Intentional teaching in early childhood education: A scoping review

Abstract

Despite large‐scale studies demonstrating the benefits of teacher interaction to support young children's learning, intentional teaching (IT) in early childhood education (ECE) remains a contested concept. Given the different perspectives associated with IT, the purpose of this study was to undertake a scoping review of the literature focused on IT in ECE. A systematic approach was adopted to map the evidence to identify key concepts, theories, sources and knowledge gaps. Such a review has the potential to assist researchers, practitioners and policy makers to make informed decisions about the different approaches to IT. The 101 items reviewed were selected according to the following criteria: investigated IT in some way; focused on learners aged birth to 8 years; made a conceptual contribution to understanding IT in ECE; full text availability, and published in English between 2010 and 2019, inclusive. The search incorporated a range of items including peer‐reviewed journal articles, research reports, professional journals, an unpublished thesis and books. Results foregrounded the difficulties involved in reconciling IT and child‐led learning through play, and that these difficulties were most fiercely experienced in the 3–5 age group. An overarching conclusion was that theoretical differences influenced how learning was understood, and determined which learning outcomes were articulated and measured. This review suggests that decisions about IT in ECE are dependent on how the purposes of ECE are defined in and through policy. Rationale for this study: There appear to have been no systematic reviews of the concept of intentional teaching (IT) in early childhood education (ECE). This scoping literature review sought clarity about the nature and role of intentional teaching. It investigated issues about what, how and when IT is applicable for young children’s learning.Why the new findings matter: Intentional teaching in ECE is a contested concept despite large‐scale studies demonstrating the need for a balance between child‐led and teacher directed learning. This scoping review maps the evidence to identify key concepts, theories, sources and knowledge gaps.Implications for educational researchers and policy makers: This scoping review assists researchers, practitioners and policy makers to make informed decisions about the various approaches to IT. Decisions about IT were related to the purposes of ECE that were identified in policy, making policy influential. Theoretical perspectives framed how learning is understood and the role of educators in that learning. The disjuncture between IT and child‐led learning prevailed especially for children aged 3–5 years.

Intentionally supporting and extending young children’s learning about and through the visual arts: Suggestions and strategies for early childhood education teachers

“…As Grieshaber et al (2021) pointed out when reviewing literature on intentional teaching (IT) in ECE, "individual, uninterrupted time is difficult to sustain in many settings" and as "questions about IT and managing small groups within larger group settings were left unanswered" this "area requires further research and more diverse theoretical resources than those from developmental psychology" (p. 19). This article attempts to provide some support for EC teachers to intentionally support and extend young children's art experiences.…”

“…This curriculum is based on sociocultural perspectives, which recognises the central place of social interactions and language in children's learning and development. As As pointed out in a review of literature on international teaching in EC, which included literature from New Zealand, despite clear evidence of the benefits of teachers' interactions to support young children's learning, intentional teaching in early childhood education (ECE) continues to be a contested concept (Grieshaber et al, 2021). In a fifth of the 101 literature items reviewed, teachers reported tensions regarding the need to have learning outcomes in mind when engaged in intentional teaching.…”

Intentional Teaching for Risky Play: Practitioner Researchers Move Beyond Their Comfort Zones

“…They discussed a pedagogical movement away from child-led play towards the inclusion of intentional teaching. Studies reported in Grieshaber et al's. (2021) review considered what educators should teach; how to teach; and when to teach, and found that the existing research crossed theoretical boundaries.…”

“…These educators prioritised vigilant supervision in outdoor spaces and favoured ‘free play’ (minimal adult engagement). Conversely, a recent literature review by Grieshaber et al (2021) revealed different understandings and uses of intentional teaching. They discussed a pedagogical movement away from child-led play towards the inclusion of intentional teaching.…”

A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings

“…Finally, with a strong contemporary focus on intentional and interactive teaching in early childhood education (Grieshaber et al, 2021), findings from SSG analysis can be used to inform professional learning and preservice teacher education programs to ensure that educators are applying these principles in practice. Individual SSGs from studies can be used to prompt discussion of the various ways that educators and children work together to create learning opportunities.…”