Learning intentions: a missing link to intentional teaching? Towards an integrated pedagogical framework

There is a growing consensus in early childhood education and care (ECEC) that intentional teaching is pivotal for deep level learning, especially when teaching scientific concepts. However, intentional teaching alone does not always account for how educators communicate their intentions with childr...

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Bibliographic Details
Published in:Early years (London, England) England), 2023-03, Vol.43 (2), p.411-425
Main Authors: Wu, Bin, Goff, Wendy
Format: Article
Language:English
Subjects:
Child Care
Early Childhood Education
Early Childhood Teachers
ECEC
Foreign Countries
Formative Evaluation
Intention
Intentional Learning
Intentional teaching
learning intentions
mathematics
Mathematics Instruction
Pedagogy
Program Effectiveness
Scientific Concepts
Success
success criteria
Teacher Attitudes
Teaching Methods
the zone of proximal development
Young Children
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Summary:There is a growing consensus in early childhood education and care (ECEC) that intentional teaching is pivotal for deep level learning, especially when teaching scientific concepts. However, intentional teaching alone does not always account for how educators communicate their intentions with children. To bridge this gap, we explore the possibilities of integrating the concepts of learning intentions and success criteria in play-based learning. Learning intentions and success criteria are practised in schools and are considered effective in enhancing learning outcomes and assessment. In ECEC, an emergent body of literature has started to examine how formative assessments could be incorporated into teaching to support children's self-regulation through play. To extend this research area, we investigate Australian early childhood educators' perspectives on implementing learning intentions and success criteria as a practice of intentional teaching focusing on mathematics. Based on the initial findings from a Design-based research project, we propose an integrated pedagogical framework for play-based environments. Implications for practice are discussed.
ISSN:0957-5146
1472-4421
DOI:10.1080/09575146.2021.1965099