Contents |
Foreword | 5 |
Preface | 7 |
Acknowledgements | 8 |
Introduction | 9 |
Clearing some confusion | 9 |
Stop the formalised curriculum approach | 9 |
Shifts in practice | 11 |
Educators’ different understandings | 12 |
Ingrained practice that goes unnoticed | 13 |
What is intentional teaching? | 14 |
What do educators say? | 15 |
Techniques and strategies | 16 |
Teachable moments | 17 |
Sorting out terminology | 18 |
A balanced approach | 21 |
Theory reflected in practice | 21 |
The importance of intentional teaching | 22 |
What do we need to consider? | 23 |
Guiding documents | 23 |
A holistic approach | 23 |
A strength based approach | 24 |
Reflecting on philosophy | 25 |
Voices of all | 26 |
The National Quality Framework | 31 |
Principles and practice | 33 |
Learning outcomes | 36 |
Recognising learning outcomes through learning stories | 37 |
Curriculum approaches | 40 |
Critical reflection by all | 41 |
Reflecting on principles and practice | 41 |
Involving others in the reflection process | 42 |
Personal reflections as an educator | 42 |
Assessment for learning | 43 |
Never underestimate what the cook knows! | 44 |
Notice, recognise and respond | 44 |
Questioning practice to be more intentional | 44 |
Creating an environment for intentional teaching | 48 |
Materials and equipment | 48 |
What research tells us | 49 |
Setting up environments for play experiences | 50 |
Less is more | 51 |
Reassessing the environment for further learning experiences | 51 |
Hands-on contact with living things | 52 |
Environments that reflect social and cultural contexts | 52 |
Bush hindergartens | 53 |
Checklist for materials reflecting inclusive curriculums | 54 |
Establishing flexible routines | 54 |
Time to be involved with children | 56 |
Identifying opportunities for intentional teaching | 58 |
What to focus on | 58 |
An ‘emergent curriculum’ | 58 |
Mathematics | 59 |
Science and technology | 60 |
Art | 63 |
Music | 64 |
Literacy | 65 |
Education for sustainability | 66 |
Instilling community values | 68 |
Social aspects of learning | 69 |
Guiding behaviour | 70 |
Social justice issues | 71 |
Everything that happens | 72 |
Knowing when to step in | 72 |
Possibilities for learning | 72 |
Highlighting the role of the educator | 73 |
How do you know your work is valued by families? | 73 |
Brain overloading | 74 |
Effective supervision | 74 |
Responsive and passionate educators | 75 |
Identifying hidden practice | 76 |
Promoting intentional teaching practice | 78 |
Documentation | 78 |
Writing skills | 80 |
How can I get parents to read the portfolios? | 80 |
Conclusion | 81 |
Portfolio information collection | 82 |
Materials and equipment to collect for rich learning environments | 83 |
References | 84 |
Further resources | 85 |