EYFS Planning for Toddlers (18–36 Months)

Planning for toddlers is often where practice begins to drift into activities, themes and outcomes.

But in high-quality EYFS provision, planning for children aged 18–36 months remains play-led, observation-led and rooted in relationships.

Toddlers are active, curious and increasingly independent — but they still learn through:

• exploration

• repetition

• movement

• interaction with adults

Planning does not direct this learning. It supports adults to respond to it.

Browse our page or go directly to the Preschool Planning Support you require using the text links below:

Planning Pedagogy

Planning Resources

Additional Support

Toddler Planning Pedagogy

Explore current best practice surrounding toddler planning. Expand the subheadings below using the cross symbols on the right.

• What does planning look like in a toddler room?

  In toddler rooms, planning evolves — but its purpose stays the same.

  Planning supports practitioners to:

  • notice patterns in play (schemas)

  • understand children’s interests and motivations

  • adapt the environment and provision

  • respond through interaction and language

  • support independence within secure routines

  Children are not expected to follow plans.

  👉 Adults use planning to stay intentional, not instructional.

• How toddlers learn (18–36 months)

  Toddlers learn through doing, repeating and exploring.

  Common learning behaviours include:

  • transporting, filling and emptying

  • climbing, pushing and pulling

  • building and knocking down

  • repeating actions again and again

  • exploring cause and effect

  • watching and copying others

  Much of this learning is driven by schemas — deep patterns of exploration such as:

  • trajectory

  • rotation

  • enclosure

  • connection

  Planning needs to recognise and support these patterns, not interrupt them.

• What planning is (and is not) in toddler rooms

  ✔ Planning is:

  • based on observation

  • responsive to children’s interests and schemas

  • focused on environment, provision and interaction

  • flexible and adaptable

  • supportive of communication, regulation and independence

  ✖ Planning is not:

  • a timetable of activities

  • a list of adult-led tasks

  • a sequence of lessons

  • outcome-driven

  • used to “cover” learning

  Even as children become more active,
  👉 learning is still not delivered — it emerges.

• Observation-led planning: the foundation of practice

  All toddler planning begins with observation.

  Practitioners notice:

  • repeated patterns of play (schemas)

  • emerging language and communication

  • social interactions and relationships

  • emotional regulation and behaviour

  • levels of engagement and curiosity

  These observations inform:

  • provision changes

  • adult interaction

  • environmental adjustments

  • shared team understanding

  Planning is:
  👉 a response to what children are already doing well

• The role of the environment in planning

  In toddler rooms:

  👉 the environment is the primary teaching tool

  Planning focuses heavily on:

  • continuous provision

  • open-ended resources

  • accessible layouts

  • opportunities for movement and exploration

  This might include:

  • adding containers for transporting play

  • creating space for climbing and large movement

  • enhancing construction areas

  • repeating familiar songs and books

  • offering sensory and messy play opportunities

  Small changes in provision often have the biggest impact.

• Schemas and toddler planning

  Schemas are central to toddler learning.

  Planning supports practitioners to:

  • recognise schematic play

  • provide matching resources

  • extend exploration without directing it

  For example:

  • transporting → baskets, bags, movable objects

  • rotation → wheels, rolling objects

  • enclosure → boxes, dens, containers

  Planning does not try to change the schema — it works with it.

• Where do projects and themes fit?

  Projects and themes can be used in toddler rooms — but only when understood correctly.

  They are:

  • optional contexts, not curriculum drivers

  • flexible frameworks, not plans to follow

  • responsive to children, not imposed on them

  High-quality project use:

  • starts with children’s interests and schemas

  • adapts week by week

  • focuses on provision and interaction

  • does not expect participation or outcomes

  For example, a project like “Construction & Patterns” may:

  • support schematic play (connecting, positioning)

  • introduce relevant vocabulary

  • guide environment enhancements

  But it will never:

  • dictate what children must do

  • replace play with activities

  • become a fixed plan

  👉 The child remains the starting point — always.

• What might planning documentation include?

  Planning for toddlers may include:

  • brief notes on interests or repeated behaviours

  • schema observations and analysis

  • communication and language development

  • emotional and social responses

  • simple next steps based on play

  For example:

  • “Add ramps for rolling objects”

  • “Provide more containers for transporting”

  • “Repeat action songs for language development”

  Recording is:

  • light-touch

  • purposeful

  • secondary to interaction

• Supporting the EYFS Prime Areas through planning

  Planning supports all three prime areas:

  Personal, Social & Emotional Development

  • building independence

  • forming relationships

  • managing emotions with support

  Communication & Language

  • developing vocabulary

  • engaging in shared attention

  • building early conversation skills

  Physical Development

  • movement and coordination

  • fine motor exploration

  • sensory play

  Learning remains:
  👉 holistic and interconnected

• Planning for individual toddlers

  Every toddler develops differently.

  Planning reflects:

  • individual interests and schemas

  • communication styles

  • emotional needs

  • sensory preferences

  • levels of independence

  Practitioners:

  • avoid comparison

  • adapt continuously

  • work closely with families

  Planning supports:
  

  👉 the child in front of you — not an expectation

• Planning in different toddler settings

  Nurseries:

  • planning supports team consistency

  • provision reflects group patterns and interests

  Childminders:

  • planning is highly flexible

  • routines and relationships are central

  Across all settings:
  

  👉 planning remains responsive, not prescriptive

• Planning and inspection

  Practitioners can confidently explain:

  • planning is led by observation and schemas

  • learning happens through play and interaction

  • environments are adapted continuously

  • adults extend learning in the moment

  Inspectors are looking for:
  

  👉 engagement, wellbeing and meaningful interaction

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Explore our Toddler Planning Resources

On this page you will find Toddler Curriculum & Pedagogy planning guidance and Premium printable provision.

These resources are designed to:

• reduce unnecessary workload

• support confident decision-making

• strengthen high-quality, play-based practice

Free EYFS Toddler Planning Resources

Browse our page or go directly to the planning resources you require using the text links below:

Core Curriculum Planning & Guidance Materials

Curriculum & Progression

(Toddler Curriculum Overview & Rationale, Intent Grids & Curriculum Progression Maps: 18–24 | 24–30 | 30–36 months)

Observation & Planning

(In-the-Moment Planning Prompt Sheets, Weekly Planning & Observation Templates)

Continuous Provision & Environment

(Continuous Provision Maps, Provision Setup Guides (all areas), Audit & Rotation Tools & Printable Resources)

Themes, Projects & Schema-Responsive Contexts

(Child-Led & Responsive Project Planners, Year-Long Project Map, plus Schema Coverage Tools & Support Maps)

Provision Enhancements

(Themed Resources, Role-Play Packs, Festivals & Special Dates)

Adult Interaction & Development

(Behaviour & Emotional Regulation Guides, Language-First Support & Interaction Guidance)

Area of Learning Invitations & Provocations

(Progression Maps, Responsive Adult Focus Sessions & Printable Resources)

SEND & Inclusion

(Guidance & Practical Tools)

Statutory & Non-Statutory Guidance Resources

(EYFS Framework & Development Matters)

Curriculum & Progression

• Toddler Curriculum Overview & Rationale Guidance Documents

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• Intent Grids & Curriculum Progression Maps (18–24 | 24–30 | 30–36 months)

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Observation & Planning

• In-the-Moment Planning Prompt Sheets, Weekly Planning & Observation Templates

• Additional Blank Planning Templates | Generic Birth-5

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Continuous Provision & Environment

• Continuous Provision Maps, Provision Setup Guides (all areas), plus Audit & Rotation Tools

• Continuous Provision & Play Areas Printable Resource Hub - Coming Soon!

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Themes, Projects & Schema-Responsive Contexts

• Year-Long Project Map, plus Schema Coverage Tools & Support Maps

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• 12 Project Planners (3–4 weeks)

The following planners support practitioners to think intentionally about environment design, adult interaction, vocabulary and observation, while keeping play child-led and responsive. They integrate the Prime Areas of learning and gently seed the Specific Areas through real-life, meaningful experiences.

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• 8 Mini Project Planners (1-2 Weeks)

The following mini-projects are designed to be used flexibly — as stand-alone “burst weeks”, holiday mini-themes, or responsive follow-on when children show strong interest in the subject matter.

The documents support professional judgement and responsive practice. They are not a set of required activities or checklists for children and do not replace statutory EYFS guidance or Development Matters.

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Provision Enhancements

In toddler settings, themed provision enhancements may be used lightly and flexibly alongside continuous provision to support meaningful learning. Responsive use of thematic materials including projects, festivals, celebrations and awareness dates is child-led in a play environment.

• Themed provision

Please use the arrows to the right of the carousel below and select a theme to explore our continuous provision enhancement resources. Alternatively, visit our ‘Themes Menu Page’.

• Role-Play Packs

Please use the arrows to the right of the carousel below to browse our role play pack resources. Alternatively, visit our ‘Role-Play Area’ page.

• Festivals & Celebrations

Please use the arrows to the right of the carousel below and select a festival to explore our continuous provision enhancement resources. Alternatively, visit our ‘Festivals & Celebrations Menu Page’.

• Special Date Calendars

Please use the arrows to the right of the carousel below and select a calendar to explore our continuous provision enhancement ideas & resources. Alternatively, visit our ‘Special Dates Calendar Page’.

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Adult Interaction & Development

• Behaviour & Emotional Regulation Guides, Language-First Support & Interaction Guidance

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Area of Learning Invitations & Provocations

• Progression Maps & Responsive Adult Focus Sessions

Please note:
The activities within the following packs are designed to support adult interaction within child-led learning.

In toddler rooms:
📌 Learning is driven by play, relationships and exploration
📌 Adults extend learning through responsive interaction, not formal teaching
📌 Activities are offered as invitations, not expectations.

Children are free to:
▸ Join, leave or adapt experiences
▸ Repeat or ignore them
▸ Lead the direction of play

The role of the adult is to:
✔️ Notice ✔️ Model ✔️ Narrate ✔️ Extend ✔️ Support

The goal is not to complete activities — it is to deepen thinking through interaction.

• Area of Learning Printable Provision

Please use the arrows to the right of the carousel below and select an area of learning to explore our resources.

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SEND & Inclusion

• Guidance & Practical Tools

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Statutory & Non-Statutory Guidance Resources

Statutory guidance such as the EYFS Framework, establishes clear expectations that all early years providers must meet in order to support children’s safety, wellbeing, and development. Other documents such as ‘Development Matters’, are non-statutory. This means that guidance within these documents provides flexibility and professional support by offering examples and ideas that practitioners can adapt to suit their setting, children, and community.

Together, these forms of guidance help ensure both consistency and flexibility within early years practice. Please find below some of the materials available on Little Owls Resources to support both mentioned documents:

Development Matters

Areas Of Learning

Examples of how to support areas of learning and development for birth to 3 year olds. Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions. Files contain public sector information licensed under the Open Government Licence v3.0.

EYFS Framework

Overarching Principles

Teaching & Learning Characteristics

Seven Key Features of Effective Practice

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Additional Support

Further support materials for Toddler Room Curriculum & Pedagogy, such as our ‘Why We Learn Outdoors in All Weathers’ parent-facing handout, may by found in our ‘Toddlers (18-36 months) Pathway’.

Further EYFS Planning Support

For additional planning support please see the following pages:

Age pages:

• EYFS Planning for Babies (0–18 Months)

• EYFS Planning for Toddlers (18–36 Months)

• EYFS Planning for Preschool (3–4 Years)

• Reception Class Planning (EYFS)

Setting pages:

• EYFS Planning for Childminders

• EYFS Planning in Nursery Settings

Generic:

• General EYFS Planning resources

• Observation & Assessment

• Special Dates Calendar

• Festivals & Celebrations

• Themes Menu

• Timetables & Routines

• Transitions

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This webpage and documents within it are provided as professional guidance to support effective EYFS practice. They do not replace the EYFS Statutory Framework or other statutory guidance. Practitioners must apply professional judgement and adapt practice to their setting and current requirements.