Intentional teaching

Australian Education Research Organisation (AERO) have released a new piece of work that reinforces the foundations of our pedagogical approach at ECMS, the reason why we regard play-based learning as so important. The discussion paper, ‘Play-based learning with intentionality’, highlights that intentional, relational teaching practices significantly enhance outcomes for all children - especially those experiencing disadvantage. Drawing on extensive research, it shows that effective play-based learning is shaped by educators’ purposeful decision-making, strong relationships, and deep professional knowledge.

Intentional teaching is not just planned experiences or direct instruction, but a responsive and reflective process grounded in clarity of purpose and shared team understanding. By viewing play as a spectrum of possibilities, alongside children, we become co-constructors of learning, making this work a powerful affirmation of our commitment to equity, inquiry, and teaching that truly makes a difference.

Teaching with intention – what it really means

To teach with intention means to teach with purpose. But as the AERO paper reminds us, that purpose isn’t static. It grows through reflection, shared knowledge and responsive action. It’s not a script. It’s a stance.

“Intentional teaching can include pre-planned and adult-led learning experiences as well as spontaneous opportunities where educators and teachers respond to ‘teachable moments’” (Australian Education Research Organisation, 2025, p. 7).

It’s this definition that most resonates with our educators at ECMS – those moments in everyday play where the magic of learning comes alive because an educator is fully present, thoughtful and equipped with the knowledge and confidence to act.

Our practice at ECMS – where theory meets everyday learning

Intentionality sits at the heart of our ECMS Pedagogical Framework, shaping everything from planning cycles to our approach to inclusive practice. In our place-based model, each educator team uses intentionality to reflect local contexts, family knowledge, and the diverse capabilities of children.

At Doncaster Park Kindergarten, for example, intentional teaching means making maths visible through playful experiences – graphing favourite ice creams with Duplo blocks, or subitising using inflatable dice. These strategies aren’t just creative. They’re grounded in evidence about what works. As AERO confirms, “Intentional educators and teachers are attuned to the nuances of both the learner and the learning context and have a clear understanding of the learning outcomes they want the child to achieve” (AERO, 2025, p. 10).

Likewise, at Bulldogs Community Children’s Centre, intentionality is expressed through cultural inquiry. A child noticing a bird sparked a journey into Indigenous language, art and understanding of Bunurong Country. As one educator said: “It’s not about what we know – which we then teach the children – it’s ‘what do the children know?’ They can teach us as well”.

This idea – co-construction – is central. It’s not just about delivering curriculum; it’s about discovering it together.

Why this matters – equity and impact

We know that all children benefit from intentional teaching, but the evidence is strongest for those experiencing disadvantage. “Opportunities for learning and development through play are maximised when children have intentional educators and teachers. This is true across all learning domains… with long-lasting impacts on life trajectories” (AERO, 2025, p. 9).

At ECMS, this understanding underpins our work in differentiated learning. Whether it’s modelling puzzle completion for a child learning to sequence, or tailoring curriculum for a three-year-old engaging with cause-and-effect play, intentionality gives us a way to meet children where they are and take them somewhere new (Early Years Learning Framework V2.0, 2022).

Emma Forsyth, ECMS Head of Pedagogy, puts it this way: “Differentiation means we take a different approach depending on what’s needed, in the context of place. What do children know, and what are they ready to learn next?”

Relationships grow intentionality

The AERO paper reminds us that intentionality isn’t just about pedagogy – it’s deeply relational. The capacity to know when to step in and when to step back, to scaffold a concept or simply observe – these are judgements grounded in trust, care, and connection.

“Positive adult–child relationships are foundational to intentional teaching, as these relationships provide children with a secure and safe base for exploring” (AERO, 2025, p. 10).

This is echoed every day in our services – whether it’s building trust with a family navigating new developmental concerns, or creating space for a non-verbal child to initiate joyful connection. These are not “extras”; they are the core of the work.

Play as a spectrum – and the educator’s role within it

Too often, play and teaching are pitched as opposites. But AERO challenges us to move beyond this false dichotomy. Instead, we’re invited to view play “as a spectrum of playful experiences” – a continuum that includes child-led, guided and adult-initiated learning (AERO, 2025, p. 11).

Intentionality, in this sense, is not about controlling play – it’s about enriching it.

At ECMS, we see this in every part of our day. When a teacher supports mathematical thinking during a sandpit discussion, or when a child’s narrative during block play becomes the foundation for a storytelling experience the next day, we are using our “repertoire of teaching strategies” with precision and purpose (AERO, 2025, p. 10).

A powerful affirmation of our shared purpose

The AERO paper gives weight and language to what our educators know deeply and intuitively. It tells us that what we do – the way we teach, the way we relate, the way we reflect – matters. It changes outcomes.

As a sector, and as a community, this research is a powerful affirmation. It reminds us that equity is not achieved through standardisation, but through deep knowledge, responsive teaching, and co-constructed learning. As one educator said during our recent Educational Leader Forum, “It’s not just about the program we write. It’s about who we are when we’re with children.”

At ECMS, that “who we are” is intentional. Always.

References

Australian Education Research Organisation. (2025). Play-based learning with intentionality: Discussion Paper. https://www.edresearch.edu.au/research/discussion-papers/play-based-learning-intentionality

Early Years Learning Framework V2.0. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia. AGDE.