Planning A Developmentally Appropriate Curriculum

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Review Gestwicki’s Cycle of Planning and California Preschool Curriculum Framework, Volume 1. Based on this information, explain Gestwicki’s Cycle of Planning, describing each of its five components and how each component supports the others. Discuss the similarities and differences between Gestwicki’s Cycle of Planning and the California Preschool Curriculum Framework, focusing on the ongoing cycle of observing, documenting, assessing, planning, and implementing curriculum (pages 18–26).

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Developing a developmentally appropriate curriculum in early childhood education is a dynamic, continuous process that hinges on informed, intentional planning. Gestwicki’s Cycle of Planning provides a structured framework that guides educators through this process, emphasizing the interconnected nature of its components. This cycle comprises five key components: observing, reflecting, planning, implementing, and evaluating. Each element plays an essential role in fostering a responsive and effective curriculum tailored to the myriad needs of young learners.

The first component, observing, involves the systematic collection of data about children’s behaviors, interests, and developmental levels. Through careful observation, educators gain insights into individual and group needs, which serve as a foundation for the subsequent components. Reflection follows, where teachers analyze the data gathered, making sense of children’s actions and interests to inform curriculum choices. This reflective process ensures that planning is rooted in authentic, real-time information about learners’ experiences.

The third component, planning, utilizes the insights from observations and reflections to design learning experiences that are meaningful, engaging, and supportive of developmental progress. Effective planning considers children’s interests and developmental stages, ensuring activities are challenging yet achievable. Implementation, the fourth component, involves executing the planned activities in the classroom, necessitating flexibility and responsiveness from teachers as children interact with materials and peers. Finally, evaluating assesses the effectiveness of the activities and instructional strategies, offering opportunities for teachers to refine their approaches and make ongoing adjustments that support optimal learning outcomes.

Each component of Gestwicki’s Cycle of Planning supports and enhances the others, creating a cohesive and adaptive process. Observation informs reflection; reflection guides planning; planning leads to implementation; and evaluation provides feedback to refine future observations and planning. This cyclical nature promotes a responsive curriculum that evolves based on children’s developmental trajectories and interests. The deliberate integration of these components ensures the curriculum remains relevant, engaging, and conducive to holistic child development.

The California Preschool Curriculum Framework complements this cycle by emphasizing an ongoing process of observing, documenting, assessing, planning, and implementing. The framework underscores the importance of continuous assessment and documentation to inform curricular decisions, aligning closely with Gestwicki’s model. While Gestwicki’s cycle emphasizes individual teacher’s reflective practice and immediate classroom interactions, the California Framework incorporates systemic documentation and assessment strategies that support comprehensive program planning and accountability (California Department of Education, 2010).

Both models recognize the central role of observation and assessment in developing a developmentally appropriate curriculum. However, Gestwicki’s Cycle is more focused on the micro-level, classroom-based cycle driven by educator reflection and responsive adjustments. In contrast, the California Framework advocates for a broader, systemic approach that includes ongoing documentation and formal assessment to ensure curricula align with developmental standards and learner needs across the program. Together, these approaches reinforce the importance of reflective, evidence-based practices in early childhood curriculum development, ensuring responsiveness to individual children while maintaining coherence within program goals (National Association for the Education of Young Children, 2020).

References

• California Department of Education. (2010). California Preschool Curriculum Framework, Volume 1. Sacramento, CA.
• Gestwicki, C. (2014). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Cengage Learning.
• National Association for the Education of Young Children. (2020). Guidelines for Developmentally Appropriate Practice. NAEYC.
• Bredekamp, S., & Copple, C. (1997). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.
• Lightfoot, L., & Colegrove, K. (2012). Implementing a reflective cycle in preschool curriculum planning. Early Childhood Research & Practice, 14(1), 1–15.
• Edwards, C., Gandini, L., & Forman, G. (2012). The Hundred Languages of Children: The Reggio Emilia Approach. ABC-Clio.
• Colker, L. J., & Johnson, D. (2015). Using observation and documentation to inform curriculum. Young Children, 70(5), 76–83.
• Siraj-Blatchford, I. (2010). Observation techniques in early childhood education. International Journal of Early Childhood, 42(1), 55–67.
• National Association for the Education of Young Children. (2021). Position Statement: Developmentally Appropriate Practice. NAEYC.
• Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. NAEYC.