Curriculum and Instructional Planning
What this domain tests
This domain tests intentional, play-based planning that aligns goals, activities, materials, and assessment. Expect items on developmentally appropriate practice, emergent and project-based curriculum, learning centers, lesson-plan components, scaffolding, differentiation, transitions, routines, and support for children with IEPs/IFSPs and dual language learners.
Core rules and concepts
- Backward planning: start with a clear, observable objective, then choose materials and interactions that let children practice it, then decide how you will document progress.
- Play as learning: open-ended materials and child choice produce richer language, problem solving, and self-regulation than worksheets for young children.
- Learning centers: plan for clear boundaries, accessible materials, rotation, and adult roles. Centers should change in response to observed interests, not only the calendar.
- Emergent curriculum: child questions and interests drive projects; teachers still embed goals and standards.
- Scaffolding: model, co-play, ask open questions, provide visual cues, then reduce support.
- Differentiation: vary content, process, or product; for dual language learners, use home-language support, visuals, gestures, and repeated routines.
- Transitions: give warnings, use songs or visual schedules, and avoid long waits that trigger challenging behavior.
- IEP/IFSP alignment: accommodations and goals belong in daily plans, not in a separate folder.
Worked example
A mixed-age group needs sorting practice. A weak plan is a worksheet on colors. A stronger plan sets the objective “sort objects by one attribute and explain the rule.” Materials include buttons, shells, and sorting trays. The teacher models one sort, asks children to sort, then invites them to explain. For a child with fine-motor delays, larger objects and a peer partner scaffold participation. The teacher photographs sorts and notes each child's rule for assessment.
Traps that cost marks
Choosing a cute theme with no objective; relying on teacher-directed whole-group instruction; using materials that require skills children do not yet have; ignoring assessment; treating accommodations as optional; and planning transitions with no warning or purpose.
Key points
- Start with an observable objective, then select materials and assessment.
- Play-based, open-ended experiences support deeper learning than worksheets.
- Emergent curriculum follows child interest while embedding goals.
- Scaffolding is temporary and should fade as competence grows.
- Differentiation and IEP/IFSP supports belong in everyday plans.