Play Planning

Play Planning is a cornerstone of the Tools of the Mind curriculum, a pedagogical approach deeply rooted in the theories of Lev Vygotsky. Developed by researchers Elena Bodrova and Deborah Leong, this method addresses a critical need in early childhood education: the development of self-regulation and executive function. In their seminal work, Bodrova and Leong (2007) describe play planning as a routine that anchors intentional, sustained play. For children between the ages of 4 and 7, the ability to plan is not just a school skill; it is a developmental milestone that allows them to move from being reactive to being proactive learners.

At its core, Play Planning requires a child to externalise their thoughts before they act. In a typical classroom, a child might run to the block area and start throwing pieces without a clear goal. With Play Planning, that same child must first sit down and decide, 'I am going to be a construction worker building a bridge.' By drawing this idea and having a teacher scribe the words, the child creates a mental map. This map serves as a 'tool of the mind' that the child can use to stay focused when distractions arise. As Diamond et al. (2007) noted in their study published in Science, this routine is a significant factor in why children in these programs show measurable gains in cognitive control compared to those in traditional literacy-heavy environments.

The process begins with a 10 to 15 minute planning session. Each child has a clipboard and a planning sheet. The teacher's role during this time is that of a facilitator and scribe. For a four-year-old, writing is often a series of scribbles or a single representative drawing. The teacher validates this by saying, 'I see you drew a big circle for the pizza. Let me write that down for you.' This interaction is a powerful literacy moment. The child sees that their ideas have permanent value and that writing is a tool for communication. It bridges the gap between the child's internal imagination and the external world.

Once the plans are complete, the children move into 30 to 50 minutes of play. This is not 'free play' in the sense of being aimless; it is 'mature play' (a term used by Bodrova and Leong, 2007, to describe complex, role-based dramatic play). Because the children have roles and plans, the play becomes more complex and social. If two children are both planning to be the 'mommy' in the house area, the planning phase allows them to negotiate those roles before the play even starts. During the play period, the teacher uses the plans as a scaffolding tool. If a child begins to wander or disrupt others, the teacher can gently ask, 'What was your plan today?' and look at the paper together. This helps the child self-correct and return to their intended activity without the teacher needing to use traditional disciplinary measures.

The final component is the review, lasting 5 to 10 minutes. This is a brief check-in where children look at their drawings and reflect on their actions. Did they build the bridge they planned? Did they stay in their role as the doctor? This reflection is crucial for developing metacognition, or thinking about one's own thinking. Over time, children who engage in Play Planning become more independent and better at managing their own behaviour and learning tasks. As Bodrova and Leong (2007) emphasise, the goal is to help children become masters of their own behaviour, providing them with the internal tools they need to succeed in more formal academic settings later on.