Intentional teaching and the Early Years Learning Framework with Judy Radich, Cooloon Children s Centre Inc

2. Early Childhood Australia (ECA) acknowledges Aboriginal and Torres Strait Islander people as the original inhabitants of Australia and recognises their culture as part of the cultural heritage of all Australians. I respectfully acknowledge the past and present traditional owners of this land. I acknowledge the contributions of Aboriginal and Torres Strait Islander people to the society we have today where we all strive to provide the best education for all of our children.

3. The Early Years Learning Framework is part of the Council of Australian Government’s reform agenda for early childhood education and care, and is a key component of the Australian Government’s National Quality Framework for early childhood education and care. 

4. Childhood is about: Belonging (being connected to family, culture, community, place) Being (to be, to seek, and make meaning of the world) Becoming (shaping new understandings, identities, capacities and relationships).

6. About ‘intentional teaching’ Intentional teaching is one of the 8 key pedagogical practices described in the Early Years Learning Framework (EYLF). The EYLF defines intentional teaching as ‘educators being deliberate purposeful and thoughtful in their decisions and actions’. It notes that: ‘Intentional teaching is the opposite of teaching by rote or continuing with traditions simply because things have always been done this way’. (EYLF, 2009, p15) Intentional teaching is thoughtful, informed and deliberate.

7. Intentional Teaching The term ‘intentional teaching’ has become part of early childhood language in recent years. This reflects the understanding that children’s learning is greatly enhanced through interactions with more informed, experienced learners. Ann Epstein, from High/Scope, for example, sees intentional teaching and ‘active learning’ as reciprocal components of successful adult-child interactions.

8. Educators who engage in intentional teaching recognise that: children need secure relationships with adults and predictable routines where adults and children share control of the learning environment and experiences social, emotional and cognitive growth go hand in hand the approach builds on a view of the child as a capable, active and resourceful learner professional conversation is essential.

9. Intentional educators: create a learning environment that is rich in materials and interactions encourage children to explore materials, experiences, relationships, and ideas through a variety of open ended materials create opportunities for inquiry actively ‘join in’ children’s play, ‘tune-in’ and respond to children’s views and ideas model thinking and problem solving, and challenge children's existing ideas about how things work.

14. Vignette 1 Trucks, rocks, bark, trees. What do you see? What do I see as a participant in the intentional planning to develop this area? How do these ideas connect to the Early Years Learning Framework?

15. Vignette 2 Play dough. What do you see here? What is intentional about this activity? In what ways can you connect these ideas into the EYLF?

16. Vignette 3 Intentionality in practice happens everywhere. During this lunchtime routine what do you see as intentionality? How does this vignette connect to the ideas of Belonging, Being and Becoming as outlined in the EYLF?

17. Perspectives on ‘teaching’ in early childhood For many years we have steered away from talking explicitly about what it is we are teaching in early childhood. We focused strongly on inputs such as the environment, materials, activities and routines but were not necessarily explicit about what we wanted young children to learn.

18. New perspectives Intentional teachers act with specific learning goals in mind—both for aspects of children’s development in social and emotional, cognitive, physical and creative domains and for learning in the academic domains of literacy, maths and science. Adults intentionally play roles in guiding children’s experiences and children have significant and active roles in planning and organising learning experiences.

19. Conclusion It is our view of children that shapes intentionality—it affects what we provide, how we set up the environment and how we go about our teaching practices. It is not about saying at a particular part of the day I will intentionally ‘teach’ children something. It is about being intentional about what we provide across the whole day. To do this well we must know our children and families, have a thorough understanding of early childhood learning and teaching theories, have subject knowledge and a rich repertoire of teaching strategies. We also need an outlook of ‘uncertainty’ to reflect on and challenge our own ideas and those of our colleagues.

20. References Cahir, P. (2010, September 5). Supporting children’s learning through informal settings. Retrieved from ECA website. Department of Education. (2004). Essential connections: A guide to young children’s learning. Department of Education, Tasmania. Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR Epstein, A. S. (2007). Essentials of active learning in preschools: getting to know the High/Scope curriculum. Ypsilanti, MI: High/Scope Press. Epstein, A. S. (2007). The intentional teacher: Choosing the best strategies for young children’s Learning. Washington DC: National Association for the Education of Young Children.