Intentional Teaching - Second edition

Name: Intentional Teaching - Second edition
SKU: TS0330
Price: 64.95 NZD
Availability: InStock
Author: Anne Houghton
ISBN: 9781922530929

Promoting purposeful practice in early childhood settings

By
Anne Houghton

This second edition of Intentional Teaching has been written to align with the Early Years Learning Framework V2.0 (EYLF). It invites educators to further reflect on the importance of understanding what intentional teaching in early childhood education and care (ECEC) settings involves, and how intentional teaching practices can support learning outcomes for children.

The purpose of the book 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. Each chapter has been updated and interwoven with examples of how to embed "intentionality", drawing on EYLF principles and practices.

Click here to use the Intentional Teaching Principles reflection activity.

Download your free Intentional Teaching Questions PDF.

Ages: 0-5 | Pages: 120 | Code: TS0330 | ISBN: 9781922530929

Series: Intentional Teaching - Second edition

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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
Introduction	4
1. What is intentional teaching?	6
Exploring possible confusion and shifts in practice	7
What is play-based learning and intentionality?	9
Concerns if too much formalised curriculum	12
Intentionality is needed in both indoor and outdoor environments	14
A balance of child-led and adult-led learning is important	15
Hidden practice that goes unnoticed	16
Techniques and strategies	17
Teachable moments and responsiveness to children	19
Clarifying terminology	21
How and why intentional teaching is important	25
Reflective questions	26
2. What we need to consider	27
Theories that educators draw on	27
Policies, frameworks and guiding documents	28
Defining professionalism	32
Reflecting philosophy	33
Voices of all	36
Holistic, integrated and interconnected approaches	39
Being tuned in to children's needs	40
A strength-based approach	42
Case studies that reflect principles and practices	43
Learning outcomes	45
Meaningful documentation	46
Curriculum approaches	53
Reflective questions	53
3. Critical reflection by all	54
Personal reflections as an educator	54
Reflecting on principles and practices	55
Involving others in the reflection process	55
Questioning practice to be more intentional	59
Aboriginal and Torres Strait Islander perspectives	59
Critical reflection and implications for practice	65
Reflecting on effective group times	67
Reflective questions	70
4. Creating an environment for intentional teaching	71
Creating welcoming environments	72
Materials and equipment	72
Setting up environments for play experiences	75
Environments that reflect social and cultural contexts	78
Hands-on contact with living things	79
Natural environments for intentional teaching	80
Materials for reflecting a culturally responsive and inclusive curriculum	85
Establishing flexible routines	86
Reflective questions	88
5. Identifying opportunities for intentional teaching	89
What to focus on	89
An emergent curriculum	90
Learning across the curriculum	90
Reflective questions	107
6. Promoting the role of the educator	108
How do you know your work is valued by families?	108
Brain overload!	109
Effective supervision	110
Responsive and passionate educators	110
Making intentional teaching visible	112
Communicating the learning	114
Reflective questions	116
Conclusion	117
References	118
Further resources	120