In the moment planning

In the moment planning is a responsive early years approach. Practitioners observe children's play, spot teachable moments, and extend learning while interest is still live. It fits current EYFS and inspection guidance because planning evidence can sit in skilled observation, adult-child interaction and short notes, rather than long topic folders (Department for Education, 2025; Ofsted, 2024; Sylva et al., 2004).

In a Reception classroom, a child building a ramp with blocks might test which car travels furthest. The adult can add a tape measure, introduce words such as steeper and distance, and ask the child to predict, test and compare results. Used well, this is disciplined responsive teaching, not a reason to leave children to discover everything alone.

In the Moment Planning in Early Years

In the moment planning is a child-led early years planning approach that starts with close observation rather than a fixed topic plan. Practitioners notice what a child is trying to do, decide whether to stand back or interact, and add language, resources or a question that moves the learning on.

For example, if a child lines up shells by size, the adult might introduce comparison words, invite the child to explain the rule, or add scales for weighing. The approach can reduce unnecessary written planning, but it depends on skilled adult judgement, not simply letting children choose activities without teaching.

In the Moment Planning begins with observation, interaction and a brief record of what changed in the learner's thinking. Practitioners plan from the child's current interest, then decide whether to add vocabulary, model a skill, offer a resource, or leave the play uninterrupted.

Continuous provision, the resources children can use every day, makes this possible. Sand, water, loose parts, mark-making tools, construction materials and role-play resources need to be accessible each day. Adults can then add small enhancements when they notice a useful line of enquiry (Ephgrave, 2018).

This approach uses real-time planning, but it still needs a clear curriculum. Staff need to know the core knowledge, language and skills they are looking for. This is especially important in communication and language, early maths, phonics, physical development and SEND. Without this, in-the-moment planning can become passive supervision.

For senior leaders, evidence should come from the quality of adult-child interaction. It can also come from brief observation notes and practitioners' reasons for stepping in or standing back. Ofsted does not require EYFS curriculum planning in a set format or prepared performance-tracking documents for inspection (Ofsted, 2024).

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Theory Behind In the Moment Planning

In the Moment Planning lets educators follow learners' interests instead of fixed themes. It draws on constructivist ideas, where learners build understanding through active experience. This includes schema-building, guided talk and carefully chosen adult support (Piaget, 1936; Bruner, 1960).

In-the-moment planning responds to learners' needs through sustained shared thinking: the adult listens, joins the problem, adds precise language, and keeps the thinking going long enough for the child to explain, test or revise an idea (Siraj-Blatchford et al., 2002; Sylva et al., 2004). In post-pandemic cohorts, this response often needs staged language support, because some children will not initiate complex play or dialogue without adult modelling (Education Endowment Foundation, 2026).

1. Focus on Children and Activities: This approach emphasises the importance of focusing on key children and their spontaneous activities. It aligns with Montessori education (Montessori, 1912), which promotes child-centred learning. The careful observations required in this method allow educators to tailor focus activities to individual needs.
2. Levels of Engagement: In the moment planning considers different levels of engagement, reflecting Vygotsky's (1978) theory of the Zone of Proximal Development. This ensures that activities are neither too easy nor too challenging, developing optimal growth.
3. Foundation Stage Learning: This planning method is particularly effective in the foundation stage, where experiential learning is key. It resonates with John Dewey's (1938) philosophy of hands-on learning, emphasising the importance of direct experience in education.
4. Observation Cycle: The continuous observation cycle in this approach aligns with Jerome Bruner's (1960) theory of discovery learning. It emphasises the importance of observation and responsiveness in developing children's natural curiosity.
5. Gestalt Psychology: Gestalt ideas can help adults notice patterns in play, but they should be treated as background theory rather than a core evidence base for in the moment planning.
6. Bronfenbrenner's (1979) Ecological Systems Theory: Bronfenbrenner helps teachers consider home, culture and setting conditions around the child, but this is a contextual lens rather than direct evidence for in the moment planning.
7. Habits of Mind: The focus on developing critical thinking and problem-solving skills aligns with the Habits of Mind framework, emphasising the importance of cultivating adaptable, thoughtful learners.
8. Adaptive Teaching: The flexibility and responsiveness of this approach reflect the principles of adaptive teaching, ensuring that education is tailored to individual needs and contexts.
9. Experiential Learning: The emphasis on hands-on, experiential learning resonates with the educational philosophies of Montessori and Dewey, developing a deep, intrinsic connection to the material.

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.

Studies show that spontaneous planning supports problem-solving. It lets learners follow their interests as they happen, which can build deeper engagement than preset tasks (Siraj-Blatchford et al., 2002; Ephgrave, 2018).

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Benefits of In the Moment Planning

In the moment planning helps learners and teachers, creating an active environment. It allows for immediate responses to learning needs. The Ephgrave (2018) practical guide and Bruce (2011) work on learning through play both support this responsive approach.

1. Enhanced Engagement: By tapping into children's immediate interests, this approach cultivates intrinsic motivation and active involvement in learning activities.
2. Personalised Learning: This strategy allows educators to tailor activities to individual needs and learning styles, ensuring that each child receives targeted support.
3. Development of Critical Thinking: Encouraging children to explore their own ideas creates critical thinking and problem-solving skills as they navigate their learning experiences.
4. Flexibility and Adaptability: It helps educators to respond to unexpected opportunities and adjust their plans as needed, creating a more fluid and responsive learning environment.
5. Stronger Relationships: Through close observation and interaction, educators develop a clearer understanding of each child's strengths, interests and needs, strengthening trust between teacher and learner.
6. Improved Documentation: Although documentation might seem daunting, it can be simplified by focusing on capturing key moments and observations, showcasing the child's learning process in a meaningful way.
7. Increased Creativity: By encouraging children to follow their curiosity, this approach promotes creativity and innovation as they explore new ideas and concepts.

This approach helps teachers respond to children's interests without losing planned teaching. Phonics, early number, oral language and fine motor work still need systematic instruction. In-the-moment planning should link spontaneous play to those curriculum goals, rather than replace them (Kirschner, Sweller, & Clark, 2006; Education Endowment Foundation, 2026).

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Frequently Asked Questions

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One Practical Next Step

Before the next session, choose one area of continuous provision and agree what adults will listen for, what vocabulary they might introduce, and what evidence they will record. This keeps the approach responsive without leaving progress to chance.

Successful teaching starts with observing, questioning and adapting. Educators support learners in rich settings (Vygotsky, 1978), which helps build confident, curious, lifelong learning (Bruner, 1960). In-the-moment planning also values each learner's potential (Sylva et al., 2004).

Planned activities sit alongside freedom. Learners explore their interests and enjoy discovery. Educators use in the moment work to develop this potential, drawing on Carr's (2001) learning stories approach to record observed interests and build on them. This can create powerful learning.

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Limitations and Critiques

In the moment planning has a limited direct research base. Much of its authority is borrowed from studies of play, responsive pedagogy and sustained shared thinking, rather than trials of the named approach itself. The EPPE findings are valuable, but they are mainly longitudinal and observational, so they show links between high-quality provision and outcomes rather than proving that one planning model caused those outcomes (Sylva et al., 2004).

A second critique is that the approach is sometimes misread as low-prep teaching. Kirschner, Sweller, and Clark (2006) warned that minimally guided instruction can overload novices. In EYFS terms, spontaneous response only works when adults have strong subject knowledge in language, early maths, physical development and SEND. Without that knowledge, practitioners may observe play warmly but add little learning.

There are also cultural and inclusion limits. Wood (2014) questioned broad claims about free choice and free play, and Brooker (2005) showed that child-centred assumptions may not match every family's view of learning. Neurodivergent learners may need predictable routines, visual supports and sensory planning. Teachers should not treat repetitive play as low-value activity or miss its social intent (Milton, 2012).

The theory is still useful when teachers use it with care. It should support responsive teaching, not replace curriculum knowledge, explicit instruction, or clear evidence of progress.

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References

Bronfenbrenner, U. (1979). The ecology of human development.

Bruner, J. (1960). The process of education.

Dewey, J. (1938). Experience and education.

Montessori, M. (1912). The Montessori method.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.

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Further Reading

Responsive planning research

Child-led learning

Emergent curriculum

1. Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003). *Assessing quality in early childhood settings: Sustained Shared Thinking and Emotional Well-being (SSTEW) scale*. Institute of Education, University of London.
2. Ephgrave, A. (2018). *Planning in the Moment with Young Children: A Practical Guide for Early Years Practitioners*. Routledge.
3. Fisher, R. (2005). *Developing creativity: Teaching across the curriculum*. David Fulton Publishers.
4. Moyles, J. (2010). *Early Years Foundations: Meeting the Challenge*. McGraw-Hill Education.
5. Nutbrown, C. (2011). *Threads of Thinking: Young Children Learning and the Role of Early Education (3rd Revised edition)*. SAGE Publications Ltd.