Implementing Curriculum through the Planning/Observation/Individualization Cycle
15 The Planning/Observation/Individualization Cycle
Individualization, adjustments, and
Let’s look more closely at each of the steps in the curriculum process.
Suzanne: “I’ve found that the
process becomes circular. No
Planning one piece of the process can
Skilled teachers plan activities and play experiences that are age appropri-
ate for preschool and kindergarten children. The daily schedule includes
a mix of child-chosen and teacher-led activities, with more time spent in
child-chosen ones. These activities take place within the context of a class-
room environment that is well organized and rich in possibilities.
Teachers plan for playtimes by choosing materials that engage chil-
dren’s interest and challenge their curiosity, thinking, and creativity. And
teachers make plans to facilitate the children’s play with those materials.
They plan open-ended questions and suggestions that will sustain the chil-
dren’s engagement in what they are doing.
Teacher-led group times are planned with clear routines that help chil-
dren settle in and participate. Large-group activities include dancing and
movement games, singing and chanting, listening to stories, and planning
for the day. For small groups, content goals are addressed through interest-
ing, hands-on activities, such as a science experiment or a math or literacy
game. Teachers write their plans so that they are clear about their goals for
be successful on its own.”