BETWEEN PLANNING AND REALITY: TEACHERS’ CHALLENGES IN ORGANIZING PEDAGOGICAL PRACTICES IN EARLY CHILDHOOD EDUCATION

Abstract

Pedagogical planning is an essential dimension of teaching in early childhood education, as it guides the organization of time, spaces, interactions, and experiences offered to children. However, translating planning into meaningful practices can be challenging due to children's diverse needs, unexpected everyday situations, and the actual operating conditions of educational institutions. This article aims to reflect on the challenges teachers face when organizing pedagogical practices in early childhood education, considering the relationship between educational intentionality, planning flexibility, and the value of children's experiences. This is a qualitative study based on bibliographic and documentary research, drawing on theoretical works on planning, teaching, and childhood, as well as Brazilian educational guidelines. The discussion highlights that planning does not mean establishing a rigid sequence of activities, but rather creating learning opportunities that can be reconsidered according to children's expressions, interests, and needs. The influence of institutional conditions, available time, educational resources, and continuing teacher education on teaching practices is also emphasized. The article concludes that the quality of pedagogical practices depends both on teachers' intentionality and reflection and on institutional conditions that support observation, planning, and the reorganization of educational experiences.