Planning for successful learning

Planning, tracking and Monitoring

Planning for Successful Learning

In the Early Years

Planning in the early years should be a balance of responsive and intentional to meet children’s needs and interests. A familiar and enabling environment and a progressive approach to skills and knowledge development, where children are encouraged to explore and consolidate their understanding, ensures continuous progression in learning.

Staff observations of children should inform planning and support children to make connections across learning and in the wider world. A variety of approaches support the planning process in the early years. A commonly used approach, floorbooks promote children’s voice, allow children to revisit prior learning, and build on prior knowledge. They also document progression of learning, providing opportunities for assessment, allowing children’s skills to be scaffolded.

Other approaches include 3D mind mapping and planning meetings with individuals and small groups of children. Informal planning includes responsive actions and professional dialogue.

Realising the Ambition, national practice guidance for early years in Scotland, contains further guidance on planning ‘Into practice - observation, planning and facilitating learning responsively and intentionally’.