- To reflect upon the usefulness of the planning in your setting
- To reflect upon the positive and negative effects of planning
- To consider the value of processes over product
- To consider knowledge and the needs of children
- To reflect upon the skills children require to participate in shared activities
- To consider theory in relation to learning and practice
- To reflect upon what children need to learn and when
- To consider the learning needs of babies and toddlers
Observing children is at the heart of planning for them, we suggest:
Bradford, H. (2012) Planning and observation of children under three, Oxford: Routledge.
Podmore, V. and Luff, P. (2012) Observation: Origins and Approaches in Early Childhood, Maidenhead: Open University Press.
Luff, P. (2012) Observations: Recording and Analysis in the Early Years Foundation Stage, In: Palaiologou, I. (Ed.) The Early Years Foundation Stage: Theory and Practice, London: Sage.
Papatheodorou, T. and Luff, P. with Gill, J. (2011) Child Observation for Learning and Research, Harlow: Pearson.
Luff, P. with Collins, S., Gibbs, J., Thomas, L. and Sprawling, M. (2010) Thinking through the uses of observation and documentation, In J. Moyles (Ed.) Thinking About Play: Developing a Reflective Approach, Maidenhead: Open University Press.
Luff, P. (2009) Looking, Listening, Learning and Linking: Uses of Observation for Relational Pedagogy, In T. Papatheodorou, and J. Moyles (Eds.) Learning Together in the Early Years: Relational Pedagogy, London: Routledge.
Luff, P. (2007) Written observations or walks in the park? In: Moyles, J. R. (Ed.) Early Years Foundations: Meeting the Challenge, Maidenhead: Open University Press.
Smidt, S. (2005) Observing, assessing and planning for children in the early years, London: Routledge.
Brodie K. (2013) Observation, Assessment and Planning in the Early Years: Bringing It All Together, Maidenhead: Open University Press.