Curriculum Planning & Assessment for Infants

Curriculum Planning & Assessment for Infants

Assessment and Planning are integral areas to achieve a viable curriculum. The practices are incorporated and comply with the Pre-school Regulations number five. Regulations 5 of the EYLF highlights issues related to child development, Health and Welfare. Therefore, effective curriculum plans primarily concentrate on how to establish an intellectual, social, and emotional environment to support child learning. For it to be efficient, it must be child-initiated and should focus on infants and toddlers interests (Sumsion, & Wong, 2011).

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Infants learning and development

Infants and toddlers have the capacity to organize and acquire new information. They are able to reflect vast amount of changes in terms of fundamental competencies. These competencies have been thoroughly explained by various learning and development Foundations, for instance California foundation for Infant development. Teachers should actively engage in providing conducive environment for infants to encounter, investigate and explore (Sumsion, & Wong, 2011).

Infant education may be home-based or center-based. The home-based program involves staff promoting infant learning by employing infant’s area of residence. The staff promotes parents understanding on how households and their interactions with infants enhance learning. On the other hand, center-based program involves caregivers playing the primary role of promoting learning (Shonkoff, 2010). Caregivers provide care regularly and change environment to ensure children acquire new skills.

 Forms of assessment

Curriculum planning and assessment takes distinct forms. These forms include:

Conversations

Conversations are used to determine different interests that children have. The conversation involves children and adults in order to ascertain their learning knowledge. Conversations complement a range of assessment techniques because it is more effective. The method may be incorporated in other methods such observation and testing (McLachlan et al., 2013).

Observation

Observations use a range of techniques such as listening, watching and recording of infant’s responses. The practice assists to develop infant’s learning and development program. Observations are effective in both verbal and non-verbal occasions. Therefore, it is useful to toddlers and young children (McLachlan et al., 2013). Observations can be performed spontaneously.

Testing

The practice involves collecting information by employing a specified set of questions to assess an infant’s learning and development activities. Testing is standardized on developmental ranges and age. The information collected is scored to establish the best assessment approach. Secondly, the method may involve setting tasks. The set tasks involve collecting information related to the infants learning and development process (McLachlan et al., 2013). Therefore, the collected information assists the practitioner to develop a viable curriculum for infants.

Factors to Consider When Developing an Infant-Toddler Curriculum

Responsive curriculum involves setting up implementable strategies. The practice incorporates proper planning and conducive environment for easy tran………………………………….