The very nature of a teachers life involves a vast amount of planning: schedules, materials, calendars, meetings and above all else, planning for learning. The word planning itself denotes that this is done in preparation of and for learning. This raises some questions when we consider emergent/negotiated curriculum and the concept of agency – How do we plan for learning that is responsive to and respectful of young children? What role does context play? In this session, we will explore the concept of collaborative planning as an integral and continuous part of learning and teaching. It will explore the dimensions of planning as dynamic exchanges around learning, as a response to the child and as a form of research taking into account unique contexts. This session will encourage you to challenge your thinking around planning for inquiry, specifically in light of how the concept of agency challenges the traditional notion of “planning” where the endpoint is formulated in advance. It will draw on the overlap between Reggio philosophy of teacher and student researchers and examining good practice in early childhood education and stimulus for reflection in your own school setting.