Planning in the Moment With Young Children

Synopsis

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.

Planning in the Moment with Young Children maintains a strong link to practice, providing numerous examples of how practitioners can integrate spontaneous planning and rich adult-child interactions into their everyday practice and early years curricula. From timetabling to setting clear rules, creating enabling environments, keeping records and making use of a variety of materials, the book demonstrates the multitude of ways in which practitioners can encourage child autonomy and respond to the unique needs of each child. Examples from practice are rooted in theory, fully contextualised, and exemplified by original documentation sourced from the author's own experiences and from a wide variety of settings.

Key features include:

• over 180 full colour photographs to illustrate practice;
• photocopiable pages including planning sheets, documentation and activity sheets;
• advice on working with parents, individual children and groups;
• tailored guidance on working with children at different stages of development from birth to age 6 years;
• relevance to a range of settings, including childminders, pre-schools, nurseries and schools.

When children are allowed to select where, with what, and how to play, they are truly invested in their play, they become deeply involved and make dramatic progress. This book is an outstanding testament to a responsive and child-led way of working in early years environments. Practitioners will be guided, inspired and supported to work spontaneously and reactively - planning as they go and celebrating the results!

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Summary

Chapter 1: Planning and the Young Child

* Summary: This chapter defines planning as a purposeful process that involves observing children, gathering information, and making decisions. It emphasizes the importance of planning in the context of young children's developmental needs and interests.
* Real example: A preschool teacher observes that a group of children are consistently drawn to the block area. She plans a project centered around building structures, providing materials such as blocks, cardboard, and tape for them to explore.

Chapter 2: The Four-Step Planning Process

* Summary: This chapter outlines a four-step planning process:
* Observation
* Information gathering
* Decision making
* Implementation
* Real example: After observing the children's interest in building, the teacher gathers information by talking to them about their ideas and asking parents about their observations at home. She then decides on an activity that encourages spatial reasoning and creativity.

Chapter 3: Planning to Support Emergent Curriculum

* Summary: This chapter explains how planning can support emergent curriculum, which is based on children's interests and experiences in the moment. It emphasizes the importance of being flexible and responsive to children's changing needs.
* Real example: The children express interest in constructing a "house" out of blocks. The teacher adjusts her plans to provide additional materials and encourage them to collaborate and problem-solve.

Chapter 4: Planning for Individual Children

* Summary: This chapter discusses the importance of planning for individual children based on their developmental abilities and learning styles. It suggests using observation and assessment to guide planning.
* Real example: A child with limited language skills shows interest in drawing. The teacher includes drawing activities in her daily plans and encourages her to interact with peers who have stronger language skills.

Chapter 5: Planning for Diverse Children

* Summary: This chapter emphasizes the importance of planning for children from diverse backgrounds, including those with disabilities. It provides strategies for ensuring equity and inclusion in the planning process.
* Real example: A teacher works with a child who has a physical disability to facilitate their participation in a gardening activity. She provides assistive devices and adapts lesson plans to make them accessible.

Chapter 6: Planning for the Environment

* Summary: This chapter discusses the importance of planning for the physical environment to support children's learning. It suggests creating spaces that are stimulating, engaging, and safe.
* Real example: A teacher designs the classroom layout to include a quiet area for reading, a dramatic play corner for imaginative play, and a sensory exploration center for hands-on experiences.

Chapter 7: Planning for Families and the Community

* Summary: This chapter highlights the role of planning in connecting with families and the community. It provides strategies for involving families in the planning process and for building partnerships to enhance children's learning experiences.
* Real example: A teacher schedules regular meetings with parents to discuss their children's progress and gather input on upcoming activities. She also plans field trips to local businesses and organizations to expose children to the wider community.