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Nearly four decades ago, David Weikart made the following plea for the importance of planning. Writing in Julian Stanley's Preschool Programs for the Disadvantaged (Baltimore: John Hopkins University Press, 1972), Weikart observed...
"The moment planning as an organized force ceases or diminishes in its central focus, program quality drops. Planning brings adults in the program together, and forces an integration of their ideas, so that they respond with purpose to the children. It produces a forward momentum, a pacing to the program that creates novelty and excitement for children as well as the staff. It serves as a clearinghouse for the interpersonal feelings that make the difference in how the staff relate to one another and the children. It produces in teachers a clarity of perception of each child, especially when part of the process is evaluation of the completed curriculum activities. It provides a forum where the ideas generated by the method or theory being followed can be expressed and discussed to give an overview and total direction."
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