Intentional teaching is widely regarded as a key teaching practice within early childhood education and care (ECEC) settings. Despite this, evidence shows there are gaps – particularly around the foundational beliefs, knowledge and practices required to enact intentional teaching.
This discussion paper provides a synthesis of contemporary evidence on intentional teaching and highlights gaps in the evidence base. It builds on recent research by the Australian Education Research Organisation (Â鶹Éç) on how improvements in ECEC quality can reduce the likelihood of developmental vulnerability at school entry, outlined in our technical report, Linking Quality and Child Development in Early Childhood Education and Care.
Keywords: ECCE, child development, evidence-based teaching, evidence-based education