Intentional Teaching and the Intentionality of Educators: Time for Careful, Considerate, Collaborative, and Reflective Practice
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| Title: | Intentional Teaching and the Intentionality of Educators: Time for Careful, Considerate, Collaborative, and Reflective Practice |
|---|---|
| Language: | English |
| Authors: | Nicole Leggett (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(1):1-9. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Intention, Teaching Methods, Reflective Teaching, Teacher Collaboration, Early Childhood Education, Intentional Learning, Play, Personal Autonomy, Creative Activities, Freedom, Foreign Countries, Early Childhood Teachers, Teacher Attitudes, Empathy |
| Geographic Terms: | Italy, Australia |
| DOI: | 10.1007/s10643-023-01550-3 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | When first released in 2009, the Early Years Learning Framework (EYLF) recognised intentional teaching as one of its eight core practices (Department of Education, Employment and Workplace Relations (DEEWR) (2009). In 2022, the EYLF was revised to include a broader understanding of 'intentionality', encompassing both the educator and the child within the teaching/learning nexus. One of the changes made to this new edition, involved the merging of two previous practices, 'learning through play' and 'intentional teaching' into one new practice, 'play-based learning and intentionality' (Australian Government Department of Education [AGDE] (2022). While educators are encouraged to act with intentionality in play-based learning, there is the need to acknowledge children's freedom in play and their agency for creative expression. This paper is a timely contribution, presenting recent research with educators from Reggio Emilia, Italy and Newcastle, NSW, Australia, who together discuss their intentionality as educators. Findings suggest that: time, care, consideration, collaboration, and reflective practice, are key factors for determining a more nuanced definition of intentional teaching practices within a contemporary framework. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457849 |
| Database: | ERIC |
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| Abstract: | When first released in 2009, the Early Years Learning Framework (EYLF) recognised intentional teaching as one of its eight core practices (Department of Education, Employment and Workplace Relations (DEEWR) (2009). In 2022, the EYLF was revised to include a broader understanding of 'intentionality', encompassing both the educator and the child within the teaching/learning nexus. One of the changes made to this new edition, involved the merging of two previous practices, 'learning through play' and 'intentional teaching' into one new practice, 'play-based learning and intentionality' (Australian Government Department of Education [AGDE] (2022). While educators are encouraged to act with intentionality in play-based learning, there is the need to acknowledge children's freedom in play and their agency for creative expression. This paper is a timely contribution, presenting recent research with educators from Reggio Emilia, Italy and Newcastle, NSW, Australia, who together discuss their intentionality as educators. Findings suggest that: time, care, consideration, collaboration, and reflective practice, are key factors for determining a more nuanced definition of intentional teaching practices within a contemporary framework. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-023-01550-3 |
