ABSTRACT
This chapter focuses on the question of leadership in planning an inclusive and responsive curriculum is continually interrogated. It examines the central role of play in children's learning and development, as well as curriculum planning. It places an equally strong emphasis on planning and assessment. In the words of the Centre for Early Childhood Development and Education 'Enriching and informing all aspects of practice within the setting requires cycles of observation, planning, action and evaluation, undertaken on regular basis'. The intentional leader, however, takes responsibility for ensuring that a plan for children's learning and development is drawn up, implemented and regularly evaluated. It can be tempting for educators to develop short-term daily or weekly plans without any long- or medium-term planning. Medium-term plans are derived from the long-term plan, and they are concerned with continuity and progression in children's learning over a term or a month.The short-term plan is the working document that supports daily practice within the setting.
