QIP Nudges

Intentional Teaching

By February 28, 2022 March 2nd, 2022 No Comments

Welcome to our weekly quality improvement support series for 2022.

“It’s our polite nudge in the ribs to help you and your team stay organised and on task.”

This week’s subject is: Intentional Teaching

Element 1.2.1: Intentional Teaching

Educators are deliberate, purposeful, and thoughtful in their decisions and actions. 

Do you and your team practice intentionality when implementing the service routines, programs and in all decisions impacting children’s learning and wellbeing?

Intentionality refers to actions that are deliberate, purposeful and thoughtful.  Educators who engage in intentional actions recognise that learning occurs in social contexts, and that interactions and conversations are vitally important for learning. They actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills and they seize opportunities in activities and conversations to extend or affirm children’s learning. They listen with intent to the conversations of children and use strategies such as modelling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children’s thinking and learning. My Time Our Place.

Ensure educators reflect on their intentionality to allow them to identify and discuss the reasoning behind why certain decisions are made and how they benefit the children. This encourages educators to identify “teachable moments” and use them to scaffold children’s learning and development.

Intentional teaching should be visible in all aspects of the service delivery, not just the program and planned experiences. Educators can implement spontaneous experiences that challenge and support children’s learning. Educators should create an environment that encourages curiosity, investigation and creativity. Select teaching strategies that challenge, scaffold and extend children’s thinking.

Educators should document their reflections detailing how intentional teaching has been used to scaffold children’s ideas and extend their learning and development. 


Talking about practice: Intentional teaching

A Fine Balance: Understanding the Roles Educators and Children Play as Intentional Teachers and Intentional Learners within the Early Years Learning Framework

Within System7 go to Quality Area 1/Module 4 to submit self-assessment notes and if required, open a QIP issue if you identify any areas of improvement.

The Childcare Centre Desktop has an observation record for LDC, FDC & OSHC as well as a critical reflection template for educators to use to document their intentional teaching strategies. 

Resources, NQS Element, Regulation and System7 links:

Childcare Centre Desktop – Assessment, Planning and Programming

National Quality Standard – QA 1- 1.2.1- Intentional Teaching

National Regulations –  7374155

System7 Module – QA 1/ Module 4

If you have any questions send us a note via the Contact page here!