PEDAGOGICAL DIMENSIONS OF EARLY CHILDHOOD EDUCATION: PLANNING, MANAGEMENT AND PRACTICE

Abstract

This article analyzes the pedagogical dimensions of Early Childhood Education, addressing planning, management, and educational practice in an integrated manner. It emphasizes the importance of intentional planning, which considers children's diversity and uniqueness, promoting meaningful and inclusive experiences. Pedagogical management is understood as a space for dialogue and shared responsibility, fostering collective development and strengthening relationships between educators, families, and the school community. It emphasizes the need for a democratic and welcoming environment, supported by ethical and sensitive decisions that value the active participation of all involved. Pedagogical practice, in turn, is presented as the field in which principles and intentions gain concreteness through care, qualified listening, and constant reflection by educators on their actions. The role of physical spaces and the documentation of experiences are highlighted as fundamental elements in enhancing children's learning and integral development. Furthermore, the article emphasizes the importance of valuing and caring for early childhood education professionals, recognizing that their well-being directly influences the quality of relationships and pedagogical practices. Finally, the article reaffirms that early childhood education must be understood as a fundamental stage in the development of children's rights, requiring a collective and ethical commitment that promotes respect for diversity, the active participation of children, and the development of a coherent and transformative pedagogical approach capable of preparing individuals for coexistence in a plural, just, and democratic society.