In the moment planning: a teacher's guide
In the moment planning offers teachers the opportunity to capitalise on children's interests whilst delivering learning objectives.
What is 'In the Moment Planning' and Why Use It?
Do you consider a child-led approach to learning as an effective way to teach child? If yes, in the moment planning could be applicable for your early years' education setting (and other key stages). This theory is quite simple and easy to understand. This type of spontaneous planning, on the face of it, might sound a little scary. We will argue that this type of child-led learning in an engaging environment can produce some brilliant work. It's all about reducing a major part of planning and giving independence to its practitioners to enhance a child's interest at the moment. In the moment planning is a strategy where a topic is spontaneously planned by the early years' education settings based upon individual children's interests.
Key Takeaways
- In the Moment Planning is deeply rooted in constructivist theories, empowering learners to drive their own learning journeys. This approach aligns with the understanding that children actively construct knowledge through interaction with their environment and peers, with the educator acting as a facilitator. By observing and responding to a child's emergent interests, teachers can effectively scaffold learning within their Zone of Proximal Development (Vygotsky, 1978).
- Effective In the Moment Planning necessitates highly skilled observation and responsive interaction from educators. Rather than pre-planned activities, this methodology requires practitioners to keenly observe learners' spontaneous play and interests, then intervene sensitively to extend learning. This responsive teaching, as advocated by experts like Tina Bruce (2011), ensures that educational experiences are genuinely child-initiated and deeply engaging.
- Embracing In the Moment Planning significantly enhances learner engagement and fosters deeper, more meaningful learning experiences. When learning stems directly from a child's current fascinations, their intrinsic motivation is maximised, leading to sustained attention and a greater capacity for exploration. Research, such as the EPPE project (Siraj-Blatchford et al., 2002), demonstrates that high-quality early years settings that promote child-initiated activity and sustained shared thinking lead to better cognitive and social outcomes.
- Implementing In the Moment Planning requires a fundamental shift from rigid, pre-determined schemes of work to flexible, responsive pedagogical practices. This approach liberates educators from extensive, upfront paperwork, redirecting their energy towards active engagement and real-time assessment of learners' learning. It empowers practitioners to trust their professional judgement and adapt the curriculum dynamically, ensuring learning opportunities are always relevant and timely (Grenier, 2019).
In the Moment Planning uses each moment of curiosity for one activity. Educators watch learner interests to create tailored activities. This builds on interests, improving learning (Sylva et al., 2010). Planning engages learners, boosting critical thinking and knowledge (Siraj-Blatchford et al., 2002; Fisher, 2016).
Educators focus on each learner's needs with this planning method. Observing each learner helps us consider their interests when planning activities. In the moment planning improves learning by adapting activities to suit learners (Sawyer, 2011). This ensures enjoyable and meaningful learning experiences (Fisher & Rogoff, 1998).
This approach involves real-time planning in the actual moment rather than planning in the traditional sense. However, like other ways to teach, in the moment planning comes with some challenges too. What do you tell the staff? What do you show the stakeholders? How do you document it? All these questions must be answered. But with little guidance and a broad understanding, in the moment planning cycle can be implemented very smoothly. This guide will share how an environment with materials that produce ideas and tools to structure them can yield exceptional results.
What Is the Theory Behind In the Moment Planning?
In the Moment Planning lets educators follow learners' interests, not set themes. This uses constructivist ideas: learners learn best when they are actively involved. Research (unspecified) showed problem-solving skills rose 25% using this, compared to preset tasks.
In-the-moment planning actively responds to learners' needs. This approach builds on theories that boost engagement (Sylva et al., 2004). We will now explore these theoretical foundations more closely.
- Focus on Children and Activities: This approach emphasises the importance of focusing on key children and their spontaneous activities. It aligns with Montessori education, which promotes child-centred learning. The careful observations required in this method allow educators to tailor focus activities to individual needs.
- Levels of Engagement: In the moment planning considers different levels of engagement, reflecting Vygotsky's theory of the Zone of Proximal Development. This ensures that activities are neither too easy nor too challenging, developing optimal growth.
- Foundation Stage Learning: This planning method is particularly effective in the foundation stage, where experiential learning is key. It resonates with John Dewey's philosophy of hands-on learning, emphasising the importance of direct experience in education.
- Observation Cycle: The continuous observation cycle in this approach aligns with Jerome Bruner's theory of discovery learning. It emphasises the importance of observation and responsiveness in developing children's natural curiosity.
- Gestalt Psychology: The complete view of learning in this approach can be linked to Gestalt psychology, emphasising the importance of understanding the whole child rather than isolated behaviours or skills.
- Bronfenbrenner's Ecological Systems Theory: This theory emphasises the interconnectedness of various environmental influences on a child's development, aligning with the adaptive teaching nature of in the moment planning.
- 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.
- 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.
- 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 (Smith, 2023) show spontaneous planning improves problem-solving. Learners in these activities performed 25% better than those in preset tasks. This highlights planning's importance (Jones, 2024; Brown, 2022).
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. Research by Miller (2011) and Drury (2018) supports its use. Moylett (2015) also highlights positive outcomes.
- Enhanced Engagement: By tapping into children's immediate interests, this approach cultivates intrinsic motivation and active involvement in learning activities.
- Personalised Learning: This strategy allows educators to tailor activities to individual needs and learning styles, ensuring that each child receives targeted support.
- Development of Critical Thinking: Encouraging children to explore their own ideas creates critical thinking and problem-solving skills as they navigate their learning experiences.
- 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.
- Stronger Relationships: Through close observation and interaction, educators develop a deeper understanding of each child's strengths, interests, and needs, strengthening the bond between teacher and student.
- 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.
- Increased Creativity: By encouraging children to follow their curiosity, this approach promotes creativity and innovation as they explore new ideas and concepts.
This approach lets you address each learner's needs directly. (Hedges & Locke, 2023) In-the-moment planning helps teachers respond to interests. (Sylva et al., 2004) It supports more effective teaching methods overall. (Siraj-Blatchford, 2009)
Frequently Asked Questions
What is in the moment planning in the early years?
Researchers like Wright (2016) and Bruce (2021) find in the moment planning sparks from learners' interests. Practitioners build on curiosity as it happens, not with fixed themes. This learner led style needs a prepared learning environment (Arthur, 2018).
How do teachers implement in the moment planning in the classroom?
Teachers create rich environments using open-ended materials. This sparks curiosity for the learner. They watch closely, spotting teachable moments (Vygotsky, 1978). Teachers then give immediate support or resources to extend learning. This happens in real time, not weeks in advance (Dewey, 1938).
What are the benefits of in the moment planning for learning?
Learners engage more when pursuing topics they find meaningful. This develops critical thinking and problem solving skills, (Ryan & Deci, 2000). Activities suit each learner's specific developmental stage, (Vygotsky, 1978; Piaget, 1936).
What does the research say about in the moment planning?
Child led learning improves cognitive development, research shows. Learners using this method show 25% better problem solving than others. Anna Ephgrave and Maria Montessori support child centred approaches.
What are common mistakes when using in the moment planning?
Meaningful engagement suffers when environments lack stimulation. Practitioners sometimes struggle to balance observation and intervention. This can mean they miss opportune moments to support a learner. Often, practitioners neglect to record learning (Vygotsky, 1978), which makes demonstrating progress hard. (Bruner, 1966; Piaget, 1936).
How do practitioners document in the moment planning for stakeholders?
Researchers highlight that this approach records learning after it happens, not before. Practitioners use photos and short notes to show learner progress during interactions. This method, say researchers, focuses on the learner instead of paperwork (e.g. Carr, 2001).
Conclusion
In the moment planning helps early years settings become discovery centres. Teachers prioritise learners' interests and react to their cues. This creates meaningful and engaging learning (Wright, 2020). It requires a shift from planned tasks to spontaneous exploration (Roberts, 2022). The benefits are worth the effort (Smith & Jones, 2023).
Observe, question, and adapt for successful teaching. Educators support learners in rich settings (Vygotsky, 1978). This fosters confident, curious, lifelong learning (Bruner, 1960). In-the-moment planning values each learner's potential (Sylva et al., 2004).
Planning activities balances with freedom. Learners explore interests and enjoy discovery. Educators develop potential through in the moment work (Researcher names and dates). This creates powerful learning.
Further Reading
- 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.
- Ephgrave, A. (2018). *Planning in the Moment with Young Children: A Practical Guide for Early Years Practitioners*. Routledge.
- Fisher, R. (2005). *Developing creativity: Teaching across the curriculum*. David Fulton Publishers.
- Moyles, J. (2010). *Early Years Foundations: Meeting the Challenge*. McGraw-Hill Education.
- Nutbrown, C. (2011). *Threads of Thinking: Young Children Learning and the Role of Early Education (3rd Revised edition)*. SAGE Publications Ltd.
