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Programming  Cycle  -­‐  Methodology   www.childcarecentredesktop.com.au  

Methodology  -­‐  Qual ity  Area  1  

OBSERVATION  

 Step  1:  Observe  the  chi ldren  throughout  the  experience.  ( Interest)  

Where  does  the  cycle  begin?  Reflecting  on  Belonging,  Being,  Becoming,  we  are  reminded  that  a  child  learns  as  they  participate  in  everyday  life,  they  develop  interests  and  construct  their  own  identities  and  understandings  of  the  world.    

It’s  the  role  of  the  Educator  to  observe  these  interests  and  create  an  environment  and  opportunity  within  the  Service’s  program  for  the  child  to  scaffold  on  ideas,  experiment  with  support  and  negotiate  and  test  ideas  as  they  build  on  their  understanding,  thus,  their  world.    

Educators  should  include  the  child  themselves  when  planning  the  direction  of  their  learning  and  interest.    E lement  1.1.1  Curriculum  decision-­‐making  contributes  to  each  child’s  learning  and  development  outcomes  in  relation  to  their  identity,  connection  with  community,  wellbeing,  and  confidence  as  learners  and  

effectiveness  as  communicators.  

E lement  1.1.2  Each  child’s  current  knowledge,  ideas,  culture,  abilities  and  interests  are  the  foundation  of  the  program.  

Element  1.1.6  

Each  child’s  agency  is  promoted,  enabling  them  to  make  choices  and  decisions  and  to  influence  events  and  their  world.  

E lement  5.1.2  Every  child  is  able  to  engage  with  Educators  in  meaningful,  open  interactions  that  support  the  

acquisition  of  skills  for  life  and  learning.  

E lement  5.1.3  Each  child  is  supported  to  feel  secure,  confident  and  included.  

 

 

 

 

 

 

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Programming  Cycle  -­‐  Methodology   www.childcarecentredesktop.com.au  

Step  2:  Document  the  Observation  then  analyse  the  experience.  (Observation  notes)  

Whichever  format  (written  templates,  pro-­‐forma,  digital  records  etc.)  you  are  implementing,  Educators  need  to  document  the  observation  then  analyse  the  experience  looking  for  interests  and  potential  growth.    E lement  1.2.1  

Each  child’s  learning  and  development  is  assessed  as  part  of  an  ongoing  cycle  of  planning,  documenting  and  evaluation.      

Step  3:  Scaffold  on  the  experience  to  support  development.  (Evaluation  &  Follow  Up)  

Once  analysed,  Educators  now  have  the  foundation  to  apply  appropriate  teaching  strategies  and  experiences  that  will  engage  and  extend  the  child’s  approach.  Again,  documenting  the  journey.    E lement  1.2.2  Educators  respond  to  children’s  ideas  and  play  and  use  intentional  teaching  to  scaffold  and  extend  each  child’s  learning.      

Step  4:  Make  the  Observation  record  avai lable  to  famil ies.  (Family  Feedback)  

We  know  that  families  are  the  child’s  first  educator.  So  it  is  vital  that  we  make  them  part  of  this  process.  Provide  the  Observation  to  this  stage  for  families  to  comment.  Example:  this  can  be  done  by  having  an  ‘Observation  Folder’  by  the  Sign  In/Out  sheet  which  families  that  have  an  asterix  by  their  child’s  name  on  the  Sign  Out  sheet  know  to  check  for  their  child’s  observation,  comment  as  necessary  and  leave  it  back  in  the  folder.  This  process  eliminates  the  need  for  the  observation  to  leave  the  Service,  provides  opportunity  for  feedback  and  input,  all  in  a  short  time  frame.    E lement  1.1.4  

The  documentation  about  each  child’s  program  and  progress  is  available  to  families.  

E lement  6.2.1  The  expertise  of  families  is  recognised  and  they  share  in  decision  making  about  their  child’s  learning  and  wellbeing.  

 

 

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Programming  Cycle  -­‐  Methodology   www.childcarecentredesktop.com.au  

PLAN  THE  PROGRAM  

 Step  1:   Integrate  family  feedback  from  the  Observation  record.  (Family  feedback)  

Physically  adjust  the  planned  (scaffolded)  experience  to  include  any  suggestions  from  the  family.  

 Step  2:  Carry  forward  the  scaffolding  experiences  from  the  Observation  record.  (Fol low  Up)  

Regardless  of  what  format  for  programming  you  use,  the  link  between  the  Observation  and  the  Program  must  be  clear.  This  can  be  done  as  simply  as  the  child’s  initials  and  Observations  date  on  the  program  to  show  a  link.  The  planned  experience  created  should  now  be  added  to  the  program.  

Element  1.2.1  Each  child’s  learning  and  development  is  assessed  as  part  of  an  ongoing  cycle  of  planning,  

documenting  and  evaluation.  

 Step  3:  Adjust  and  implement  the  experience  as  planned.  (Programming  Sheet)  

Physically  adjust  the  environment  to  reflect  the  addition  to  the  program  

Element  1.1.3  The  program,  including  routines,  is  organised  in  ways  that  maximise  opportunities  for  each  child’s  

learning.  

 

 

 

 

 

 

 

 

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Programming  Cycle  -­‐  Methodology   www.childcarecentredesktop.com.au  

REFLECTION  

 Step  1a  &  1b:  Educators  to  examine  the  experience/environment  from  different  aspects.  

Educators  need  to  show  their  own  reflection  on  the  experience/environment  including  their  own  professional  practice.  This  can  be  recorded  on  the  Observation  or  Programming  records.  Alternatively  an  independent  diary  or  register  sheet  can  be  used.  

Element  1.2.3  Critical  reflection  on  children’s  learning  and  development,  both  as  individuals  and  in  groups,  is  regularly  used  to  implement  the  program.  

 

 

Step  2:  Ensure  al l  chi ldren  are  being   included.  

The  Observation  records  can  be  managed  and  monitored  via  a  form  of  checklist  to  ensure  that  all  children  are  being  included  and  all  outcomes  are  being  observed  for  each  child.  (A  digital  system  will  do  this  automatically)  

E lement  1.1.5  Every  child  is  supported  to  participate  in  the  program.  

 

 

 

 

 

 

 

 

 

 

 

 

 

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Programming  Cycle  -­‐  Methodology   www.childcarecentredesktop.com.au  

 

RESPOND  and  CONTINUE  

This  completes  the  cycle.  We  are,  as  you  probably  suspect,  back  at  the  beginning,  where  we  observe,  scaffold  and  reflect.  

Because  our  approach  is  organic,  you  will  find  experiences  that  grow  and  mature  far  bigger  than  ever  first  imagined  and  you  will  find  ones  that  have  a  life  span  no  greater  than  the  first  observation.  This  is  the  beauty  of  a  learning  journey.  The  ebb  and  flow  is  the  nature  of  a  child’s  interest  and  will  dictate  the  service’s  program.  

Document,  link  and  reflect  with  colleagues,  families  and  the  children.  Most  importantly,  enjoy  the  journey  and  so  will  the  children.