Intentional Teaching Cover

Intentional Teaching

Promoting purposeful practice in early childhood settings

This Intentional Teaching title helps educators in all settings to understand the principles of intentional teaching, and highlights how intentional teaching practices can support learning outcomes for children. It includes shared understandings of intentional teaching through conversation and reflection with many educators. Its purpose is to portray real and meaningful stories to highlight the ways in which educators have been intentional when planning for education and care with children. It features practical strategies with insight, humour and common sense which will resonate with educators of all levels.

Ages: 0-5 | Pages: 86 | Code: TS0108 | ISBN: 9781921613722

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Anne Houghton

Anne Houghton’s 38 years in early childhood education include diverse roles and experiences.  She worked as a kindergarten teacher for 32 years, then held various roles at Gowrie Victoria.  These included working as a Kindergarten Cluster Management Coordinator, an Early Childhood Consultant in Resources and Advice, Trainer and Assessor of Diploma and Certificate 3 in Children’s Services and Professional Development Presenter.

Anne is also a published author of There Stood Our Dog, a children’s story book, illustrated by Craig Smith and co-author of three publications titled Engaging Families in your Early Childhood Services, Learning Environments: Inspiring Spaces, and Visible Learning in Family Day Care, funded through the Community Childcare Association of Victoria.  Anne has had inspiring experiences presenting at conferences in Australia, New Zealand, Hawaii, Japan and Malaysia.  She has also worked as a casual research assistant in mentoring projects with the Bastow Institute and the University of Melbourne. 

Anne now works as a sessional lecturer in the School of Education at the Royal Melbourne Institute of Technology (RMIT) and as a presenter for Play Australia.

Contents

Foreword5
Preface7
Acknowledgements8
Introduction9
Clearing some confusion9
Stop the formalised curriculum approach9
Shifts in practice11
Educators’ different understandings12
Ingrained practice that goes unnoticed13
What is intentional teaching?14
What do educators say?15
Techniques and strategies16
Teachable moments17
Sorting out terminology18
A balanced approach21
Theory reflected in practice21
The importance of intentional teaching22
What do we need to consider?23
Guiding documents23
A holistic approach23
A strength based approach24
Reflecting on philosophy25
Voices of all26
The National Quality Framework31
Principles and practice33
Learning outcomes36
Recognising learning outcomes through learning stories37
Curriculum approaches40
Critical reflection by all41
Reflecting on principles and practice41
Involving others in the reflection process42
Personal reflections as an educator42
Assessment for learning43
Never underestimate what the cook knows!44
Notice, recognise and respond44
Questioning practice to be more intentional44
Creating an environment for intentional teaching48
Materials and equipment48
What research tells us49
Setting up environments for play experiences50
Less is more51
Reassessing the environment for further learning experiences51
Hands-on contact with living things52
Environments that reflect social and cultural contexts52
Bush hindergartens53
Checklist for materials reflecting inclusive curriculums54
Establishing flexible routines54
Time to be involved with children56
Identifying opportunities for intentional teaching58
What to focus on58
An ‘emergent curriculum’58
Mathematics59
Science and technology60
Art63
Music64
Literacy65
Education for sustainability66
Instilling community values68
Social aspects of learning69
Guiding behaviour70
Social justice issues71
Everything that happens72
Knowing when to step in72
Possibilities for learning72
Highlighting the role of the educator73
How do you know your work is valued by families?73
Brain overloading74
Effective supervision74
Responsive and passionate educators75
Identifying hidden practice76
Promoting intentional teaching practice78
Documentation78
Writing skills80
How can I get parents to read the portfolios?80
Conclusion81
Portfolio information collection82
Materials and equipment to collect for rich learning environments83
References84
Further resources85