The roots of the MOA framework represent the core beliefs and commitments that adults need in order to truly support young children’s agency.
Without this strong foundation, it becomes difficult for adults to recognize and nurture the ways children influence, make decisions, and collaborate in their learning.
The roots of the MOA framework represent the core beliefs and commitments that adults and institutions need in order to truly support young children’s agency.
A core belief in the MOA framework is that young children are smart, capable, and eager to learn. They come into the world already curious and ready to engage with the people, ideas, and environments around them.
Children don’t need to be “filled up” with knowledge. They already have valuable insights, skills, and a natural desire to participate. When adults recognize and trust in children’s intelligence, they create space for agency to flourish.
Every child deserves the chance to learn in ways that honor their voice, choices, and potential. A commitment to educational equity means ensuring that all children, regardless of background, have access to agentic learning experiences where they can lead, collaborate, and make meaningful decisions in their learning.
When adults commit to equity, they help create environments where children’s agency is not only possible, but protected and celebrated.
Supporting children’s agency starts with having a solid understanding of how young children grow, learn, and make sense of the world. This knowledge can come from traditional wisdom, academic research, and cultural practices all of which offer valuable insights.
It’s important to remember that children learn differently than adults. Their development requires intentional attention, observation, and care. When adults understand these differences and the rich variety in how children learn across cultures, they’re better equipped to create environments where young children can thrive.
The belief that children or their families are lacking or “less than” (also known as “deficit thinking”) limits what adults offer and how they support learning. When any program, curriculum, or teaching practice is built on negative assumptions, it fails because it lacks respect.
Respect is the foundation of meaningful learning. If adults don’t believe in children’s strengths, cultures, and capabilities, they won’t create the kinds of opportunities that allow agency to grow. Instead, they may unintentionally restrict children’s voices, learning experiences, and participation
Rejecting deficit thinking means choosing to see children as smart and capable, and designing learning experiences that reflect that belief.
On the other hand, in classrooms and schools where agency is limited and where control and compliance are the main focus – adults often speak negatively about children’s families, communities, languages, and racial identities. This kind of deficit thinking can be harmful, and it prevents children from showing their full range of their abilities.
Use these prompts to reflect on your own beliefs and practices. Consider journaling, discussing with colleagues, or using them in professional learning communities.
