Teachers at 360 Kids use reflective practice, planned observation, and a range of assessment strategies to identify the strengths, needs, and interests of individual children in order to provide instruction that is appropriate for each child. Teachers plan whole-class instruction, small-group learning, independent learning, and activities at play school. There is a balance between teacher-initiated and child-initiated activities – times when the teacher guides the children’s learning and times when children are given opportunities to choose activities to demonstrate their knowledge. Learning experiences to promote integrated learning and allow children to handle, explore, and experiment with a variety of materials that are familiar to them or that they can connect to everyday life. 

Teachers also use their knowledge of the social and cultural contexts in which the children live to develop and provide learning experiences that are meaningful, relevant, and respectful.

Consultations with parents, caregivers, resource teachers, teacher assistants, early childhood educators, and children themselves are an important part of the complex process of program planning. Teachers work with these partners to gather and share information on the strengths, needs, interests, abilities, and learning styles of the children in the class so that they can better select materials and resources and can plan and organize appropriate learning experiences.

In their relations with families, teachers can play an important role in facilitating the significant transition that children face between their home and the school environment. Ongoing communication between families and teachers results in a smoother transition for children and is a key strategy in building bridges between home and play school. Teachers also need to be culturally aware and should encourage parents to become involved in school life and to take an active part in their child’s education.