The plan-do-review process is part of the High Scope curriculum that builds 

children's 

skills and ability.  During plan-do-review, children learn to take initiative, solve problems, work with others, and accomplish their goals.  In doing so, children see that they can make things happen and that their choices and ideas are respected.  This helps them develop self-confidence and a sense of control and independence.  As children gain experience with plan-do-review, their language becomes increasingly detailed and complex, their vocabularies grow as they convey what they are learning, and they become confident communicators. 

The plan-do-review sequence should always occur in the same order, and the entire sequence occurs at the same time each day. Children should transition directly from planning time to work time, then after clean up time children should transition directly to recall or review.  

Planning Time

When young children play, they develop specific ideas about what they want to do, how they will do it, and with whom they will play.  As educators we should be intentional with this part of the day and challenge children to expand their skills beyond only announcing the area of the room they would like to go to. 

Depending on their age and development, children might express their plan in actions (picking up a block), gestures (pointing to the lock area), or words ("I want to make a tall building, like where I live").  

We can support children's learning during this time by; allowing enough time for planning, using fun strategies, and connecting developmental goals to the plan. 

Do

Work time, free play, or choice time are the "do" part of plan-do-review.  During this time of the day children use materials creatively repeating and building upon activities that interest them. They solve problems encountered in play and work independently and with others. 

We should expect that some children may stray from their plan to learn and explore in a different way. Teachers can support children and help them to make a new plan.

We can support children's learning during this time by; providing a variety of accessible materials, be a participating partner in play, observing, listening, and recording anecdotal notes.

Recall Time (Review)

Recall time brings closure to the process.  During recall time, children reflect on, talk about, and exhibit what they have done at work time.  The recall process helps children make sense of  these actions.  At recall, children are involved in several important processes-- drawing on memories, reflecting on experiences, associating plans with outcomes, and talking with others about their discoveries and actions. 

When children recall their work time experiences, they form a mental vision of their experiences based on their ability to understand and interpret what they have done  They select and talk about the parts of their experiences that have a special meaning to them. 

We can support children's learning during this time by; allowing enough time for recall, acknowledging children's work, sharing observations and encouragement. 

Planning and Recall Activities

Listed below are some of my personal favorite and classic easy to do planning and recall activities.  

• Photo Recall- children use an Ipad or camera to take photos during work time, then during recall they show the photos and describe what they have done. 
• Train- children line up in a train and you travel around the classroom asking children to depart and share their plan with you at the interest area of their choice.
• Grab Bag- children use a bag or basket to collect items that they used during work time, then they show the item and explain in detail what they did. 
• Props- use phones, microphones, walkie-talkies, binoculars, telescopes, silly sun glasses, magnifying glass, two cans tied with a string, or megaphone for planning and recall.
• Board Games- glue pictures of the interest areas on a board game and make game pieces for each child.  Children move the game piece to the interest are of their choice for planning then for recall they remove their game piece and share what they did today. 
• Pair Up- have children pick a card or classroom manipulative from a bag or box.  Children that have matching or like items plan and recall together.  
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