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Unlocking the power of intentional teaching
Fiona Alston
May 21, 2025
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Intentional teaching is a cornerstone of quality practice in early childhood education and care (ECEC). But while it is widely referenced in policy frameworks and curriculum documents including the Early Years Learning Framework (V2.0) and the National Quality Standard (NQS) recent findings from the Australian Education Research Organisation (AERO) reveals that its enactment is often misunderstood, inconsistently applied, and not fully supported by current evidence or professional learning.
AERO’s 2025 discussion paper, Play-based Learning with Intentionality, synthesises contemporary research clarifies what intentional teaching really means, how it contributes to improved child outcomes, and where the sector needs to focus to strengthen practice.Intentionality matters – especially for equityEducators and teachers play a pivotal role in maximising children’s learning and development, especially for those experiencing disadvantage. AERO’s synthesis highlights that intentional interactions whether planned or spontaneous can mitigate educational inequity and have long-lasting impacts on developmental outcomes.
High-quality educator–child interactions were identified as the defining feature of effective ECEC settings. These interactions are not just about being present or responsive; they require educators to draw from a repertoire of evidence-informed strategies to extend children’s learning through language, play, and inquiry.Intentional teaching - It’s purposeful, relational, and responsive
AERO defines intentional teaching as practice underpinned by purpose, professional knowledge, and a deep understanding of children’s learning processes. It includes both adult-led experiences and sensitive responsiveness to teachable moments. What makes teaching "intentional" is not the format, it's the clarity of purpose behind the educator’s actions.
Effective intentionality requires:
- critical reflection on one’s beliefs about children, learning, and play
- responsive decision-making, attuned to the child, context, and curriculum
- knowledge of content areas like numeracy, science, and language
- shared team intentions that align with both curriculum goals and community values
Despite growing interest in intentionality, significant evidence gaps remain. AERO’s review revealed a lack of robust studies focusing on intentional teaching in the birth to three age group, and limited research specific to First Nations contexts. Furthermore, the relationship between educator content knowledge and improved child learning outcomes is not well understood.
A recent observational study found that even exemplary early childhood educators spent less than 10% of their time engaged in intentional teaching highlighting a potential disconnect between policy expectations and on-the-ground realities.Implications for practice and policy
The findings connect directly to several areas of the National Quality Standard, particularly Quality Area 1 Educational Program and Practice, where intentional teaching is a critical element. AERO’s evidence maps also link intentionality to quality learning environments Quality Area 3 and meaningful relationships Quality Area 5.
This evidence calls for:
- professional development that unpacks the "how" of intentional teaching
- stronger alignment between educator beliefs, curriculum intent, and everyday practice
- supportive leadership to cultivate environments where intentionality thrives
- culturally responsive approaches that reflect and honour diverse ways of knowing, being, and learning
AERO’s discussion paper challenges the long-held binary between play and teaching. It presents a compelling case for a unified, relational pedagogy one that sees play and intentional teaching as mutually reinforcing rather than oppositional.
For educators, service leaders, and policy-makers alike, deepening an understanding of intentionality is not just about compliance, it's about empowering practice that makes a difference.
Read the full AERO discussion paper here.
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