Intentional Teaching and the Intentionality of Educators: Time for Careful, Considerate, Collaborative, and Reflective Practice

Abstract When first released in 2009, the Early Years Learning Framework (EYLF) recognised intentional teaching as one of its eight core practices (Department Education, Employment and Workplace Relations (DEEWR) (2009). In 2022, EYLF was revised to include a broader understanding ‘intentionality’, encompassing both educator child within teaching/learning nexus. One changes made this new edition, involved merging two previous practices, ‘learning through play’ ‘intentional teaching’ into practice, ‘play-based learning intentionality’ (Australian Government Department Education [AGDE] (2022). While educators are encouraged act with intentionality play-based learning, there is need acknowledge children’s freedom play their agency for creative expression. This paper timely contribution, presenting recent research from Reggio Emilia, Italy Newcastle, NSW, Australia, who together discuss educators. Findings suggest that: time, care, consideration, collaboration, reflective key factors determining more nuanced definition contemporary framework.