If so, in the moment planning might be the answer for your setting. It’s a simple enough theory. You get rid of most of your planning and instead give your practitioners the freedom to extend a child’s interest in the moment.
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.
But with a strong understanding and little guidance on how to implement it, you’ll soon be wondering what on earth you were so worried about.
What is in the moment planning?
“Let the children choose what to do, join them and support them in their pursuits. Then write up what has happened.”
That’s Anna Ephgrave, and she’s the author behind one of the most influential books on in the moment planning, which you can find in our further reading section at the end of this article.
And in theory, it really is that basic. Instead of taking the familiar long-term cycle of observation, reflection and planning, you do all of this instantly. That means working more closely with the children to observe an interest and extend it in the moment.
The basis for all of this is that children have a natural desire to learn and explore. So instead of holding their hand through a variety of preset activities, you can allow them to find their own interests, and use this to enhance and build upon their existing knowledge.
It’s often broken down into three stages:
The Child’s Spark – This is when the child first shows an interest in something. There should be an air of fascination around the object and concentration in what they are now doing.
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.
The Documentation – At a later date, you can document the observation. Include the spark, the teachable moment and what you did next. This will help you to map out each child’s interests, and plan an environment that works for them.
Why should I use in the moment planning?
The EYFS 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, while in the moment planning is one of the most effective ways to introduce child-led learning.
Child-led learning is particularly effective because it means children are engaged and involved. This is linked to better brain development in developing children.
What’s more, the longer term cycle you find with traditional planning can often miss the target.
First of all, children are not storing up their questions for tomorrow. Being in the moment means you are more likely to be ready with answers when and where they are relevant.
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.
Finally, it’s paperwork. It might take a little time to get used to, but with less planning comes less time spent in your office away from the children. And you don’t need me to tell you why that’s a good idea…
How do I implement in the moment planning?
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.
That’s why we’ve covered some of the most standard concerns, as well as some of the best tips we’ve found for putting in the moment in place.
1. You need skilled practitioners
One of the first things you might notice about this process is that it requires practitioners to complete their usual observation cycle almost on the spot.
Of course, the process is completely different when you’re working so closely with a child. But there’s no doubt that you need strong, instinctive practitioners to make in the moment planning work.
Some important skillsets you’ll need:
Strong Observers – The ability to pay close attention and see exactly what a child is doing.
Look Beyond The Obvious – They need to look beyond the obvious and see the real interest that is being displayed. It’s difficult to extend an interest as superficial as ‘football’. But moving things around, propelling objects, or throwing and catching? That’s something you can work to extend and expand into the different bands of the EYFS.
Improvisation – Having the confidence and ability to think on your feet, answer the right questions, and come up with suggestions is central to the whole approach.
A great starting point is a pretty simple idea. Most practitioners get into childcare because they want to work with children. At its core, in the moment planning enables practitioners to spend more time helping children develop and less time doing paperwork.
After that, it’s really just about having confidence in the concept yourself. Adlai Stevenson once said, “You can’t lead a cavalry charge if you think you look funny on a horse.” Get yourself clued up first, and make sure have the understanding to get your practitioners clued up too.
3. You need to document things in the right way
There is a certain reassurance in the motherload of documentation that comes with traditional planning, particularly with regards to Ofsted. But less paperwork does not mean lower Ofsted grading.
Remember, you are turning the whole concept of paperwork upside down. You’re now working on a child’s basis. They are not learning based on your planning.
In that sense, documenting really is more simple than you think, and Ofsted understands this. Note down the spark, teachable moment and any next steps you might want to add. You can find plenty of good templates for this online, but remember not to overcomplicate it. It really should just be an accurate record of the interaction that took place between you and the child.
As we’ll soon see, the environment is also crucial to the whole strategy. So consider drawing up a document to note down the changes in the environment, along with the interests that influenced the change.
Bear in mind, it is less like planning and more like enhancement. You’re not planning activities. What you are doing is looking over current interests and planning an environment that is an interesting, intriguing and evolving place for children to develop.
4. The environment really matters
More on this whole environment thing then…
The core provisions you have should be engaging and stimulating, so that children can approach things themselves and allow the child-led learning to take place. Variation is also key. This is particularly true when you are starting out or if you don’t have a full picture of each child’s interests.
You also need to rethink the way you make environmental changes and whether to add or remove certain provisions. You are still making provisional changes based on what you’re observing, it’s just based more clearly on the interests of your cohort.
The review process is all about how the environment is engaging your children. Take into account how their interests are changing, and how the environment has affected this. Take the time to look back and constantly revise to make sure you have an environment that works for the children.
5. Final tips on in the moment planning
Here’s a few final tips to get you ready to implement in the moment planning at your setting.
Don’t ask a child what their interests are. They should be allowed to play freely while you interpret these interests.
Stop thinking in terms of week-to-week planning. Instead it’s about creating a constantly changing environment that changes as the children do.
Observe and listen closely to every child that you are focusing on.
Ask open-ended questions. These are usually ‘How’ or ‘Why’ questions, and they should never have a yes or no answer.
If you’re not able to dedicate the time to each child, consider having focus children each week who you give your full attention to. This could be as little as 10% of your cohort.
Always go to the child. By asking them to come to you, you are disrupting the flow of their play.
Every setting is different, and you need to experiment to find out what works for you. Don’t be disheartened if it doesn’t feel right from day one, these things take time.
Learn a little more…
Here’s some further reading that we really liked on the topic: