I have never met a child who does not want to be engaged. However, each child is unique and is engaged by different things in different ways. My two daughters are totally different – this doesn’t mean that one is better than the other – it just means they are unique. This helps to explain why pre-set topics, or individual activities, which all children are expected to complete, can cause str

The Child’s Spark – This is defined as the starting point when a child first shows an interest in something. They should be fascinated and truly captivated by what they are doing or the new object they have discovered. To work in this way involves complex arrangements and yet the reasoning is simple. After more than 25 years teaching I am confident that this child-led approach to teaching in the early years (including Reception) is best for the children.

Let the children choose what to do, join them and support them in their pursuits. Then write up what has happened.” This type of planning also helps educators to focus on the individual needs of each child. By taking time to observe and analyze the reactions of each individual, it is possible to take into account their likes and interests when creating activities. In the moment planning optimizes the learning process by continuously molding activities according to what works best for a particular child. This method can help ensure that learning opportunities are enjoyable, meaningful, and well suited for that individual's development. The core basis is to be involved in the ‘here and now’ so you can truly enjoy these moments and use them to the advantage of the child. Child Centred Approach For the success of in the moment planning, it is important to have a skilled practitioner, who may complete his/her typical cycle of observation on the spot.

The Teachable Moment – The teacher will notice this and approach the child. This is the opportunity to extend their interest, by asking open-ended questions and considering ways to apply this interest to other options within the environment. ‍ As expert Dr. Maria Montessori stated, "The greatest sign of success for a teacher... is to be able to say, 'The children are now working as if I did not exist.'" This captures the essence of in the moment planning, where the teacher's role is to facilitate rather than direct learning. In addition, for children aged over 3, staff complete another sheet which is really a group learning journey to record any significant events that occur in the class and that involve a group of children. Again this sheet has been re-designed by many settings – essentially it contains the same observation cycle – observation, teaching , outcome. An example might read:- Knowledge of Child Development – In this particular type of planning, sustained, shared thinking and extensive knowledge of how children develop are the core elements that help the skilled staff in uncovering a child’s interests more precisely.You can then use this knowledge to extend a child’s learning in the moment, rather than taking the long-term cycle of observation, reflection and planning. With this approach, everything is done instantly. We began putting Planning in the Moment into action in September 2017 after some considerable time getting our environment right. At the end of our first year I can see how it has benefitted both staff and the children in our care. The staff are now much less stressed and relaxed and are free to spend quality time with the children, ensuring that no teachable moment is missed.　They have all commented on how much better they feel they know their key children. The children’s personal, emotional and social development has surpassed that of previous cohorts. They are much more resilient, independent and show an excitement for learning, safe in the knowledge that the adults will follow their lead."

Another advantage of this approach is reduced paperwork. As you are planning less, you have more free time to spend with the children, immersing yourself in the experience. For any nursery practitioner, less paperwork has to be a good thing! How Do I Introduce In the Moment Planning? Like anything, it comes with challenges. How do you get the staff on board? What do you show to Ofsted? How do you document it all? Sure, any big change comes with certain anxieties. As one of the most effective types of learning, this taps into a child’s natural instincts. It ensures children are at the centre of their own learning and teachers simply facilitate this. They should not distract or lead the child away from activities they choose for themselves. The nursery school practitioners must always go to the children. If the practitioner would ask children to come to him, he may disrupt the flow of children playing with the provided nursery resources.

Where did planning in the moment originate?

On top of this, many of their interests will be changing from week to week. By being ‘in the moment’, you can observe and work on a child’s interests as they arrive, rather than turning towards a pre-planned task when they might already have disappeared.