Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
In-the-Moment Teaching refers to a responsive approach where practitioners observe children’s play and learning and immediately act to support or extend it through interaction, guidance, or adaptation of the environment.
What is In-the-Moment Teaching?
In-the-moment teaching describes an approach where practitioners respond directly to children’s interests, actions, and learning as it happens. Rather than relying solely on pre-planned activities, practitioners observe what children are doing and use these moments as opportunities to support learning.
This approach recognises that meaningful learning often occurs during play and everyday experiences, and that these moments can be used to extend children’s thinking and development.
In-the-Moment Teaching in Early Years Practice
In practice, in-the-moment teaching often takes place during child-led play. Practitioners observe children’s engagement and identify opportunities to support learning.
For example, a practitioner may:
join a child’s play and introduce new language
support problem-solving during an activity
extend a child’s idea through conversation
introduce a new resource to build on an interest
These responses are based on what the practitioner notices in the moment.
The Role of the Adult
The adult plays a key role in recognising and responding to learning opportunities. This involves:
observing children’s play and engagement
identifying moments where learning can be extended
interacting in ways that support thinking and development
adapting the environment or resources where appropriate
The practitioner’s knowledge of the child and understanding of development inform these decisions.
In-the-Moment Teaching and Planning
In-the-moment teaching is often associated with flexible or responsive planning approaches. Rather than following a fixed plan, practitioners adapt their practice based on children’s interests and development.
This approach aligns with the Observation–Assessment–Planning (OAP) Cycle, where observation and assessment inform decisions about how to support learning.
Planning may still take place, but it is often flexible and responsive rather than predetermined.
In-the-Moment Teaching and Children’s Development
In-the-moment teaching supports children’s development by building on their interests and engagement. When learning is connected to what children are already exploring, they may be more motivated and involved.
This approach can support:
language and communication
thinking and problem-solving
engagement and concentration
confidence in learning
By responding to children’s interests, practitioners help create meaningful learning experiences.
Common Questions About In-the-Moment Teaching
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No. Planning still takes place, but it is often flexible and responsive rather than fixed in advance.
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It is commonly associated with play, but it can occur during any part of the day where practitioners respond to children’s learning as it happens.
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Practitioners use observation and professional judgement to decide when and how to support or extend children’s learning.
Summary
In-the-moment teaching refers to a responsive approach where practitioners observe children’s learning and act in the moment to support or extend it. By responding to children’s interests and engagement, practitioners create meaningful opportunities for learning within everyday experiences.
Related Glossary Terms
The following glossary entries are closely related to In-the-Moment Teaching and provide additional context:
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.