{"id":341,"date":"2026-07-03T21:26:47","date_gmt":"2026-07-03T21:26:47","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/?post_type=chapter&#038;p=341"},"modified":"2026-07-03T23:45:34","modified_gmt":"2026-07-03T23:45:34","slug":"the-planning-cycle","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/the-planning-cycle\/","title":{"raw":"The Planning Cycle","rendered":"The Planning Cycle"},"content":{"raw":"<h2>The Curriculum Planning Cycle at a Glance<\/h2>\r\n<h3>Observation: Looking and Listening<\/h3>\r\n<ul>\r\n \t<li>May be Spontaneous or Planned<\/li>\r\n \t<li>Watch and listen to children while they explore, investigate, play, problem solve, interact and socialize<\/li>\r\n \t<li>Keep an open mind as you gather evidence and artifacts, and look for what children CAN DO<\/li>\r\n<\/ul>\r\nObserve children during daily routines, transition times, mealtimes, and while inside and outside\r\n<h3>Documentation: Recording and Collecting Objective Evidence<\/h3>\r\n<ul>\r\n \t<li>Record what you see and hear<\/li>\r\n \t<li>Include date, time, and location<\/li>\r\n \t<li>Include child\u2019s first name<\/li>\r\n \t<li>Include who else is engaged in the activity<\/li>\r\n \t<li>Document the purpose of the activity \u2013 highlighting what the child is supposed to do<\/li>\r\n \t<li>All recorded evidence should be concise, factual and have descriptive details<\/li>\r\n \t<li>Use a variety of observation and documentation methods and tools to collect evidence<\/li>\r\n<\/ul>\r\nRecord actual evidence as you see it (avoid summarizing or assuming)\r\n<h3>Interpretation: Analyzing Data<\/h3>\r\nAsk questions: What is this action telling me?\r\n<ul>\r\n \t<li>How did the child approach the activity and how long did the child stay engaged?<\/li>\r\n \t<li>Is this behavior typical for the child or unusual?<\/li>\r\n \t<li>Would this child benefit from peer scaffolding?<\/li>\r\n \t<li>Does this child need more individualized support?<\/li>\r\n \t<li>Does this child have more feisty, flexible or fearful temperament traits?<\/li>\r\n \t<li>How can I motivate this child?<\/li>\r\n \t<li>Were there any new play patterns or social interactions?<\/li>\r\n \t<li>Did the child master any new skills or milestones?<\/li>\r\n \t<li>Are there any skills or milestones that need further support?<\/li>\r\n \t<li>Were there any \u201cred flags\u201d?<\/li>\r\n<\/ul>\r\nWhen analyzing behavior, consider the ABCs: the Antecedent (What happened BEFORE), the Behavior (as it happens) and the Consequence (what happened AFTER)\r\n\r\nReview previous observations to monitor progress over time\r\n<h3>Reflection: Planning for the Next Step<\/h3>\r\n<ul>\r\n \t<li>How can I set up the environment to incorporate the children\u2019s interests?<\/li>\r\n \t<li>What resources and materials will I need?<\/li>\r\n \t<li>What milestones, learning goals and objectives can I further support with this activity?<\/li>\r\n \t<li>How can I create a \u201cgood fit\u201d for this child\u2019s temperament?<\/li>\r\n \t<li>Did I acknowledge children when they met expectations, and did I provide genuine praise to reinforce positive behaviors?<\/li>\r\n \t<li>Am I setting clear expectations?<\/li>\r\n \t<li>Do I need to change the routines or schedule?<\/li>\r\n \t<li>Have I incorporated all the developmental domains and considered the whole child?<\/li>\r\n \t<li>Did I plan for individual activities, small group, and larger group opportunities<\/li>\r\n<\/ul>\r\n<h3>Implementation: Applying Best Practices<\/h3>\r\n<ul>\r\n \t<li>Create quiet and active spaces<\/li>\r\n \t<li>Plan for indoor and outdoor learning experiences<\/li>\r\n \t<li>Provide a variety of materials that will encourage open-ended play and exploration<\/li>\r\n \t<li>Follow a consistent routine and schedule<\/li>\r\n \t<li>Plan teacher-directed activities and create centers based on children\u2019s interest<\/li>\r\n \t<li>Consider the project approach and allow concepts to develop over time rather than a one and done<\/li>\r\n \t<li>Create a balance of play-based learning opportunities and skill-based learning opportunities?<\/li>\r\n \t<li>Plan to accommodate the diverse needs of each child<\/li>\r\n \t<li>Create a respectful and caring classroom environment that is supportive and nurturing to all learners<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h2><span style=\"text-align: initial;font-size: 1em\">A Closer Look<\/span><\/h2>\r\nChildren reveal who they are and how they think through their actions and behavior. How they play with others, how they use materials, and even the types of activities they choose to tell us a story. Each child has their own story to tell and it is up to us, as intentional teachers, to gather essential evidence and artifacts that can be used to inform our decisions on how to best support each child\u2019s learning, growth and development. Curriculum should be thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes for all young children. To guide our decision making and to effectively implement meaningful curriculum we must utilize the Curriculum-Planning Process. Let\u2019s examine and discuss the 4 steps of the cycle.\r\n<h3>Step 1: Observation \u2013 Looking and Listening<\/h3>\r\nTo develop effective curriculum, quality observations must be conducted. Whether spontaneous or planned, formal or informal, in-depth observations provide teachers with an advantage point. With each observation, teachers gain valuable insight that helps them gauge a child\u2019s zone of proximal development, and with that information, teachers can decide on how to best scaffold that child\u2019s learning. Likewise, teachers who conduct ongoing observations\r\n\r\ndiscover each child\u2019s baseline knowledge, and with that data, they can develop curriculum that supports children\u2019s play and learning in a developmentally appropriate manner. Furthermore, a teacher who regularly observes can track children\u2019s interests which in turn helps her to select materials and resources that will fascinate, intrigue, challenge and engage the children. Thus, when teachers take detailed notes and record objective facts, they recognize each child\u2019s individual pace, temperament, capabilities, interests and needs. It is with this vital data that they can ultimately meet children where they are at developmentally and map out where they need to go by intentionally setting reasonable expectations and goals.\r\n\r\nTo truly discover a child\u2019s intent, teachers need to be fully attentive to what children are doing and saying while they are playing and interacting with others. To be fully attentive requires a particular state of mind. Rather than being actively engaged with children or guiding their behavior or directing their play, teachers need to find moments where they can focus on looking and listening. Teachers need to approach each observation with an open mind - free of bias and preconceived notions, and they need to have an open lens to see what children are actually doing. Sometimes we can only look and listen for a brief moment; sometimes we can look and listen for a longer timeframe. Either way, we need to take in all that we are seeing and hearing so that we can discover a window into the child\u2019s thinking and find clues as to what they are capable of.\r\n<div class=\"textbox shaded\">\r\n\r\nAn observation is often prompted by a question. Here are a few questions that might guide your next observation:\r\n<p style=\"padding-left: 40px\"><em>\u201cIn what ways are the children using the new materials in the block area?\u201d \u201cWhich children can cut a zig-zag line with scissors?\u201d<\/em><\/p>\r\n<p style=\"padding-left: 40px\"><em>\u201cWho will recognize their name tag that is posted on the outside table?\u201d \u201cWill Sofia play with a peer today or keep to herself?\u201d<\/em><\/p>\r\n<p style=\"padding-left: 40px\"><em>\u201cI wonder how Jackson will do at drop-off today?\u201d<\/em><\/p>\r\n<p style=\"padding-left: 40px\"><em>\u201cI\u2019m curious to see how the children will react to painting with fall leaves and who will try?<\/em><\/p>\r\n<p style=\"padding-left: 40px\"><em>\u201cWhat activity area are the children using the most while outside?\u201d<\/em><\/p>\r\n\r\n<\/div>\r\nAs teachers observe to find answers to questions like those mentioned above, they will need to record what children are doing and saying. No matter which tool, technique or method is used, teachers need to document what they are observing.\r\n<h3>Step 2: Documentation \u2013 Recording Evidence and Gathering Artifacts<\/h3>\r\nDocumentation provides the vital evidence and visual artifacts that teachers need to accurately track each child\u2019s learning, growth and development in order to plan developmentally appropriate curriculum. Documentation helps teachers hold into memory the significant moments of play, exploration and learning. To gather data, teachers can opt to use several tools and techniques. Whether a teacher uses an anecdotal note, frequency count, or checklist to gather documentation, the goal is to have an extensive collection of factual evidence, along with work samples, that highlight each child\u2019s actions and behaviors, verbal and nonverbal communication skills, social interaction and intellectual abilities.\r\n\r\nLet\u2019s take a moment to reiterate information that was discussed in a previous chapter about how to write effective evidence. First, all documentation needs to be factual. Teachers need to write down exactly what the children do and say. Second, it is suggested that you record as many descriptive details as you can, while remaining as objective as possible. Third, document the whole child's development. More specifically,\r\n<ul>\r\n \t<li>Look for what children \u201ccan do\u201d and note the milestones that have been mastered<\/li>\r\n \t<li>Track language development by recording pertinent conversations<\/li>\r\n \t<li>Track play patterns to see who engages in cooperative play and who prefers to play alone<\/li>\r\n \t<li>Watch the interactions and social dynamics between peers<\/li>\r\n \t<li>Next, in order to track a child\u2019s development over time, remember to include the following information: date; time; location and setting; activity; and note the children that are engaged in the activity. Lastly, to plan meaningful curriculum, you will need to regularly review all the documentation you have collected so that you can ponder and interpret what was observed.<\/li>\r\n<\/ul>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Examples<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nDocumentation Sample\r\n\r\nDate: 2\/10\/19\r\n\r\nTime: 9:30 -9:45\r\n\r\nLocation and Setting: Inside during Active Investigation Time. The following centers were open: Science \u2013 magnifying glass and leaves, Art \u2013 painting with pom poms, blocks with transportation vehicles, computer station \u2013 Clifford the Big Red Dog.\r\n\r\nActivity: Science Area\r\n\r\nChildren Present: Hannah and Zoey\r\n\r\nHannah and Zoey were in the science area. They scooted their chairs up to the counter where the class pet gecko was perched. \u201cHello, Gex. How are you today? What are you eating? Asked Hannah. I love Gexy Gex don\u2019t you? Zoey asked Hannah. \u201cYeaaah,\u201d said Hannah. \u201cI wish I had Gex,\u201d said Zoey. \u201cMe too!\u201d Said Hannah. The 2 girls sat next to Gex the Gecko until it was clean up time (about 10 minutes). Hannah sat with her back to Zoey. Zoey played with Hannah\u2019s hair (brushing it with her fingers maybe braiding it or putting it in a ponytail). They continued to chat back and forth to each other.\r\n\r\nWhat are you able to interpret from this interaction?\r\n\r\n<\/div>\r\n<\/div>\r\n<h3>Step 3: Interpretation \u2013 Analyzing Observation Data<\/h3>\r\nBefore a teacher can reflect and plan developmentally appropriate curriculum, they must first interpret and analyze the documentation they have gathered. Ideally, as you observe and document, you are in the moment gathering snippets of detailed information and writing down objective facts. Once you have collected your data, only then will you begin to analyze \u201cwhat does this all mean?\u201d. As you review your documentation, you begin to think about each child\u2019s individual actions, mannerisms, and behaviors, as well as ponder over peer interactions and group dynamics. Planning developmentally appropriate curriculum is somewhat like putting a puzzle together. As you wonder about the \u201cwhy, who, what, when and how\u201d you begin to put the pieces in place and generate potential curriculum ideas. First, you think about what the child can do on their own, and the milestones they have already mastered. Next, you think about if you are meeting each child where they are at developmentally. Then, you look for the areas of development that need further support. Lastly, you think about the zone of proximal development and how you might scaffold the children\u2019s learning so they can reach their potential learning goals. Ultimately, your interpretations will guide your planning efforts. Let\u2019s review the chart below:\r\n\r\nThe three zones of proximal development.\r\n\r\n[caption id=\"attachment_65\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-65 size-medium\" src=\"http:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image14-300x292.jpeg\" alt=\"Infographic with three sections: &quot;The Can - Do Zone,&quot; &quot;The Learning Zone,&quot; and &quot;The Under - Construction Zone&quot;\" width=\"300\" height=\"292\" \/> Learning Zones[\/caption]\r\n\r\nBesides analyzing documentation on your own, you can share information with your co- teachers. With factual notes and work samples that document what a child does or says, teachers can collectively discuss what they think, and they can pose additional questions. For example, at some programs, one teacher works a morning shift and a co-teacher works in the afternoon. Although they each will have their own set of observations, having the opportunity to collaborate and share information about the children in their care will only enhance their effectiveness when planning curriculum. Here are some possible questions they can ask each other:\r\n<ul>\r\n \t<li>\u201cWhat growth do you see?\u201d<\/li>\r\n \t<li>\u201cAre the peer interactions the same in the afternoon as they are in the morning?\u201d<\/li>\r\n \t<li>\u201cWhat are your thoughts on this behavior?\u201d<\/li>\r\n \t<li>\u201cHow did you handle this transition?\u201d<\/li>\r\n<\/ul>\r\nThe high-quality practice of collaborating with co-teachers provides both professional and ethical support. When co-teachers are able to meet and discuss their observations, not only are they able to share their successes, they can also share their struggles. A co-teacher who is working alongside you will be familiar with the children and may have valuable insight that will help with your curriculum planning. They may be able to offer suggestions from a different perspective, as well as provide encouragement and empathy as needed. Another benefit of collaborating with a co-teacher is having the opportunity to share resources and materials with each other. Shared resources can extend curriculum possibilities (Davis, 2019).\r\n\r\nWhether you analyze your data on your own or collectively with a co-teacher, it is the careful interpretation of observations and documentation that generates ideas for the next steps in planning curriculum (Office of Head Start).\r\n<h3>Step 4 Reflection: Planning for the Next Step<\/h3>\r\nIt is during the reflective process that interpreting the meaning of children\u2019s behaviors and interactions becomes important. These interpretations give us insight into each child\u2019s story. Each child\u2019s story informs our responsive practice. With this valuable insight, we can:\r\n<ul>\r\n \t<li>Adapt the environment<\/li>\r\n \t<li>Modify the daily schedule and\/or routines<\/li>\r\n \t<li>Make decisions about how to guide the children\u2019s learning based on what the child knows and can do as well as what the child is ready to try.<\/li>\r\n<\/ul>\r\nCurriculum planning requires a considerable amount of time. Teachers need time to observe and collect documentation, they need time to interpret their data, and they need time to reflect on how to use that data to plan effective strategies that will foster a child\u2019s learning. High-quality preschool programs that support intentional teaching allocate time in teachers\u2019 schedules for them to reflect and plan curriculum individually and collectively as a team (CDE).\r\n\r\nAs we reflect, we must ask ourselves a wide range of questions. The answers to these questions lead to individualized care and learning. Let\u2019s look at a few questions you may ask yourself as you begin to plan developmentally appropriate curriculum:\r\n<ul>\r\n \t<li>What skill or activity does the child appear to be working on?<\/li>\r\n \t<li>What learning strategies is the child using to play with different toys?<\/li>\r\n \t<li>Does the child engage with objects or people differently than a month ago? What has changed? What has not changed?<\/li>\r\n \t<li>Do my actions affect the outcomes of the child\u2019s experience? How so?<\/li>\r\n \t<li>How does the information relate to goals for the child? The family\u2019s goals? The program\u2019s school readiness goals?<\/li>\r\n<\/ul>\r\nOnce we have reviewed all our data we can plan meaningful curriculum. The most effective curriculum will:\r\n<ul>\r\n \t<li>Motivate children to explore their environment<\/li>\r\n \t<li>Inspire children to investigate various centers and activities<\/li>\r\n \t<li>Encourage children to create with new materials<\/li>\r\n \t<li>Allow children to engage in conversations and prompt them to ask questions<\/li>\r\n \t<li>Prompt children to interact with peers<\/li>\r\n \t<li>Permit children to problem solve<\/li>\r\n \t<li>Celebrate diversity and embrace uniqueness<\/li>\r\n \t<li>Accommodate each child\u2019s learning styles and individual needs<\/li>\r\n<\/ul>\r\nAs teachers reflect on children\u2019s play, they discover possibilities for designing curriculum to sustain, extend, and help children\u2019s play to be more complex and, consequently, support the children\u2019s continual learning. Teachers review ideas for possible next steps in the curriculum. Possible steps might include adding materials to interest areas, books to read with large or small groups, activities to do in small groups, or a topic to investigate over time with the children. With clear ideas or objectives in mind, teachers plan curriculum that includes strategies to enhance the learning of all children in a group, as well as strategies to support the learning of individual children.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Examples<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nObservation and Documentation\r\n\r\nDate: 10\/10\/19\r\n\r\nTime: 10:45 \u2013 10:55 am\r\n\r\nLocation and Setting: Inside during open exploration the following centers were open \u2013 easel painting, blocks with fall materials, dramatic play with firefighter and homelife, math center with pumpkin cut outs for counting Activity: Dramatic Play Area and Library Area\r\n\r\nChildren Present: Joey\r\n\r\nJoey played in the dramatic play area. He was dressed up in the firefighter outfit. He held the toilet paper roll in his left hand and pointed it towards a basket of stuffed animals. As he waived the toilet paper roll back and forth (side to side) he said \u201cpsssshhhhhsssshhh.\u201d After a minute or so, Joey dropped the toilet paper roll and picked up a stuffed doggie from the basket. He took the stuffed animal to the table. As he pet the doggie, he said \u201cYou\u2019re ok, You\u2019re ok aren\u2019t ya.\u201d He then kissed the doggie on the nose, picked it up and carried it over to the library area where he sat down on the carpet square. He put the dog in his lap and started to look through a book.\r\n\r\nInterpretation:\r\n\r\nWith the recent fires, I wonder if Joey saw firefighters on the news or working in his neighborhood?\r\n\r\nI wonder if Joey has family members that are firefighters?\r\n\r\nI wonder what other community helpers would be interesting to explore?\r\n\r\nJoey has not been observed reading before, I\u2019m curious to see what milestones he has mastered? Can he turn the pages? Can he recognize letters or words? Can he recall information?\r\n\r\nJoey played by himself. In previous observations he played with Martin. I wonder if they had a disagreement with Martine. I wonder if Joey needed time to himself. Maybe Martin wasn\u2019t interested in playing firefighters.\r\n\r\nReflection:\r\n\r\nWhat materials can I add to the dramatic play area to extend Joey\u2019s\r\n\r\ninterest in pretending to be a firefighter?\r\n\r\nAre there storybooks about community helpers that highlight firefighters?\r\n\r\n<\/div>\r\n<\/div>\r\n<h3>Step 5: Implementation<\/h3>\r\nOnce a plan has been formally written, teachers will implement it accordingly. While implementing the plan, teachers watch and listen to determine if the curriculum was effective. They will watch how children respond to the activities, materials and resources, and how they interact with peers and the environment, and how they process new information. In essence, teachers are looking for \u201cthe light bulb to go off.\u201d It is during the implementation step that the curriculum planning cycle begins again.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Examples<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nConsider this Case Study\r\n\r\nFor the past few weeks, children in Miss Emily\u2019s class (ages 3-5 years) have been watching the crops across the preschool grow. During lunchtime, Miss Emily heard the children talking about what they had for lunch. Later in the day, the children watched the sprinklers water the yard and ask the teacher about how the water gets to the sprinklers to water the grass. While playing outside at the sensory table, four children are fascinated with pouring and dumping water into pipes and seeing how far it can travel.\r\n\r\n<img class=\"aligncenter size-full wp-image-69\" src=\"http:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image16.jpeg\" alt=\"A caregiver assists five children of various backgrounds in a water play activity outdoors, filled with joy and engagement in a sunny playground\" width=\"276\" height=\"183\" \/>\r\n\r\nObservation: Lucas is somewhat cautious in joining others in play. He stands to the side and watches others as they play.\r\n\r\nInterpretation: Lucas appears to want to join the play, but may need just a little bit of support. I plan to watch for moments when he is on the sidelines of play, and find ways to invite him into the social play, and stay with him to support him in his encounters with the other children.\r\n\r\nQuestions to Consider\r\n<ul>\r\n \t<li>What can you infer about the children\u2019s interests?<\/li>\r\n \t<li>What can you infer about their knowledge base?<\/li>\r\n<\/ul>\r\nIt would be safe to say that these children understand that for plants to grow, you need to water them. It would also be safe to infer that the children are most likely interested in how water travels, as you observed their actions at the water table and their questions of where and how water gets to sprinkler systems. As an intentional teacher, with your observations, you would maybe consider doing your next unit on water systems where you can incorporate all developmental domains, based on the children\u2019s interests\r\n\r\n<\/div>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Conclusion<\/h2>\r\nWhile some planned curriculum activities might be based on a teacher\u2019s knowledge of age- appropriate developmental milestones, other activities might be prompted by children\u2019s interests or ideas, while other activities might be suggested by the children\u2019s families. To plan meaningful curriculum teachers are encouraged to utilize the curriculum planning cycle.\r\n\r\nThrough careful observation, documentation and interpretation teachers collect evidence and gather artifacts that prompt inquiry as to what children know and need. With that information teachers can reflect, plan and implement effective curriculum so that children can thrive as they master the major developmental milestones and meet school readiness goals and objectives.\r\n\r\nTo ensure high-quality practice, teachers should consider incorporating daily routines, structured and unstructured activities, as well as space for self-discovery. Curriculum should be designed to encourage children to explore their classroom environment, socialize with others, and challenge themselves to reach new levels. As suggested by NAEYC, when planning curriculum teachers should consider using an assortment of materials that are appropriate to each child\u2019s age and stage of development. Well -planned curriculum considers each child\u2019s individual needs and includes adaptations for children with special needs and disabilities. Lastly, for curriculum to be truly meaningful and engaging it should be reflective of each child\u2019s cultural background and home-life practices (NAEYC).","rendered":"<h2>The Curriculum Planning Cycle at a Glance<\/h2>\n<h3>Observation: Looking and Listening<\/h3>\n<ul>\n<li>May be Spontaneous or Planned<\/li>\n<li>Watch and listen to children while they explore, investigate, play, problem solve, interact and socialize<\/li>\n<li>Keep an open mind as you gather evidence and artifacts, and look for what children CAN DO<\/li>\n<\/ul>\n<p>Observe children during daily routines, transition times, mealtimes, and while inside and outside<\/p>\n<h3>Documentation: Recording and Collecting Objective Evidence<\/h3>\n<ul>\n<li>Record what you see and hear<\/li>\n<li>Include date, time, and location<\/li>\n<li>Include child\u2019s first name<\/li>\n<li>Include who else is engaged in the activity<\/li>\n<li>Document the purpose of the activity \u2013 highlighting what the child is supposed to do<\/li>\n<li>All recorded evidence should be concise, factual and have descriptive details<\/li>\n<li>Use a variety of observation and documentation methods and tools to collect evidence<\/li>\n<\/ul>\n<p>Record actual evidence as you see it (avoid summarizing or assuming)<\/p>\n<h3>Interpretation: Analyzing Data<\/h3>\n<p>Ask questions: What is this action telling me?<\/p>\n<ul>\n<li>How did the child approach the activity and how long did the child stay engaged?<\/li>\n<li>Is this behavior typical for the child or unusual?<\/li>\n<li>Would this child benefit from peer scaffolding?<\/li>\n<li>Does this child need more individualized support?<\/li>\n<li>Does this child have more feisty, flexible or fearful temperament traits?<\/li>\n<li>How can I motivate this child?<\/li>\n<li>Were there any new play patterns or social interactions?<\/li>\n<li>Did the child master any new skills or milestones?<\/li>\n<li>Are there any skills or milestones that need further support?<\/li>\n<li>Were there any \u201cred flags\u201d?<\/li>\n<\/ul>\n<p>When analyzing behavior, consider the ABCs: the Antecedent (What happened BEFORE), the Behavior (as it happens) and the Consequence (what happened AFTER)<\/p>\n<p>Review previous observations to monitor progress over time<\/p>\n<h3>Reflection: Planning for the Next Step<\/h3>\n<ul>\n<li>How can I set up the environment to incorporate the children\u2019s interests?<\/li>\n<li>What resources and materials will I need?<\/li>\n<li>What milestones, learning goals and objectives can I further support with this activity?<\/li>\n<li>How can I create a \u201cgood fit\u201d for this child\u2019s temperament?<\/li>\n<li>Did I acknowledge children when they met expectations, and did I provide genuine praise to reinforce positive behaviors?<\/li>\n<li>Am I setting clear expectations?<\/li>\n<li>Do I need to change the routines or schedule?<\/li>\n<li>Have I incorporated all the developmental domains and considered the whole child?<\/li>\n<li>Did I plan for individual activities, small group, and larger group opportunities<\/li>\n<\/ul>\n<h3>Implementation: Applying Best Practices<\/h3>\n<ul>\n<li>Create quiet and active spaces<\/li>\n<li>Plan for indoor and outdoor learning experiences<\/li>\n<li>Provide a variety of materials that will encourage open-ended play and exploration<\/li>\n<li>Follow a consistent routine and schedule<\/li>\n<li>Plan teacher-directed activities and create centers based on children\u2019s interest<\/li>\n<li>Consider the project approach and allow concepts to develop over time rather than a one and done<\/li>\n<li>Create a balance of play-based learning opportunities and skill-based learning opportunities?<\/li>\n<li>Plan to accommodate the diverse needs of each child<\/li>\n<li>Create a respectful and caring classroom environment that is supportive and nurturing to all learners<\/li>\n<\/ul>\n<hr \/>\n<h2><span style=\"text-align: initial;font-size: 1em\">A Closer Look<\/span><\/h2>\n<p>Children reveal who they are and how they think through their actions and behavior. How they play with others, how they use materials, and even the types of activities they choose to tell us a story. Each child has their own story to tell and it is up to us, as intentional teachers, to gather essential evidence and artifacts that can be used to inform our decisions on how to best support each child\u2019s learning, growth and development. Curriculum should be thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes for all young children. To guide our decision making and to effectively implement meaningful curriculum we must utilize the Curriculum-Planning Process. Let\u2019s examine and discuss the 4 steps of the cycle.<\/p>\n<h3>Step 1: Observation \u2013 Looking and Listening<\/h3>\n<p>To develop effective curriculum, quality observations must be conducted. Whether spontaneous or planned, formal or informal, in-depth observations provide teachers with an advantage point. With each observation, teachers gain valuable insight that helps them gauge a child\u2019s zone of proximal development, and with that information, teachers can decide on how to best scaffold that child\u2019s learning. Likewise, teachers who conduct ongoing observations<\/p>\n<p>discover each child\u2019s baseline knowledge, and with that data, they can develop curriculum that supports children\u2019s play and learning in a developmentally appropriate manner. Furthermore, a teacher who regularly observes can track children\u2019s interests which in turn helps her to select materials and resources that will fascinate, intrigue, challenge and engage the children. Thus, when teachers take detailed notes and record objective facts, they recognize each child\u2019s individual pace, temperament, capabilities, interests and needs. It is with this vital data that they can ultimately meet children where they are at developmentally and map out where they need to go by intentionally setting reasonable expectations and goals.<\/p>\n<p>To truly discover a child\u2019s intent, teachers need to be fully attentive to what children are doing and saying while they are playing and interacting with others. To be fully attentive requires a particular state of mind. Rather than being actively engaged with children or guiding their behavior or directing their play, teachers need to find moments where they can focus on looking and listening. Teachers need to approach each observation with an open mind &#8211; free of bias and preconceived notions, and they need to have an open lens to see what children are actually doing. Sometimes we can only look and listen for a brief moment; sometimes we can look and listen for a longer timeframe. Either way, we need to take in all that we are seeing and hearing so that we can discover a window into the child\u2019s thinking and find clues as to what they are capable of.<\/p>\n<div class=\"textbox shaded\">\n<p>An observation is often prompted by a question. Here are a few questions that might guide your next observation:<\/p>\n<p style=\"padding-left: 40px\"><em>\u201cIn what ways are the children using the new materials in the block area?\u201d \u201cWhich children can cut a zig-zag line with scissors?\u201d<\/em><\/p>\n<p style=\"padding-left: 40px\"><em>\u201cWho will recognize their name tag that is posted on the outside table?\u201d \u201cWill Sofia play with a peer today or keep to herself?\u201d<\/em><\/p>\n<p style=\"padding-left: 40px\"><em>\u201cI wonder how Jackson will do at drop-off today?\u201d<\/em><\/p>\n<p style=\"padding-left: 40px\"><em>\u201cI\u2019m curious to see how the children will react to painting with fall leaves and who will try?<\/em><\/p>\n<p style=\"padding-left: 40px\"><em>\u201cWhat activity area are the children using the most while outside?\u201d<\/em><\/p>\n<\/div>\n<p>As teachers observe to find answers to questions like those mentioned above, they will need to record what children are doing and saying. No matter which tool, technique or method is used, teachers need to document what they are observing.<\/p>\n<h3>Step 2: Documentation \u2013 Recording Evidence and Gathering Artifacts<\/h3>\n<p>Documentation provides the vital evidence and visual artifacts that teachers need to accurately track each child\u2019s learning, growth and development in order to plan developmentally appropriate curriculum. Documentation helps teachers hold into memory the significant moments of play, exploration and learning. To gather data, teachers can opt to use several tools and techniques. Whether a teacher uses an anecdotal note, frequency count, or checklist to gather documentation, the goal is to have an extensive collection of factual evidence, along with work samples, that highlight each child\u2019s actions and behaviors, verbal and nonverbal communication skills, social interaction and intellectual abilities.<\/p>\n<p>Let\u2019s take a moment to reiterate information that was discussed in a previous chapter about how to write effective evidence. First, all documentation needs to be factual. Teachers need to write down exactly what the children do and say. Second, it is suggested that you record as many descriptive details as you can, while remaining as objective as possible. Third, document the whole child&#8217;s development. More specifically,<\/p>\n<ul>\n<li>Look for what children \u201ccan do\u201d and note the milestones that have been mastered<\/li>\n<li>Track language development by recording pertinent conversations<\/li>\n<li>Track play patterns to see who engages in cooperative play and who prefers to play alone<\/li>\n<li>Watch the interactions and social dynamics between peers<\/li>\n<li>Next, in order to track a child\u2019s development over time, remember to include the following information: date; time; location and setting; activity; and note the children that are engaged in the activity. Lastly, to plan meaningful curriculum, you will need to regularly review all the documentation you have collected so that you can ponder and interpret what was observed.<\/li>\n<\/ul>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Examples<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Documentation Sample<\/p>\n<p>Date: 2\/10\/19<\/p>\n<p>Time: 9:30 -9:45<\/p>\n<p>Location and Setting: Inside during Active Investigation Time. The following centers were open: Science \u2013 magnifying glass and leaves, Art \u2013 painting with pom poms, blocks with transportation vehicles, computer station \u2013 Clifford the Big Red Dog.<\/p>\n<p>Activity: Science Area<\/p>\n<p>Children Present: Hannah and Zoey<\/p>\n<p>Hannah and Zoey were in the science area. They scooted their chairs up to the counter where the class pet gecko was perched. \u201cHello, Gex. How are you today? What are you eating? Asked Hannah. I love Gexy Gex don\u2019t you? Zoey asked Hannah. \u201cYeaaah,\u201d said Hannah. \u201cI wish I had Gex,\u201d said Zoey. \u201cMe too!\u201d Said Hannah. The 2 girls sat next to Gex the Gecko until it was clean up time (about 10 minutes). Hannah sat with her back to Zoey. Zoey played with Hannah\u2019s hair (brushing it with her fingers maybe braiding it or putting it in a ponytail). They continued to chat back and forth to each other.<\/p>\n<p>What are you able to interpret from this interaction?<\/p>\n<\/div>\n<\/div>\n<h3>Step 3: Interpretation \u2013 Analyzing Observation Data<\/h3>\n<p>Before a teacher can reflect and plan developmentally appropriate curriculum, they must first interpret and analyze the documentation they have gathered. Ideally, as you observe and document, you are in the moment gathering snippets of detailed information and writing down objective facts. Once you have collected your data, only then will you begin to analyze \u201cwhat does this all mean?\u201d. As you review your documentation, you begin to think about each child\u2019s individual actions, mannerisms, and behaviors, as well as ponder over peer interactions and group dynamics. Planning developmentally appropriate curriculum is somewhat like putting a puzzle together. As you wonder about the \u201cwhy, who, what, when and how\u201d you begin to put the pieces in place and generate potential curriculum ideas. First, you think about what the child can do on their own, and the milestones they have already mastered. Next, you think about if you are meeting each child where they are at developmentally. Then, you look for the areas of development that need further support. Lastly, you think about the zone of proximal development and how you might scaffold the children\u2019s learning so they can reach their potential learning goals. Ultimately, your interpretations will guide your planning efforts. Let\u2019s review the chart below:<\/p>\n<p>The three zones of proximal development.<\/p>\n<figure id=\"attachment_65\" aria-describedby=\"caption-attachment-65\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-65 size-medium\" src=\"http:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image14-300x292.jpeg\" alt=\"Infographic with three sections: &quot;The Can - Do Zone,&quot; &quot;The Learning Zone,&quot; and &quot;The Under - Construction Zone&quot;\" width=\"300\" height=\"292\" srcset=\"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image14-300x292.jpeg 300w, https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image14-1024x998.jpeg 1024w, https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image14-768x749.jpeg 768w, https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image14-65x63.jpeg 65w, https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image14-225x219.jpeg 225w, https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image14-350x341.jpeg 350w, https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image14.jpeg 1264w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-65\" class=\"wp-caption-text\">Learning Zones<\/figcaption><\/figure>\n<p>Besides analyzing documentation on your own, you can share information with your co- teachers. With factual notes and work samples that document what a child does or says, teachers can collectively discuss what they think, and they can pose additional questions. For example, at some programs, one teacher works a morning shift and a co-teacher works in the afternoon. Although they each will have their own set of observations, having the opportunity to collaborate and share information about the children in their care will only enhance their effectiveness when planning curriculum. Here are some possible questions they can ask each other:<\/p>\n<ul>\n<li>\u201cWhat growth do you see?\u201d<\/li>\n<li>\u201cAre the peer interactions the same in the afternoon as they are in the morning?\u201d<\/li>\n<li>\u201cWhat are your thoughts on this behavior?\u201d<\/li>\n<li>\u201cHow did you handle this transition?\u201d<\/li>\n<\/ul>\n<p>The high-quality practice of collaborating with co-teachers provides both professional and ethical support. When co-teachers are able to meet and discuss their observations, not only are they able to share their successes, they can also share their struggles. A co-teacher who is working alongside you will be familiar with the children and may have valuable insight that will help with your curriculum planning. They may be able to offer suggestions from a different perspective, as well as provide encouragement and empathy as needed. Another benefit of collaborating with a co-teacher is having the opportunity to share resources and materials with each other. Shared resources can extend curriculum possibilities (Davis, 2019).<\/p>\n<p>Whether you analyze your data on your own or collectively with a co-teacher, it is the careful interpretation of observations and documentation that generates ideas for the next steps in planning curriculum (Office of Head Start).<\/p>\n<h3>Step 4 Reflection: Planning for the Next Step<\/h3>\n<p>It is during the reflective process that interpreting the meaning of children\u2019s behaviors and interactions becomes important. These interpretations give us insight into each child\u2019s story. Each child\u2019s story informs our responsive practice. With this valuable insight, we can:<\/p>\n<ul>\n<li>Adapt the environment<\/li>\n<li>Modify the daily schedule and\/or routines<\/li>\n<li>Make decisions about how to guide the children\u2019s learning based on what the child knows and can do as well as what the child is ready to try.<\/li>\n<\/ul>\n<p>Curriculum planning requires a considerable amount of time. Teachers need time to observe and collect documentation, they need time to interpret their data, and they need time to reflect on how to use that data to plan effective strategies that will foster a child\u2019s learning. High-quality preschool programs that support intentional teaching allocate time in teachers\u2019 schedules for them to reflect and plan curriculum individually and collectively as a team (CDE).<\/p>\n<p>As we reflect, we must ask ourselves a wide range of questions. The answers to these questions lead to individualized care and learning. Let\u2019s look at a few questions you may ask yourself as you begin to plan developmentally appropriate curriculum:<\/p>\n<ul>\n<li>What skill or activity does the child appear to be working on?<\/li>\n<li>What learning strategies is the child using to play with different toys?<\/li>\n<li>Does the child engage with objects or people differently than a month ago? What has changed? What has not changed?<\/li>\n<li>Do my actions affect the outcomes of the child\u2019s experience? How so?<\/li>\n<li>How does the information relate to goals for the child? The family\u2019s goals? The program\u2019s school readiness goals?<\/li>\n<\/ul>\n<p>Once we have reviewed all our data we can plan meaningful curriculum. The most effective curriculum will:<\/p>\n<ul>\n<li>Motivate children to explore their environment<\/li>\n<li>Inspire children to investigate various centers and activities<\/li>\n<li>Encourage children to create with new materials<\/li>\n<li>Allow children to engage in conversations and prompt them to ask questions<\/li>\n<li>Prompt children to interact with peers<\/li>\n<li>Permit children to problem solve<\/li>\n<li>Celebrate diversity and embrace uniqueness<\/li>\n<li>Accommodate each child\u2019s learning styles and individual needs<\/li>\n<\/ul>\n<p>As teachers reflect on children\u2019s play, they discover possibilities for designing curriculum to sustain, extend, and help children\u2019s play to be more complex and, consequently, support the children\u2019s continual learning. Teachers review ideas for possible next steps in the curriculum. Possible steps might include adding materials to interest areas, books to read with large or small groups, activities to do in small groups, or a topic to investigate over time with the children. With clear ideas or objectives in mind, teachers plan curriculum that includes strategies to enhance the learning of all children in a group, as well as strategies to support the learning of individual children.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Examples<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Observation and Documentation<\/p>\n<p>Date: 10\/10\/19<\/p>\n<p>Time: 10:45 \u2013 10:55 am<\/p>\n<p>Location and Setting: Inside during open exploration the following centers were open \u2013 easel painting, blocks with fall materials, dramatic play with firefighter and homelife, math center with pumpkin cut outs for counting Activity: Dramatic Play Area and Library Area<\/p>\n<p>Children Present: Joey<\/p>\n<p>Joey played in the dramatic play area. He was dressed up in the firefighter outfit. He held the toilet paper roll in his left hand and pointed it towards a basket of stuffed animals. As he waived the toilet paper roll back and forth (side to side) he said \u201cpsssshhhhhsssshhh.\u201d After a minute or so, Joey dropped the toilet paper roll and picked up a stuffed doggie from the basket. He took the stuffed animal to the table. As he pet the doggie, he said \u201cYou\u2019re ok, You\u2019re ok aren\u2019t ya.\u201d He then kissed the doggie on the nose, picked it up and carried it over to the library area where he sat down on the carpet square. He put the dog in his lap and started to look through a book.<\/p>\n<p>Interpretation:<\/p>\n<p>With the recent fires, I wonder if Joey saw firefighters on the news or working in his neighborhood?<\/p>\n<p>I wonder if Joey has family members that are firefighters?<\/p>\n<p>I wonder what other community helpers would be interesting to explore?<\/p>\n<p>Joey has not been observed reading before, I\u2019m curious to see what milestones he has mastered? Can he turn the pages? Can he recognize letters or words? Can he recall information?<\/p>\n<p>Joey played by himself. In previous observations he played with Martin. I wonder if they had a disagreement with Martine. I wonder if Joey needed time to himself. Maybe Martin wasn\u2019t interested in playing firefighters.<\/p>\n<p>Reflection:<\/p>\n<p>What materials can I add to the dramatic play area to extend Joey\u2019s<\/p>\n<p>interest in pretending to be a firefighter?<\/p>\n<p>Are there storybooks about community helpers that highlight firefighters?<\/p>\n<\/div>\n<\/div>\n<h3>Step 5: Implementation<\/h3>\n<p>Once a plan has been formally written, teachers will implement it accordingly. While implementing the plan, teachers watch and listen to determine if the curriculum was effective. They will watch how children respond to the activities, materials and resources, and how they interact with peers and the environment, and how they process new information. In essence, teachers are looking for \u201cthe light bulb to go off.\u201d It is during the implementation step that the curriculum planning cycle begins again.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Examples<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Consider this Case Study<\/p>\n<p>For the past few weeks, children in Miss Emily\u2019s class (ages 3-5 years) have been watching the crops across the preschool grow. During lunchtime, Miss Emily heard the children talking about what they had for lunch. Later in the day, the children watched the sprinklers water the yard and ask the teacher about how the water gets to the sprinklers to water the grass. While playing outside at the sensory table, four children are fascinated with pouring and dumping water into pipes and seeing how far it can travel.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-69\" src=\"http:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image16.jpeg\" alt=\"A caregiver assists five children of various backgrounds in a water play activity outdoors, filled with joy and engagement in a sunny playground\" width=\"276\" height=\"183\" srcset=\"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image16.jpeg 276w, https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image16-65x43.jpeg 65w, https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-content\/uploads\/sites\/74\/2026\/07\/image16-225x149.jpeg 225w\" sizes=\"auto, (max-width: 276px) 100vw, 276px\" \/><\/p>\n<p>Observation: Lucas is somewhat cautious in joining others in play. He stands to the side and watches others as they play.<\/p>\n<p>Interpretation: Lucas appears to want to join the play, but may need just a little bit of support. I plan to watch for moments when he is on the sidelines of play, and find ways to invite him into the social play, and stay with him to support him in his encounters with the other children.<\/p>\n<p>Questions to Consider<\/p>\n<ul>\n<li>What can you infer about the children\u2019s interests?<\/li>\n<li>What can you infer about their knowledge base?<\/li>\n<\/ul>\n<p>It would be safe to say that these children understand that for plants to grow, you need to water them. It would also be safe to infer that the children are most likely interested in how water travels, as you observed their actions at the water table and their questions of where and how water gets to sprinkler systems. As an intentional teacher, with your observations, you would maybe consider doing your next unit on water systems where you can incorporate all developmental domains, based on the children\u2019s interests<\/p>\n<\/div>\n<\/div>\n<hr \/>\n<h2>Conclusion<\/h2>\n<p>While some planned curriculum activities might be based on a teacher\u2019s knowledge of age- appropriate developmental milestones, other activities might be prompted by children\u2019s interests or ideas, while other activities might be suggested by the children\u2019s families. To plan meaningful curriculum teachers are encouraged to utilize the curriculum planning cycle.<\/p>\n<p>Through careful observation, documentation and interpretation teachers collect evidence and gather artifacts that prompt inquiry as to what children know and need. With that information teachers can reflect, plan and implement effective curriculum so that children can thrive as they master the major developmental milestones and meet school readiness goals and objectives.<\/p>\n<p>To ensure high-quality practice, teachers should consider incorporating daily routines, structured and unstructured activities, as well as space for self-discovery. Curriculum should be designed to encourage children to explore their classroom environment, socialize with others, and challenge themselves to reach new levels. As suggested by NAEYC, when planning curriculum teachers should consider using an assortment of materials that are appropriate to each child\u2019s age and stage of development. Well -planned curriculum considers each child\u2019s individual needs and includes adaptations for children with special needs and disabilities. Lastly, for curriculum to be truly meaningful and engaging it should be reflective of each child\u2019s cultural background and home-life practices (NAEYC).<\/p>\n<div class=\"media-attributions clear\" prefix:cc=\"http:\/\/creativecommons.org\/ns#\" prefix:dc=\"http:\/\/purl.org\/dc\/terms\/\"><h2>Media Attributions<\/h2><ul><li >image14  &copy;  <a rel=\"dc:creator\" href=\"https:\/\/www.canyons.edu\/academics\/onlineeducation\/ztc\/\" property=\"cc:attributionName\">The College of the Canyons ZTC Team<\/a>    is licensed under a  <a rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA (Attribution ShareAlike)<\/a> license<\/li><li >image16  &copy;  Nathan Lipscomb    is licensed under a  <a rel=\"license\" href=\"https:\/\/creativecommons.org\/publicdomain\/mark\/1.0\/\">Public Domain<\/a> license<\/li><\/ul><\/div>","protected":false},"author":17,"menu_order":19,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Planning","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[50],"contributor":[],"license":[58],"class_list":["post-341","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":139,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/341","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/341\/revisions"}],"predecessor-version":[{"id":342,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/341\/revisions\/342"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/parts\/139"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/341\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/media?parent=341"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapter-type?post=341"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/contributor?post=341"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/license?post=341"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}