For example, we provide materials for children to manipulate and play with every day. We know children need a wide variety of materials to explore. We can do this by providing additional materials to the basic materials, which will help guide the children to use the materials in a new way.
For instance, it is common for many teachers to put an interesting or novel material such as a sea shell or a piece of bark in the science center for children to explore. An intentional teacher might see that children are having trouble noticing the details of a piece and add a magnifying lens to the activity, as well as photos of enlarged sections of the material.
This teacher is helping children learn about the importance of detail and patterns in objects. We also teach children about social and emotional skills. We teach them about themselves and how to relate to others. A common teaching tool we use is to set limits on what the children may do based on what is safe or what is comfortable for other people. We want everyone to be safe. Now let me show you how we clean it up so no one slips and falls. Another thing we teach children is problem-solving.
In a casual way, we might look at a lump of playdough that is too sticky and tell children we need to add more flour to it. This is useful when children want or need to understand a concept or idea. Pointing out things of interest may generate areas for exploration and investigation.
Imagining creating an environment in which children are encouraged to use imagination and creativity to investigate, hypothesise and express themselves. Teachers plan opportunities for children to have freedom to engage in experiences with no set expectations for outcomes, and where children can explore their own possibilities. Instructing using explicit teaching strategies when other strategies might not be safe or appropriate.
Listening encouraging children to lead conversations. Teachers create opportunities for shared, sustained conversations by listening deeply and thoughtfully to what children are saying and actively responding to their contributions. Making connections helping children to see relationships and inconsistencies. Modelling demonstrating a skill or routine. Teachers gradually release responsibility so children can practise and master the skill or routine. About The Education Hub. ECE Resources.
Find out how to use these resources here. Check out our ECE webinar schedule here. Intentional teaching. Summary Learning and teaching in early childhood involve complex interactions between teachers, children, contexts and content. What is intentional teaching?
How does intentional teaching fit with teaching theories and philosophies? Why should I adopt intentional teaching? For example, valuing natural and authentic resources for children would be reflected in your environment, interactions and documentation.
Engage in informal assessment as you observe, listen to and interact with children while they are engaged in activities and play. Determine which concepts and ideas are within reach of and of interest to children. Intentional pedagogies Develop your knowledge of how children typically develop as a result of interactions with their environment, as well as a range of possible teaching strategies and contexts that will lead to learning.
Aim for gentle co-construction and challenging of ideas through open questions, and allow pedagogies and interactions to develop organically and intuitively as you interact with children and their interests, intentions, thinking and imagination.
Be intentional about including literacy and numeracy within meaningful experiences as desired practices for children. Plan for effective questioning of children that will promote your desired learning goals. Ask children how to find out more about things that interest them, how to make things happen, how and why things work, and how they can make their thoughts visible to others. Think carefully about the timing and content of your intervention : decide when to participate in play or engage with children in order to extend learning or encourage creativity or critical thinking, aiming not to disrupt the spontaneity, concentration and focus of the play.
Set up the environment with the intention to support the children to explore particular concepts. Be cautious of reactive supervision , for example, sorting out turn-taking, which takes time away from intentional teaching such as supporting a child to solve a problem or develop understanding of a concept.
Intentional evaluation Look, listen and interact with children to determine what they are learning , and whether it is what you intended. Observe whether children demonstrate any additional knowledge or skill as a result of your teaching practices. Reflect upon and interpret your observations of and interactions with children , and develop a customised response. Reflection can help teachers to think about their interactions and relationships, including how best to relate to children and respond to their cues in an individualised way.
Learning through questioning. Researching and learning together. Actively listening. Strategically planning. Revising on all learning experiences. The plan can involve strategies such as: Demonstrating or modelling a particular skill. Guiding a child through scaffolding with prompting, questioning, commenting, making suggestions.
Having group interactions that help children to generate their own ideas. Book a tour now. Share this facebook twitter linkedin.
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