexity and problems?

WestEd, Teacher As Researcher

What strategies do infants & toddlers use to explore?

Will they:_________________

Will they: _________________

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Complete the cycle• PlanIn the situation of “Encounter with Cornstarch, 18 months”

» How can we adapt» How can we support » How can we expand learning?

• Implement» Environment» Interaction» Activities

• Report back and share ideas with large group…

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California Infant/Toddler Learning & Development Foundations DVD Series, Disc 3

Extended Scenes – Exploring Books,

18 months

Let’s Try Out the Whole Cycle

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Extended Scenes – Pretend Bedtime, 36 months

California Infant/Toddler Learning & Development Foundations DVD Series, Disc 3

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NOTE: When Planning & Implementing…Be Flexible• Follow the child’s

interest when introducing an idea or new interaction

• The child’s interest may last for one afternoon or several weeks

• Be open to where children go with an idea

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Brainstorm: Seeking Input from Parents• Gather Resources: Approaches for

gathering input from families:• Learning Boards / books (Carter & Curtis)• Sample parent boards• Highlights of the Day forms• Daily Experience forms on clip boards• Primary care: as point of connection

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Seeking Input from ParentsSuccesses:

Struggles:

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Program/Classroom Action PlanAs a group, consider your next steps:• Which strategies will infant care teachers

follow up on?

• Which strategies will the administrative staff weave into their program policies?

• What help do you need to accomplish these tasks?

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I/T Curriculum Planning Course - Assignment #5: Guidelines Workbook Activity 8.5B: Create

brief and flexible written plans.

Points Possible: 20

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I/T Curriculum Planning Course - Assignment #6: Guidelines Workbook Activity 8.6A:

Implement the curriculum plan.

Points Possible: 40

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Next Session – Next StepsPlease complete assignment #6 and

bring it to the Next Steps session. Be prepared to present to the other participants in the group.

See You Next Time!

19

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Thank you for participating in the I/T Curriculum

Planning Course!

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Questions