Activity 2.3 | Leading with Intentionality

“Pedagogical thought is reinvigorated as it transforms educational practice. In that, from it, it creates its own conditions. This is why pedagogy tries to unsettle practice to find (and sometimes even liberate) its creative force. In other words, in a very basic understanding, pedagogy is interested in creating an experience. Its questions then become: What kinds of experiences are being created in educational contexts? What is their value, unseen beauty, unexpected risks, and potential?” 

(Vintimilla & Pacini-Ketchabaw, 2020)

Intentionality is a cornerstone in the design of authentic learning environments that nurture meaningful and transformative experiences for children. When the whole team approaches this process with intentionality as the central focus, educators have the opportunity to thoughtfully consider how every choice, whether physical, relational, or conceptual, can align with their values and the unique identities of the children they serve.

When we design environments with care and purpose, we communicate profound respect for children as capable, curious, and creative beings. These spaces honor their innate capacity to shape their world, encouraging them to actively participate in and contribute to their learning journeys. An intentional environment goes beyond aesthetics; it becomes a reflection of the children’s interests, cultures, and voices while fostering a deep sense of belonging and possibility.

By intentionally incorporating elements that support children’s exploration and relationships, with peers, adults, and the natural world, authentic environments empower children to engage in meaningful work and play. They become places where children feel seen, valued, and inspired to express themselves fully, explore their curiosities, and form connections with the world around them.

Ultimately, designing with intentionality invites us as educators to critically reflect on how our choices shape children’s lived experiences, affirm their rights, and support their growth as confident, empathetic, and capable individuals.

Take a moment to think about the spaces and environments in which you practice with young children.

Revisit this blog post from the Early Childhood Pedagogy Network (n.d.), highlighting how pedagogical work takes up the concept of story in multiple and diverse ways. 

Reference

Early Childhood Pedagogy Network (ECPN). (n.d.). Intentionality. 
https://ecpn.ca/intentionality/ 

Vintimilla, C. D., & Pacini-Ketchabaw, V. (2020). Weaving pedagogy in early childhood education: On openings and their foreclosure. European Early Childhood Education Research Journal, 28(5), 628–641. https://doi.org/10.1080/1350293X.2020.1817235