“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.
Instead of taking the familiar long-term cycle of observation, reflection and planning, the practitioner does all of this instantly. That means working more closely with the children to observe an interest and extend it in the moment. We then use this to enhance and build upon children’s existing knowledge.
In-the-moment planning can be 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, the teacher can document the observation. Include the spark, the teachable moment and what they did next. This helps the practitioner to map out each child’s interests, and plan an environment that works for them.
Child-initiated play and child-led learning are widely regarded as one of the most effective ways to support young children in their natural curiosity. And, 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 fully engaged and involved, which is linked to better brain development in developing children.