This article examines two constructs--ritual and intellectual integrity--as they might unfold in early childhood settings. The authors use the popular practices of closed-ended crafts, calendar exercises, and worksheets to highlight the difference between learning experiences that have become formulaic habits and those that reflect rich and potent opportunities for children's thinking, imagining, and reflecting. The authors then analyze the calendar ritual and suggest ways to modify these experiences to indicate intellectual integrity and curricular depth that early childhood educators can offer to children. (Contains 1 table and 3 notes.)