Tag: mind mapping

Mind Maps Turn One Idea Into Weeks of Curriculum

~ Storykate ~ Leave a comment

If you have ever stared at a blank planning page and thought, “Where do I even start,” try a mind map. One page. One central idea. Ten or twenty branches later, you will have a rich list of play, inquiry and documentation opportunities ready to go.

In early childhood, I use the words mind map and webbing interchangeably. A mind map is a simple diagram with a topic in the middle and ideas that branch out. It is fast, visual and perfect for play-based, inquiry-led planning.

Why mind maps work for curriculum planning

  • They show breadth at a glance. One topic becomes many experiences across the week.
  • They support divergent thinking. You see new links as you draw.
  • They make documentation easier. The map becomes your overview, then you add photos, child voice and reflections.
  • They help you connect to EYLF outcomes. Each branch can be tagged to one or more outcomes and to your service philosophy.
  • They invite collaboration. Children, educators and families can all add ideas.

https://youtu.be/8pVyoR7AFnQ?si=T8fgUbjZ0cu-qVbG

A real example: “Learning on Country” for 4–5 year olds

The mind map above places Learning on Country in the centre. From there, the branches open into curriculum possibilities that touch science, literacy, maths, the arts, physical development and cultural responsiveness.

Below are sample branches you add to enrich your program.

Nature play and water

  • Splashing in puddles, exploring streams, and water play near the shore
  • Choosing and reusing loose parts for waterways
  • Floating, sinking, pushing and pulling in water trays
  • Building bridges for small worlds
    EYLF links: Outcome 2, Outcome 4

Connecting with animals and insects

  • Observing snails and bees, learning gentle handling
  • Making field diaries, using magnifying glasses
  • Life cycles with leaves, using drawing or nature resources and felt
    EYLF links: Outcome 2, Outcome 5

Rocks, pebbles and sand

  • Rock and stone collecting, classifying by size, feel and colour
  • Creating mini rock soundscapes and percussion
  • Counting, sorting and simple patterning in trays
    EYLF links: Outcome 4, Outcome 5

Gardening and soil

  • Planting seeds, watering routines and composting
  • Worm farms, soil textures, caring for living things
  • Bush tucker or Indigenous plants, where appropriate
    EYLF links: Outcome 2, Outcome 3

Ourdoor storytelling

  • Outdoor storytelling with natural materials
  • Making stories with sticks, bark, leaves, seed pods and small dolls
  • Oral language, sequencing and new vocabulary in context
    EYLF links: Outcome 5, Outcome 1

Moving on Country

  • Running, balancing, climbing safely, simple obstacle paths
  • Playing with hula hoops, bean bags and pool noodles
  • Tracking animal tracks after rain
    EYLF links: Outcome 3

Embedding Aboriginal perspective: Wurundjeri seasons focus

  • Noticing local seasonal signs
  • Learning respectful Acknowledgement of Country
  • Songs, stories and artworks connected to local Country
    EYLF links: Outcome 2, Outcome 1

How to build your own curriculum mind map

  1. Choose one strong centre. A child’s interest, a place, a material or a question.
  2. Draw fast, one idea per branch. Do not judge the ideas while you write.
  3. Add mini branches for experiences, resources and intentional teaching prompts.
  4. Tag each branch. EYLF outcomes, risk notes, family connections, sustainability opportunities.
  5. Turn branches into plans. Lift two or three branches into your weekly program. Keep the rest for the following weeks.
  6. Document with the map. Add photos, child quotes and quick reflections straight onto or next to the map. Share with families and your educational leader.

Tips that make webbing practical

  • Use colour to group ideas by domain, such as movement, language, science or culture.
  • Keep a small icon set for quick tagging: magnifying glass for inquiry, book for literacy, leaf for sustainability.
  • Invite children to co-plan. Ask, “What else could we do with these rocks,” or “Where might we find signs of the season.”
  • Revisit the map each week. Circle what happened, star what to try next, and note any emerging interests.

The takeaway

Mind maps remove the blank page problem. From one centre, you can brainstorm a dozen high-quality, play-based experiences that honour children’s curiosity and your local Country. Use the map to plan, teach and document. It is simple, visual and it works.

Mind Mapping for early childhood educators – the ultimate guide

~ storykate ~ Leave a comment

Dear Educators! I am very excited to share the first detailed step-by-step guide to mind mapping in early childhood education for early childhood educators and teachers. It is only 10 AUD and is available to download via this link!

https://payhip.com/b/6IsJE

Get your ultimate guide to Mind Mapping for educators! This is especially useful for mind mapping in early childhood education.

I also created a video Using Mind Maps (Webbing) for Planning:

Watch the video here

https://youtu.be/8pVyoR7AFnQ?si=7fFwShyttZ3rd2kv

Introduction to Mind Mapping (Webbing)

  • In this video, I talk about how to use mind maps (also referred to as webbing) as a tool for planning educational activities, particularly in early childhood settings. This is a crucial method for mind mapping in early childhood education.
  • Webbing and Mind Mapping – these two terms are used interchangeably in the video. Both involve creating a diagram where ideas branch out from a central topic, helping to organize and plan.

Examples of Mind Maps

  • One example shown involves using a mind map to explore different ways to approach a butterfly-related project. Ideas included using dance (with scarves to mimic wings), art projects (such as making butterfly wings or mosaics), dramatic play, and studying the butterfly life cycle.
  • Another example is a more complex mind map about tyres. This map explores various questions children might ask, such as why tyres are black, their environmental impact, how they are made, and whether they can be recycled. Both examples are great for mind mapping in early childhood education.

Creating Mind Maps for Outdoor Activity Planning

  • Central Idea: In this part of the video, the educator creates a mind map with a central idea of planning activities for an outdoor area.
  • Branching Ideas: From this central idea, branches include different types of equipment and activities:
    • Balls: Different sizes and textures.
    • Hula Hoops: Branches for materials (wood, plastic) and games.
    • Pool Noodles: Ideas for obstacle courses and dancing activities.
    • Bubbles: Set up a bubble station where children can make bubble solutions and wands.
    • Bean Bags: Use them for fundamental movement skills, balance activities, and games.

Further Ideas for Outdoor Play

  • Dramatic Play – suggestions for integrating dramatic play outdoors, such as setting up:
    • A car wash with bicycles and ride-on cars.
    • A picnic area, camping spot, or sandpit for “pie-making.”
    • A potion station for children to create “witches’ potions.”
    • A farmers’ market or simple shop using recycled materials.

Benefits of Mind Mapping for Planning

  • Idea Generation: Mind mapping allows educators to quickly come up with a variety of ideas and expand on them creatively.
  • Organisation: It helps to visually organize thoughts and plan different aspects of activities, making the process of planning more efficient and structured.

Conclusion

  • Mind maps are a powerful tool for brainstorming, planning, and organizing educational activities.
  • I encourage educators to use mind maps in their planning.

Are you using concept mapping, mind mapping in early childhood education?

How do I teach early childhood students to do observations?