Planning a program for children is a process in which staff design experiences and activities aimed at developing and extending each child’s thinking, skills, interests and abilities. While all services are required to plan for children, the way this is done will look different in each service. The program will be a written plan that is based on documented records of observations and interactions with children and/or on written profiles of children’s needs, interests and abilities.
Staff will plan for children through a constant process of thinking clearly about what experiences are being provided for children and why. Parents can ask to see the program for their child to help them understand the ways educators plan to build upon their child’s previous experiences, interests and successes.
There is no set way a program must look. However, all programs should involve planning for all areas of children’s learning and development, including their:
The activities and experiences to build these understandings and skills will look different, depending upon the age or the developmental level of the child. Some typical examples of the ways that children of different ages may be planned for include:
Many experiences for babies are planned around routines such as meal and nappy change times, sleep and settling routines. These plans will be very individualised, and usually focused on one to one interactions between the baby and the educator.
When planning for babies, staff and families need to work together to understand what is seen as being important in assisting their child to settle happily into the service while developing their skills. Other experiences involve music, talking, singing and reading to babies, building their foundation skills for literacy. Movement activities such as rolling and practising standing will also help their physical development.
Planning for toddlers generally has a strong focus on supporting them to develop their language, independence and social skills. Planned experiences will often focus on supporting toddlers to engage in play experiences where they can practice and develop their skills in this area.
Planned experiences could include one-on-one and small groups, and be flexible enough to allow children to engage in each experience in a way that best suits their interests and abilities. Staff will act as guides and role models, helping children to negotiate with others and to express their emotions appropriately
Programs for preschool age children build on foundational skills and focus on the further development of knowledge and skills around reading, writing, science and mathematics. This knowledge and skills are developed through programs that are planned, play based and focused on children’s interests.
There can be a mix of individual, small and larger group activities planned and children are encouraged to make choices about the experiences which they participate in. Staff will not only learn about children by observing them and talking with their families; they will also get to know children well through their everyday conversations with them.
The programs that are planned for school age children need to recognise and be responsive to the fact that children are already attending a formal school program. Staff ensure that planned experiences cater for children’s extracurricular recreational and social activities, as well as give them time to relax before and after the school day and during school holidays.
Children are encouraged to participate in decision making about the experiences that are planned. While all areas of children’s development are catered for, there is often an emphasis on recreation, leisure and the further development of social and life skills.
The best way for families to find out about the program planned for their child is to speak with staff in the service.
Some useful questions that families can ask include:
Many services will explain the way they structure programs to families during the enrolment and/ or orientation process. Other services may share this information with families at a later stage, to avoid overwhelming them with too much information at the start. However, all families have the right to ask staff about the program that is planned for their child, and information should also be shared with families about their child’s learning, development, achievements and any issues that may be identified.
A good program will incorporate information from families about their child’s interests and experiences outside of the service.
Some of the ways that services may seek this information include: