Intentional Teaching - Second edition Cover

Intentional Teaching - Second edition

Promoting purposeful practice in early childhood settings

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.

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

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Picture of Anne Houghton

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.

Anne also shares her expertise through two practical, self-paced online courses designed for early childhood educators:

  • Cultural and Social Inclusion supports educators to create welcoming, respectful environments for children and families from diverse cultural backgrounds.
  • Building Social and Emotional Skills and Wellbeing focuses on fostering resilience, emotional regulation and a strong sense of self in young children.
  • Each course includes four engaging online modules and four high-quality book resources, helping educators reflect on and strengthen their practice. Whether you’re looking to refresh your knowledge or deepen your impact, these courses offer flexible, relevant professional learning aligned with early years frameworks for both the EYLF and the VEYLDF.

    Click here to explore all of Anne's Early Childhood professional development courses.

    Contents

    Introduction4
    1. What is intentional teaching?6
    Exploring possible confusion and shifts in practice7
    What is play-based learning and intentionality?9
    Concerns if too much formalised curriculum12
    Intentionality is needed in both indoor and outdoor environments14
    A balance of child-led and adult-led learning is important15
    Hidden practice that goes unnoticed16
    Techniques and strategies17
    Teachable moments and responsiveness to children19
    Clarifying terminology21
    How and why intentional teaching is important25
    Reflective questions26
    2. What we need to consider27
    Theories that educators draw on27
    Policies, frameworks and guiding documents28
    Defining professionalism32
    Reflecting philosophy33
    Voices of all36
    Holistic, integrated and interconnected approaches39
    Being tuned in to children's needs40
    A strength-based approach42
    Case studies that reflect principles and practices43
    Learning outcomes45
    Meaningful documentation46
    Curriculum approaches53
    Reflective questions53
    3. Critical reflection by all54
    Personal reflections as an educator54
    Reflecting on principles and practices55
    Involving others in the reflection process55
    Questioning practice to be more intentional59
    Aboriginal and Torres Strait Islander perspectives59
    Critical reflection and implications for practice65
    Reflecting on effective group times67
    Reflective questions70
    4. Creating an environment for intentional teaching71
    Creating welcoming environments72
    Materials and equipment72
    Setting up environments for play experiences75
    Environments that reflect social and cultural contexts78
    Hands-on contact with living things79
    Natural environments for intentional teaching80
    Materials for reflecting a culturally responsive and inclusive curriculum85
    Establishing flexible routines86
    Reflective questions88
    5. Identifying opportunities for intentional teaching89
    What to focus on89
    An emergent curriculum90
    Learning across the curriculum90
    Reflective questions107
    6. Promoting the role of the educator108
    How do you know your work is valued by families?108
    Brain overload!109
    Effective supervision110
    Responsive and passionate educators110
    Making intentional teaching visible112
    Communicating the learning114
    Reflective questions116
    Conclusion117
    References118
    Further resources120