How Projects Work in Toddler Rooms (18–36 Months)

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(This pathway component is currently available to read on the page below and will be available for download by: March 31st 2026)

How Projects/Themes Work in Toddler Rooms

Guidance (18–36 Months)

Professional guidance explaining the role of projects within a play-led toddler curriculum.

Purpose of This Document

This guidance explains how projects and themes operate within our toddler curriculum for children aged 18–36 months.

It is designed to:

• clarify the role of projects within a play-led curriculum

• support consistent, confident practice across teams

• prevent projects being misunderstood as topic teaching

• articulate developmentally appropriate intent, implementation and impact

Projects provide context and coherence, not content delivery.

Our Pedagogical View of Projects

In toddler rooms, projects are not used to:

• teach subject knowledge

• deliver planned outcomes

• replace child-led play

• move children through content

Instead, projects:

• create a shared context for exploration

• support language-rich experiences

• help adults think intentionally about provision

• provide continuity over time

Projects sit alongside continuous provision — they do not override it.

Why We Use Projects with Toddlers

Projects support toddler learning by:

• connecting experiences to children’s real lives

• offering familiar, predictable themes

• allowing ideas to be revisited over time

• supporting emotional security and belonging

The year-long project map follows seasons, routines and lived experience, making learning meaningful without formal teaching.

Projects as a Flexible Framework

Each project typically spans 3–4 weeks, but this is always flexible.

Projects may:

• extend when interest is sustained

• pause when children need consolidation

• adapt in response to schemas, weather, events or cohort needs

The project provides a lens for adults, not a checklist for children.

How Projects Influence Practice Day to Day

Projects influence practice through:

• Environment enhancements
  Small, thoughtful additions to continuous provision that reflect the project context.

• Adult language and interaction
  Repeated modelling of relevant vocabulary through play and routines.

• Resource choice
  Open-ended materials selected to support exploration within the project theme.

At no point are children required to “do the project”. Engagement is always voluntary.

Projects and Continuous Provision

Continuous provision remains the core of the curriculum.

Projects:

• sit within continuous provision

• enrich, rather than replace, core areas

• are layered lightly over existing provision

Provision stays available long enough for deep learning and repetition.

Projects and Schemas

Projects are planned with schematic play in mind.

This means:

• themes offer multiple schematic entry points

• resources are open-ended and adaptable

• adults observe how children engage rather than directing play

If a child’s schema leads learning away from the project theme, the schema takes priority.

The Role of Adults Within Projects

Adults working within projects:

• observe how children engage with the theme

• follow children’s interests and schematic patterns

• model language linked to the shared context

• offer brief, playful invitations when appropriate

Adults do not expect all children to engage with the same experiences.

Adult-Led Experiences Within Projects

Adult-led experiences:

• are short (2–5 minutes)

• are optional

• respond to children’s interest

• never interrupt deep play

These may include songs, stories, sensory experiences or practical life skills linked to the project context.

Projects, Planning and Documentation

Project planners support adults by:

• clarifying pedagogical intent

• suggesting possible enhancements and interactions

• supporting reflection and evaluation

They are not lesson plans and should not be followed rigidly.

Practitioners use professional judgement to decide what is appropriate in the moment.

Projects and Assessment

Assessment within projects is:

• observational

• narrative

• focused on engagement, wellbeing and development

Projects help adults notice:

• emerging interests

• language development

• changes in independence

• schematic patterns

Assessment is never about measuring project outcomes.

Inclusion Within Project Work

Projects are inherently inclusive because they:

• draw on everyday experiences

• value non-verbal and sensory learning

• allow multiple ways to engage

• adapt to individual needs

Support is embedded through environment design, adult interaction and partnership with families.

When Projects Change or Stop

Projects may change when:

• children’s interests shift significantly

• a dominant schema emerges

• emotional or developmental needs take priority

This responsiveness is a strength, not a weakness.

How Projects Support Progression

Projects support progression by:

• deepening engagement over time

• expanding vocabulary in meaningful contexts

• supporting sustained shared thinking

• reinforcing routines and emotional security

Progression happens through play, not through completing project activities.

Summary

In our toddler rooms:

• projects provide context, not content

• play remains the curriculum

• schemas guide engagement

• adults remain responsive and reflective

Projects work because they respect how toddlers learn — through repetition, relationships and exploration.

Document Updated: January 2026

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(This pathway component is currently available to read on the page above and will be available for download by: March 31st 2026)

Recommended next read Selection

Additional Documents | Professional Membership Contents (Toddlers 18-36 months)

Navigate our Curriculum & Pedagogy guidance documents here.

Pedagogical identity:
Relationship-led, sensory-rich toddler practice grounded in schemas, play, and responsive adult interaction.

• 1. Welcome to the Toddler Room (Start Here)

  👉 This section prevents over-planning and aligns practice.

  • Toddler Pedagogy Position Statement – How Toddlers Learn (18–36 Months) [Free Orienting Sample]

  • Toddler Curriculum Overview & Rationale[Free Orienting Sample]

  • How Our Toddler Curriculum Works

  • The Role of Schemas in Toddler Practice

  • Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)

  • FAQs: Toddler Planning & Pedagogy

• 2. Toddler Curriculum & Developmental Progression

  👉 Adult understanding, not child targets.

  • Toddler Curriculum Maps

    • Progression across 6-month bands (18–24 | 24–30 | 30–36 months)

  • Intent → Progression Grids (Practitioner Reference)

  • Area of Learning Progression Maps

• 3. Observation-Led Practice & In-the-Moment Planning

  👉 Observation is the driver of planning.

  • In-the-Moment Planning Prompt Sheets (Toddlers)

  • Weekly Planning Template

  • Toddler Narrative Observation & Analysis Template

  • Focused Observation Templates

    • Communication & Language

    • PSED

    • Physical Development

    • Maths Seeds

    • Characteristics of Effective Learning

    • Behaviour & Emotional Regulation

    • Schema Observation & Analysis

• 4. Continuous Provision in the Toddler Room

  👉 The environment does the teaching.

  Universal Continuous Provision

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

  • Toddler Visual Support Labelling Pack | 18–36 Months

• 5. Outdoor Learning

  👉 Movement, regulation and sensory experience.

  • Outdoor Continuous Provision Pack

    • Outdoor Zone-by-Zone Setup Guide (Gross Motor, Sensory/Nature, Creative/Mark Making, Small World Outside, Water/Mud)

    • Seasonal Adjustments Planner

    • Outdoor Risk–Benefit Assessment Template + examples

    • Nature-Based Learning & Schema Guide

    • Outdoor Mark Making & Literacy Opportunities Sheet

    • Outdoor Maths Seeds Sheet

  • Why We Learn Outdoors in All Weathers (Parent Handout)

• 6. Projects, Themes & Schema-Responsive Contexts

  👉 Projects are optional contexts, not directives.

  • Year-Long Project / Theme Curriculum Map (52 Weeks)

  • How Projects Work in Toddler Rooms (Guidance)

  • Schema Coverage & Support Map

  Project/Theme Planners:

  • 12 × Main Project Planners (3–4 Weeks)

    • All About Me & My World

    • People Who Help Us

    • Autumn - Senses, Colours & Change

    • Light, Dark & Celebrations

    • Winter-Weather, Warmth & Cosy Spaces

    • Transport & Journeys

    • Growing & Changing

    • Animals & Their Homes

    • Food & Nutrition

    • Minibeasts & Nature Explorers

    • Summer - Sand, Sea & Sun

    • Playful Patterns & Construction

  • 8 × Mini-Project Planners (1 Week)

    • Big Machines & Building

    • Cooking & Food Play

    • Teddy Bears’ Picnic

    • Colours Everywhere

    • Water Play Week

    • My Favourite Things

    • Rhyme Time Week

    • Weather Wonders

• 7. Adult-Focused Invitations & Activity Resources

  👉 Invitations, provocations and shared experiences.

  • Activity Cards Pack

    Supports Child-led learning and responsive provision

  • Area of Learning Progression Maps & Adult Focus Sessions

    (Organised by Age Band: 18–24 months | 24–30 months | 30–36 months)

    Supports intentional teaching, vocabulary development and staff confidence

    • Communication & Language

    • PSED

    • Physical Development

    • Maths Seeds

    • Literacy Seeds

    • Understanding the World – Experience Progression Pack

    • Expressive Arts & Design – Creative Media & Expression Toolkit

• 8. Language, Interaction & Emotional Development

  👉 Interaction is the curriculum.

  • Toddler Room Poster – Five Sentence Stems For Toddler Practitioners

  • Supporting Emotional Regulation Through Language

  • Language-First Approaches in Toddler Rooms

  • Toddler Behaviour & Regulation: A Quick Guide

• 9. Assessment, Statutory Requirements & Leadership

  👉 Proportionate, meaningful assessment.

  • Progress Check at Age 2

    • Report Template

    • Practitioner Guidance

  • OFSTED Questions We’re Ready For

• 10. SEND & Inclusion

  👉 Early identification, gentle support.

  • SEND Inclusion Strategy Pack (18–36 Months)

    • Practical SEND & inclusion strategies for toddlers aged 18–36 months

    • Six quick-reference strategy sheets covering communication, sensory needs, anxiety and behaviour

    • Aligned with the EYFS Framework and the Assess–Plan–Do–Review approach

    • Inclusive, diagnosis-free guidance ready to use in everyday practice

    • Ideal for observations, provision planning, team use and Ofsted evidence

• 11. Transition & Parent Partnership

  👉 Strong partnerships, realistic expectations.

  Transition

  • Toddler → Preschool Transition Pack

  Home–Setting Communication

  • Toddler Room Parent Update & Home Learning Sheet

  • Letter Templates Pack

  Parent Information Pages

  • Why Mark Making Matters (Before Writing)

  • Supporting Speech & Language at Home (0–3 Years)

  • How To Build Language Through Play

  • Why We Learn Outdoors in All Weathers

Additional Whole-Setting Guidance | for Professional Members

Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.

• Curriculum & Pedagogy

  • Little Owls Resources’ Curriculum Intent Statement

  • EYFS from Birth to 5: Curriculum Coherence & Pedagogical Throughline

  • Whole-Setting Curriculum Map (Birth-5): Curriculum Intent & Progression

  • Pedagogy Guidance Document

  • Speech & Language Development - Setting Statement

  • EYFS Inspection-Facing Summaries

• Early Years Schemas

  Early Years Schemas - Practitioner Toolkit | EYFS Birth-5

  ↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)

  ↪ Schema Observation & Responsive Provision Planning Template

• EYFS Setting Policies

  • EYFS Group Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Policy Sign-Off and Confirmation Document

    ↪ EYFS Setting Policy Folder Contents List

  • Childminder Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document

    ↪ Childminder Policy Folder Contents List

• EYFS Glossary

  EYFS Glossary

  ↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.

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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.

Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.

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