Planning in the Moment with Young Children: A Practical Guide for Early Years Practitioners and Parents

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When a child is deeply engaged, new synapses are forming – this is learning. Engaged = Learning. Conversely, when a child is not engaged, new synapses are not forming and the child is not learning. Not engaged = Not learning. We need practice that supports deep engagement of the most children for the maximum amount of time. The ‘Levels of Involvement’ (Ferre Laevers) are an objective way of measuring engagement. This tool supports recognition that the deepest engagement is seen in child-initiated play – when a child has autonomy and choice. Therefore, child-initiated play is the most powerful vehicle for learning. And child-initiated play cannot be ‘pre-planned’! If you’re considering implementing this approach in your nursery setting, we’ve put together some useful tips to make the process easier. Trained Staff For anyone about to abandon this book already, let me state that I have been through four Ofsted inspections since adopting this approach (with two under the revised EYFS and new OFSTED framework) and on each occasion my early years’ department has achieved “Outstanding”. That is without any forward planning and without any focus activities. What is more important is that, since adopting this approach, I have seen happy, relaxed children making accelerated progress as well as staff who are relaxed, inspired and enthusiastic, having regained a love of their job. It’s a “win-win” approach and I would urge you to read on. We’ll also discuss some of the benefits to allow you to weigh up the pros and cons of this approach during early years education. What Is In the Moment Planning? 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

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 For nursery school practitioners, your schedule is always very busy and things crop up all of the time. Any method which can free up some time is a big plus. Being stressed is one of the biggest causes of a burn out when teaching early years, so this approach helps relieve some of that pressure. 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.

Where did planning in the moment originate?

The clue is in the name! In contrast to ‘topic planning’, this approach involves completing the planning cycle in the actual moment rather than planning in advance. Child-led learning is extremely effective because it means children are involved and engaged. This is associated with better brain development in children in their growing years. Having used　‘in the moment planning’ all year we have seen fantastic results. The children have amazed us with their independence, desire to learn and ability to reflect on their own learning.　Our GLD is the highest it has ever been but more importantly the children are happy, engaged and truly involved and excited by their own learning.　Our journey to fully implement in the moment planning has been wondrous. I can’t thank Anna　enough　for giving us the confidence to teach in a way we love. It has been a leap of faith for everyone but has been totally worth it and I would recommend it to anyone." You might also need to make changes to the environment to ensure it caters towards the needs of the child. You should review how the environment is engaging different children and make any necessary revisions to sustain this engagement. What Are the Benefits of In the Moment Planning? Reduces Paperwork and Stress

Like any big change to your nursery environment, actually implementing in the moment planning is the most difficult part of the process. Understanding it is one thing, but getting your staff onboard, creating the documentation and putting the whole process in place can seem a little daunting. The main idea behind Anna Ephgrave's in the moment planning is that young learners have a natural desire to explore and learn. Therefore, rather than engaging in a wide range of preset activities for children, practitioners must allow them to find their interests and use their interests to build upon and enhance their existing knowledge. 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. ‍Child-led learning is particularly effective because it means children are engaged and involved. This is linked to better brain development in developing children. Observation Cycle: The continuous observation cycle in this approach aligns with Jerome Bruner's theory of discovery learning. It emphasizes the importance of observation and responsiveness in fostering children's natural curiosity. Improvisation – It is important to have the ability and confidence to think in isolation, giving the correct answer, and making suggestions is the primary objective of this approach to teaching.‍ 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.

Each educational setting is unique, and an adults role is to provide students with an enjoyable experience of learning and experiment to know what works for his educational setting.Young children live in the here and now. If adults are to make a real difference to their learning they need to seize the moments when children first show curiosity, and support their next steps immediately. This book embraces the concept of planning "in the moment" and emphasises the critical role of the adult in promoting child-led learning, giving early years practitioners the confidence and insight to work and plan in the moment, and enabling the children in their care to live, learn, play and develop in the here and now. The scale has five levels (see appendix A). Level 5 is high level involvement and is characterised by the child showing continuous and intense activity with concentration, creativity, energy and persistence. Deep level learning , with many parts of the brain “lit up”, is known to occur when children operate at this level of involvement.