Assessing, planning for and communicating learning

Sheila Degotardi; Andi Salamon; Tina Stratigos

doi:10.1017/9781009380577.013

11 - Assessing, planning for and communicating learning

Published online by Cambridge University Press: 17 June 2025

Sheila Degotardi ,

Andi Salamon and

Tina Stratigos

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Sheila Degotardi: Affiliation:
Macquarie University, Sydney
Andi Salamon: Affiliation:
University of Canberra
Tina Stratigos: Affiliation:
University of Sydney

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Summary

In this chapter, we focus on the implementation of the planning cycle in infant and toddler settings and how it might be co-constructed, documented and shared with key stakeholders. Throughout this book, we have examined how the first three years constitute a foundational period with particular competencies, vulnerabilities and opportunities for growth and learning. Infants and toddlers deserve, and indeed have a right to experience, curriculum that is specifically designed to nurture their unique ways of being, belonging and becoming. At the same time, very young children are not a homogenous group but individuals with their own interests, dispositions, strengths and challenges. Quality curriculum is planned to be responsive to these individual differences. Planning curriculum is an important professional practice requiring educators to act with what the Early Years Learning Framework (EYLF) calls intentionality, meaning their curriculum and practice is deliberate, thoughtful and purposeful.

Keywords

assessing planning communication infants toddlers foundations curriculum Australia

Type: Chapter
Information: Intentional Practice with Infants and Toddlers
Pedagogies for Learning, Development and Wellbeing
, pp. 282 - 308

DOI: https://doi.org/10.1017/9781009380577.013 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2025

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