Many times, we hear misunderstood ideas about free play. From those who say it is “letting children do whatever they want,” to those who believe it is simply “an excuse to avoid doing pedagogical work.” Nothing could be further from the truth. Well, perhaps the idea of “letting children do whatever they want” has a bit of truth to it, but it is much deeper than simply letting things happen. That is why today I want to talk about intentional learning.

In our home-based child care programs, we have many ways to guide children’s learning with deep intentionality. However, this requires us to be present in everyday moments. We allow children to play freely; we allow them to explore the space, the materials, and their interactions with their peers. But how do we make free play become a space for intentional pedagogy?

By getting to know our children better and understanding what interests them. We can prepare the environment with materials that capture their attention. We can transform free-play spaces, reorganize our physical layout, and create new materials using everyday objects. Our pedagogical intention must be rooted in truly knowing our children.

Observe, interpret what you observe, and act with intention to support children’s development. In the second article of this series, I will be sharing specific recommendations.