The primary aim of planning is to ensure that all children are motivated and excited about learning, and that they are effectively supported along their own unique learning journey. Planning should provide opportunities for exploration of ideas, resources and experiences. It should guarantee developmentally appropriate challenge for all, and a range of meaningful contexts for consolidation and application of learning. Planning is a ‘tool kit’ for adults but should be enabling rather than restrictive.
Observation is part of an ongoing cycle that feeds all our planning. Practitioners need to observe children, note their fascinations and plan to support these, for individuals or groups, by such things as enhancing the environment, providing time and space for activities to be carried through, offering provocations to make children think, suggesting possibilities, modelling approaches, scaffolding learning, showing interest, celebrating interests and achievements, offering experiences and materials that enable children to make links in their thinking, encourage children to work collaboratively on shared challenges. There will be some predictable events and happenings (e.g. celebrations, changes in the weather) that can provide starting points for planning, however these should also evolve flexibly in response to children.
Children develop a positive sense of themselves and others. They make good relationships and develop respect for others. They learn how to manage their feelings and to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Children are given opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Children are given opportunities to be active and interactive; and to develop their co-ordination, control, and movement. They are helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Children link sounds and letters and begin to read and write. They are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Children are provided with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Children are guided to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Children explore and play with a wide range of media and materials. Opportunities are provided for sharing their thoughts, ideas and feelings through a variety of activities in art, music, dance, movement, role play, and design and technology.