Simplifying Planning in Early Years: A Path to Curiosity and Balance

Streamlining plans to nurture curiosity and support learning.

When I started my career in early years education over 13 years ago, I found myself trapped in the cycle of over-planning and over-resourcing. There were countless times when I spent hours planning what I thought would be an amazing lesson, only to face a classroom of unenthusiastic children. What a waste of time and energy! In contrast, it’s always the in-the-moment, unexpected learning opportunities during the continuous provision phase that truly captured my students' attention and enthusiasm.

Simplifying My Planning

Having a healthy work-life balance is incredibly important to me. If the effort I was putting in didn’t result in meaningful learning, then it wasn’t worth including in my planning. I began by reducing adult-led sessions to no more than 15 minutes per session, ensuring each one was concise, clear, and built on previous learning. I also transformed our learning space into a completely open-ended environment to foster moments of curiosity. While it was initially terrifying to take my provision in this direction, I have to admit, it was completely invigorating. The children embraced this approach wholeheartedly, and it was a joy to watch them engage in deep, prolonged periods of curiosity and exploration.

Embracing the Open-Ended Approach

When I plan, I now use an overview for the year as a guideline and create weekly planners. Gone are the days of overly detailed daily plans; they left me feeling rigid and disconnected from the needs of my children. When sharing plans with my support staff, I always stress that flexibility is key—things can (and will) change at any given moment. In fact, I don’t think I’ve ever fully completed everything I’ve planned in a week, and honestly, I shouldn’t. If I’m truly embracing what it means to be an early years educator, then I should expect the unexpected.

In-the-Moment Planning

By removing the constraints of an overly structured timetable, I’ve been able to be present with my children and adapt to their needs in the moment. This shift created space for me to observe my children closely, providing in-the-moment enhancements based on their interests and lines of enquiry. I’ve been able to address misconceptions, offer challenges, and build on their learning as it happens. By adopting this flexible approach, I no longer need to plan additional lessons or interventions to close gaps. This approach has also given my most vulnerable children the freedom to explore and play in a more relaxed, supportive environment.

A Win-Win: For the Children and Myself

Giving children the freedom to explore is incredibly rewarding. Simultaneously, it’s a gift for me as an educator, allowing me to maintain a healthier work-life balance. What I get back from this approach far exceeds the effort I put in.