What is a programming style?
I know that most parents won't have time to read this type of program but some do and for the others I always ensure I have plenty of other methods of information and communication available to them so they can gain an understanding of the direction of their child's play and learning. You can see more of my parent communication examples here.
You don't need to solely rely on your program as a method for communicating your planned activities, play and learning to parents. Too many educators (just in my own experience) seem to feel they are writing a program for parents and coordinators and get awfully deflated and frustrated when they don't stop and take time to read all that hard work
“What's the point, it's not like parents read it anyway!” Yep, I have heard it many times and what I reply is “But that program is to benefit you and the children first and foremost and I'm pretty sure you read it and the children get to enjoy the activities and pre planning!” Perhaps time to rethink who you are planning for and who you are trying to please, you might be surprised at how much simpler the process then becomes!
I know many educators have expressed interest though in how I use my program plan since I mentioned it in the part 1 article so I'm going to try to briefly (stop laughing now) describe the main areas for you and then you can decide if it really is the template style for you.
What time frame does my program template cover?
How do I include parent input on my template?
What are the program template box headings for?
But what do the program template box headings mean and how do they relate to the EYLF Outcomes?
Well, as usual this post has become way to long so I'm not sure I can cover all of the thinking behind my box areas. I'll try to add a few dot points under each to give you an idea but as you can see from my example one below, the areas also crossover and link well together at times for certain activities – I add arrows sometimes for my own benefit, there is no need really as coordinators or assessors will be able to see the links for themselves if they have a good understanding of the learning framework. I haven't included the detail I normally do for focus activities due to privacy reasons but I normally include the planned focus activity from my individual forward planning sheet with the date of relevant initial observation/collage/reflection. See more about how I do my forward planning and linking HERE.
Intentional Teaching Opportunities
Children's Ideas & Interests
Individual Focus Activities
The activities I list here are from my individual forward planning sheet and previous observations. They might also be activities that stem from things I have seen in the previous weeks but not actually formally documented. You can read more about how to use this template and download your own to use in THIS EBOOK.
My 7 Learning Areas linking to EYLF Outcomes
1. Exploring Our World
2. Inviting our Imagination In
3. Let's Get Moving
4. Manipulative Play
5. Creative & Sensory Play
6. Encouraging our Identity & Independence
7. Connecting through Communication
A Little About Me
Jodie Clarke is an early childhood professional supporting educators who want and need to stay passionate about the work they do! She has 30 years hands-on experience in the early childhood and human services sectors across many different roles.
Jodie is mum to 3 in Australia and has already helped thousands of educators with their work through her popular blog posts, activity ideas, online training and e-books.