DOUBLE TAP TO ZOOM WITH PHONE OR TABLET Implementing Curriculum through the Planning/Observation/Individualization Cycle 15 The Planning/Observation/Individualization Cycle Planning Implementation Individualization, adjustments, and accommodations Observation Reflection 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 COPYRIGHTED MATERIAL be successful on its own.”