In the Moment Planning (EYFS)
An Early Years Guide
In the moment planning is a child-led approach to learning and development that has become increasingly popular in the early years education sector in recent years. This method encourages practitioners to observe and interpret children’s play and interests in the moment, rather than relying on pre-planned activities or following a rigid curriculum.
As we explore the concept of in the moment planning in the context of the Early Years Foundation Stage (EYFS) in this article, we aim to provide examples of outstanding nursery planning. This child-led approach to learning and development is highly valued in British early years education settings, as it fosters enthusiasm, engagement, and positive relationships among both children and practitioners. Additionally, in the moment planning and child-initiated play can create a fun and relaxed environment for children to learn and progress.
What is in the moment planning?
In the moment planning is a teaching strategy that has gained popularity in recent years in the early years education sector. It involves practitioners observing children’s play and interests in the moment and using these observations to inform their teaching and planning. This approach is based on the principle that children learn best through play and exploration, and it allows practitioners to respond to the child’s current interests and needs, rather than relying on pre-planned activities that may not be relevant to the child’s current stage of development.
With in the moment planning, each moment of curiosity is turned into one activity, rather than taking a theme and turning it into multiple activities. This means that practitioners can plan spontaneously based on individual children’s interests and current stage of development. This approach encourages child-initiated play and promotes active learning, which can lead to better engagement and deeper learning.
In the Early Years Foundation Stage (EYFS), in the moment planning is encouraged as it allows practitioners to be more responsive to children’s individual needs and interests. The EYFS framework recognises the importance of child-initiated play and encourages practitioners to observe, assess and plan for children’s learning and development based on their interests and needs.
Examples of In the Moment Planning
In the moment planning can take many forms and may look different in different early years settings. Here are some examples of in the moment planning in action:
Play-based learning
Learning through play or play-based learning is an approach that is highly valued in early years education. This approach encourages children to learn through play and exploration, and practitioners play an important role in facilitating this learning. One aspect of play-based learning is free play, also known as self-directed play, where children are encouraged to play freely without adult direction or intervention.
During free play, practitioners observe and interpret children’s play to identify areas where they may need additional support or challenge. For example, if a child is playing with construction toys and struggling with a particular aspect of the task, a practitioner may offer targeted support or challenge to help them progress. This approach allows practitioners to be more responsive to children’s individual needs and interests, which can help to foster a love of learning and increase engagement.
Free play is encouraged in the Early Years Foundation Stage (EYFS), as it allows children to develop their creativity, problem-solving skills, and social skills. It also provides opportunities for children to explore different materials and environments, which can lead to deeper learning and understanding.
Follow the child's lead
Following a child’s lead is a key aspect of play-based learning in the early years education sector. Practitioners who follow the child’s lead respond to their interests in the moment, which can help to foster engagement, curiosity, and a love of learning.
For example, if a child expresses an interest in bugs, a practitioner may plan a mini-beast hunt or create a bug hotel to encourage further exploration. This approach allows practitioners to build on the child’s current interests and create learning opportunities that are relevant and engaging. It also encourages child-initiated play, which can help to build confidence and self-esteem.
Practitioners can show their own interest and delight to support children’s curiosity and help to extend or build on their interests by adding resources or materials, or another idea. This approach allows for greater flexibility in the early years curriculum and encourages practitioners to respond to the children’s needs and interests in the moment.
Examples of practitioners noticing children’s interests and stretching their thinking include planning activities related to a child’s current interest, introducing new materials to explore, or asking open-ended questions to encourage further exploration and investigation.
Incorporating learning objectives
Learning objectives are brief, clear statements that describe the desired learning outcomes of instruction. In the context of early years education, learning objectives can be incorporated into in the moment planning to provide direction and structure to child-led activities.
If a child is playing with sand, a practitioner may encourage them to explore concepts such as volume, capacity, and texture, while still allowing the child to lead the activity. The learning objective in this case may be to develop the child’s understanding of scientific concepts related to the properties of materials.
Incorporating learning objectives into in the moment planning can help practitioners to focus on specific learning outcomes, while still allowing for child-initiated play and exploration. It also helps to ensure that the learning experiences are relevant and meaningful to the child’s development.
Learning objectives should be more specific than goals, and they should align with broader goals related to children’s learning and development. They should define the specific knowledge, skills, values, and attitudes that children should possess and exhibit by the end of the learning experience.
Benefits of in the moment planning
1. Responsive to individual needs and interests
This approach encourages practitioners to observe and interpret children’s play and interests in the moment, rather than relying on pre-planned activities that may not be relevant to the child’s current stage of development.
By being responsive to individual needs and interests, in the moment planning can help to foster a love of learning and increase engagement. It allows practitioners to adapt their planning in response to the children’s needs and interests, which can create a learning environment that is engaging, responsive, and flexible. This approach also allows for child-initiated play, which provides opportunities for children to explore different materials and environments and develop their creativity, problem-solving skills, and social skills.
The Early Years Foundation Stage (EYFS) framework explicitly states that practitioners must consider the individual needs, interests, and stage of development of each child in their care. Child-led learning is widely regarded as one of the most effective ways of doing that, and in the moment planning is one of the most effective ways to introduce child-led learning.
2. Encourages child ownership
This approach allows children to initiate play and explore different materials and environments, which can help to develop their creativity, problem-solving skills, and social skills. By being actively involved in their learning, children can build their confidence and self-esteem, which can help to prepare them for future success.
Encouraging child ownership in the learning process can have many benefits for children. It can help them to develop a sense of agency and responsibility, as well as a deeper understanding of their own learning needs and preferences. When children take ownership of their learning, they are more likely to be engaged and motivated, which can lead to deeper learning and better outcomes.
Humor and laughter can also play a role in building relationships and encouraging student ownership in the classroom. When teachers welcome humor that is free of sarcasm, it can help to create a classroom full of laughter and build relationships with students. This can make students more likely to be vocal about their learning needs and take ownership of their own learning.
3. Reduces workload
Unlike traditional planning methods that require a significant amount of time and effort to plan and prepare activities in advance, in the moment planning allows practitioners to observe and interpret children’s play and interests in the moment.
By being responsive to children’s individual needs and interests, practitioners can adapt their planning in response to the children’s needs and interests, which can help to reduce the workload. This approach also allows for greater flexibility in the curriculum, as practitioners do not need to spend as much time planning and preparing activities in advance.
Workload planning, also known as workload management, is a strategic approach to maximising team productivity. It involves assigning tasks based on team member capacity, skill level, and area of specialisation, as well as considering factors like time off and hours needed for administrative or non-project tasks. By taking a strategic approach to workload planning, teams can work more efficiently and effectively, reducing the workload on individual team members.
4. Promotes engagement
Children are more motivated to learn when they are involved in the learning experience and have a say in what they are learning. By being responsive to children’s interests and needs, practitioners can encourage children to take ownership of their learning and development, which can foster a love of learning and increase engagement.
Studies have shown that in the moment planning and child-led play can promote engagement and deeper learning in early years settings. Children are more enthusiastic and engaged when they are allowed to play freely and follow their interests, and practitioners are more relaxed and forge better relationships with the children.
This approach also allows for greater flexibility in the curriculum, as practitioners can adapt their planning in response to the children’s needs and interests, which can help to maintain children’s engagement and motivation.
Conclusion
In the moment planning is an effective approach to learning and development in the EYFS. It allows practitioners to respond to children’s individual needs and interests, encourages children to take ownership of their learning and development, and reduces the workload for practitioners. By embracing this child-led approach, early years settings can create a learning environment that is engaging, responsive, and flexible, and that supports children’s holistic development.
FREQUENTLY ASKED QUESTIONS
Q. What is in the moment planning?
A. In the moment planning is a child-led approach to learning that is based on the principle that children learn best through play and exploration. It involves practitioners observing children’s play and using these observations to inform their planning and teaching in the moment.
Q. How does in the moment planning benefit children?
A. In the moment planning allows practitioners to respond to children’s individual needs and interests, which can help to foster a love of learning and increase engagement. It also encourages children to take ownership of their learning and development, which can help to build their confidence and self-esteem.
Q. How does in the moment planning work in the EYFS?
A. In the EYFS, in the moment planning is encouraged as it allows practitioners to be more responsive to children’s individual needs and interests. The EYFS framework emphasizes the importance of child-initiated play and encourages practitioners to observe, assess and plan for children’s learning and development based on their interests and needs.
Q. Is in the moment planning the same as free play?
A. In the moment planning is often used interchangeably with the term “child-led play,” but it is not the same as free play. While free play allows children to play freely without adult intervention, in the moment planning involves practitioners observing and interpreting children’s play and interests in the moment, and then using these observations to inform their planning and teaching.
Q. How can practitioners incorporate learning objectives into in the moment planning?
A. Practitioners can incorporate learning objectives into their in the moment planning by observing children’s play and using these observations to identify areas where they may need additional support or challenge. They can then encourage children to explore these concepts while still allowing the child to lead the activity.
Q. How can families support in the moment planning at home?
A. Families can support in the moment planning at home by providing opportunities for child-initiated play, following their child’s lead, and providing appropriate resources and materials to support their child’s interests and development.
Q. What are some challenges of implementing in the moment planning?
A. Challenges of implementing in the moment planning include the need for practitioners to be skilled at observing and interpreting children’s play, the potential for activities to become disjointed if not planned carefully, and the need for practitioners to be able to respond to children’s needs and interests in a timely manner.
