Planning should include

listing reasons that play is important to children
using face-to-face communication
listing the different types/stages of play (e.g., parallel play)
identifying and describing developmentally appropriate toys for toddlers, preschoolers, and school-age children in terms of their benefits to child development
explaining the importance of reading to children
recognizing and supporting emergent literacy skills
identifying and describing books appropriate to different ages and interests in terms of their benefits to child development
identifying and describing developmentally appropriate curriculum choices (e.g., Creative Curriculum, High/Scope)
teaching socially acceptable behaviors
regulating involvement with electronic technology (e.g., Internet, TV)
engaging children in activities that stimulate all areas of the brain (frontal, temporal, parietal, occipital, cerebellum)
taking children on enriching educational and/or social outings
planning ways to include children with special needs.

Process/Skill Questions

Thinking

What are the purposes of play for children?
What criteria should be used to evaluate toys?
What factors determine the appropriateness of books for toddlers, for preschoolers, and for school-age children?
Why is early childhood considered the most important period for brain development?

Communication

Leadership

What does a parent need to believe about play in order to nurture a child's development?
Why is it important for children to experience variety in the pattern and forms of play?
How should parents decide what activities are appropriate for their children?

Management

What is the function of television or other media in terms of children's play? How does television both stimulate and inhibit a child's imagination? How can parents regulate the quality of television and media watched by children?
What are the advantages and disadvantages of screen time for children of different ages? Why should parents limit children's screen time?