This discussion paper synthesises evidence related to intentional teaching in early childhood. Intentional teaching involves educators making deliberate, thoughtful decisions to achieve quality learning outcomes for children. It is widely regarded as a key teaching practice within early childhood education and care (ECEC) settings. Despite this, evidence shows there are gaps – particularly around the foundational beliefs, knowledge and practices required to enact intentional teaching.

The paper builds on recent research on how improvements in ECEC quality can reduce the likelihood of developmental vulnerability at school entry, outlined in the report Linking quality and child development in early childhood education and care: research summary.

Key findings

• Intentional educators and teachers are critical to maximising children’s opportunities for learning and development, particularly for children experiencing disadvantage.
• Active decision making and a repertoire of learning and teaching strategies are required to maximise children’s outcomes through intentional teaching.
• Foundational beliefs, knowledge and attitudes enable and impact educator and teacher intentionality within play-based learning.