00:05 So as children enter the full-day early learning kindergarten program or any learning environment we think about what are the possibilities. The questions come to mind, how will we plan for learning to happen, how will we make learning visible to the adults that work with and for the children and more importantly how will we make learning visible for the children themselves.

00:28 This has resulted in educators across the province, nationally and internationally rethinking and in some cases removing a long standing pervasive way of planning in the early learning programs that's often referred to as theme-based planning.

00:44 One of the challenges with theme-based planning is that they can often be very limiting to young children and in many cases they are very much planned in the adult's minds and in the adult's hands. So what we are trying to do is move the thinking out of the adult's minds and into the children's minds.

01:05 The early learning framework asks us to do ongoing observations and documentation in a systematic way. Not once in a while, not, you know, when I have the ease but to find a structure for doing it every day in an ongoing way.

01:22 Everything we do is purely based on observations and so we'll take those observations and turn them into a documentation piece and then from our documentation we usually use that to provide us with the next steps into program planning. So what else can we add in the room, how else can we challenge the children.

01:41 Through observation we understand the whole child. What their needs are and how they approach learning and we can adapt that to our curriculum and how we approach them.

01:56 I have documented it, now when I have my planning meetings I can make reference to it, and ensure that I am creating a plan that meets the needs of every child. So I have individual plans and I have plans for the group and I know, if I've documented well, that those plans are going to be responsive to the child's interests and provide choices and also, and this is a challenge, but also meet that child's individual learning and development needs.

02:28 Children's interests are an important aspect of an inquiry planning model. They're an element of it but not the sole driver. It goes beyond that. And is inclusive of what are children thinking about, what are they wondering about, what are they observing about the world around them.

02:45 So we decided to build habitats for the animals, so it's a project approach now in our room where the kids built an habitat with cardboard boxes and we are actually doing documentation on that within the room. So this habitat project actually gave the children the opportunity to take that leadership role in their learning and development. The children actually generate different ideas of where we were going to go with this, so their vocabulary increased, they were making those connections, they were actually growing as individuals and it's all because of following the lead and taking, making those observation work for them.

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