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Reflections Magazine : Reflections Issue 58 Autumn 2015
What is intentional teaching? While it might seem obvious, there are two words to think about - 'intentional' and 'teaching'. Every New Year, many of us make good intentions or resolutions for the year ahead. For example, we make a resolution to donate time and or money to a favourite charity, or intend to get fit and be more active. We make these good intentions because we believe they will either make us a better person, or they will help to improve our lives and the lives of others. But intentions are more likely to be achieved if we have a plan of action to guide us. In education and care settings, we have 'good intentions' for children and families. A service philosophy is one place where we can find the broad intentions of a service. If a service philosophy says it, 'Values the right for children to play and to learn through play', clearly that means the educators intend to provide play-based approaches for the children, and their program plans help to guide the enactment of this important intention. Intentions are based on our values, beliefs and shared knowledge about children and families and especially the children, families and the community where we work. A childcare centre in an ethnically diverse inner city community could share some of the same intentions for children and families with a centre in a rural community, but there would also be different intentions because of the differences between the two communities. Intentions are like promises we make in collaboration with children and families and the community. We make these promises or we have these intentions because we believe they will make a positive difference for children's development, learning and wellbeing. In collaboration with children and families, for Dr Anne Kennedy EC Consultant Chairperson of CCC Association, Victoria Introduction When educators began using the Early Years Learning Framework (EYLF: 2009) and the Framework for School Age Care (FASC: 2011) there were mixed responses from educators. Many embraced the Frameworks because they affirmed their values, beliefs and practices. For others, the Frameworks were initially a challenge but, over time and with access to targeted professional learning, most educators have gained a deeper understanding and are confident users of the Frameworks. Wherever educators are placed in how they feel about the Frameworks, and how confident they are in using them in their everyday practice, there are always ideas that can be unpacked or examined more deeply. Even though I am very familiar with them, I continue to find ideas that provoke my thinking about children, families, community and education and care. 'Intentional teaching' is one idea that I find particularly interesting. 4 Intentional Teaching: Using a Balanced and Thoughtful Approach
Reflections Issue 57 Summer 2014
Reflections Issue 59 Winter 2015