PST Documentation of Planning Cycle Template 8

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Kahuta Institute of Professional Studies, Kahuta *

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125

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Psychology

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Nov 24, 2024

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docx

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DOCUMENTATION OF PLANNING CYCLE Name of Experience: Expressing self Number of Children: 4 Children’s Ages: 3-4 years Date of Implementation: PART 1 Collect Information – Observation What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible. I noticed that Hjordi was a very quiet child who rarely talked to other kids and gave short answers to their questions. Question and Analyse - Observation What do you understand about what you observed? What did you find interesting or extraordinary? What learning is being demonstrated? What can you extend on? Suggest few experiences. What are the interests and strengths of child/ren observed? Link the information to EYLF/VEYLDF learning outcomes. I know that child had trouble getting his ideas across. Learning Result 1: A strong sense of who you are Children feel safe, protected, and cared for. Children learn to be more independent, to work with others, to be resilient, and to have a sense of control. Children become informed and sure of who they are. Children learn how to treat other people with care, understanding, and respect. PART 2 Plan Learning Intention/s to achieve by the end of experience (one or two): For children to understand… For children to explore…For children to practice… etc EGEC PLACEMENTS FORM. Version April 2023. 1 | P a g e Copyright © 2022. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152, Provider Category: Australian University.

I wanted to give the child a safe and secure place where they could feel free to express themselves. Strategies: What strategies you might use to promote children’s interest, play and learning? This might include interations, resources, intentional teaching. You might include some examples of modelling, scaffolding or open ended questions. How will you encourage children to learn from each other? How will the environment support play and learning? I'll plan tasks that will help the kids learn about themselves, their feelings, and emotions. So that they can find better ways to say them. Act and Do (Implementation) Implement your experience: Did you need to modify for any reason? Any emergent experiences that arose? Give specific examples of children’s involvement. What learning processes have you observed the children using (problem solving, inquiry, experimentation, hypothesising, researching, investigating…)? I'll have the kids write about themselves as part of a project I'll set up. Review and Reflect (Evaluation) Review: With the learning aims and the EYLF/VEYLDF learning outcomes in mind, evaluate the learning and the planning. What worked well? What can you improve? Do you need to repeat, refine or extend the plan? How will you follow up? The plan to help the child say what they want to say fits to help them become more independent, resilient, and good with others. A suitable method is ensuring children feel safe and looked after. To improve the plan, we can add tasks and tools that help people express themselves verbally and nonverbally, like telling stories or making art. The child can better express their thoughts and feelings by doing these things repeatedly and getting better at them. Follow-up should include regular tests and changes to help the child improve speech and social skills.. Reflect: What did you learn about yourself and your practice as a teacher. Any changes to your practice as a result? I've learned that kids need to know about themselves before they can talk about how they feel. EGEC PLACEMENTS FORM. Version April 2023. 2 | P a g e Copyright © 2022. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152, Provider Category: Australian University.

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