Intentional teaching

To be an intentional teacher means acting before you act/ interact, as suggested by Ann Epstein. 

intentional teaching is an effective teaching strategy in the early childhood education, strongly recommended in New Zealand, and Australia Early Years learning Framework specifically requires teachers to play an intentional role in children's learning.

Teachers have an active role in young children's learning and that they should always be purposeful.  

An effective teacher should be able to recognise and respond to learning opportunities initiated by the child, in every day routine, in planned activities and unexpected situation. To engage and extend children's learning, teachers have to first decide what they want the children to learn, which is what Epstein calls intentional teaching.

Whether it is a child-initiated or teacher-initiated interest, the teacher plays an active role to support the growth and development of the child with specific learning goals in mind. Definitely, children must have opportunities to follow their interests. So, to support children's learning in child-initiated activities, the teacher play can provide materials, make sure sufficient uninterrupted time is allowed, etc., while letting the child actively experiment with materials and ideas, or make connections on his own and through interaction with peers, which will motivate the child to solve problems on his own. On the other hand, when the teacher is aware that there is knowledge that children need for future learning, she have to engage children with meaningful learning activities or experiences, as children cannot create a system of knowledge, such as letter names, on their own.

Just share one of my teaching stories here.  I noted a child’s skills and interest in making a Ben 10 watch; and his clarity in using verbal language to explain and give instruction. So, I created a book showing how to make a Ben 10 watch step by step with a child who demonstrated a strong interest in the television series, like a number of boys in the kindergarten. Also, I take into consideration the parent’s concern about readiness to school, and that literacy and numeracy are the key areas to work on at primary. 

I make sure learning can be integrated through the "publishing" and using the Ben 10 book, which will support learning in literacy and mathematics (representing verbal instruction in print; numerals to indicate the sequence of the process). The making of the book is meaningful to the child and reflects his home experiences. Also, it is responsive to the family’s aspiration; and is guided by the need for smooth transition to school, as the boy is nearly five. 

In this situation, the book making highlights contribution from the child, promotes wellbeing and communication skills of the child, and facilitates further exploration of various ways to create and construct a watch. I put the Ben 10 book in the kindy library, alongside other "proper" books. It seems not only that child but also other children show great interest, and they refer to the book to solve problems, learn to follow instructions, and use materials creatively.  I think book making is an effective teaching and learning strategy, which promotes the development of skills, knowledge and positive learning dispositions.