ABSTRACT
This chapter explores how planning can support learning in science and technology in the Early Years and analyses examples of long-, medium- and short-term planning. Observation and interaction–by both practitioners and children in reciprocal relationship–play an important role in the planning process. To provide a relevant starting point and a meaningful context for children, planning for science and technology may be set within themes such as ‘ourselves’, ‘dinosaurs’ or perhaps issues related to the environment and sustainability. Flexibility and a mindfulness of children’s interests and enthusiasms–identified through careful observation and interaction on the part of both practitioners and children - have also been given attention. Learning in science and technology within the setting is promoted through play and sensory exploration, which supports children in developing a positive sense of themselves and the world around them. To ensure effective adult–child interactions, an ethos of fostering reciprocal relationships through child-led play was shared with all staff in the setting.
