Intentional Teaching Case Study

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Final Exam
1. Describe intentional teaching as it relates to the early childhood classroom. What does this look like on a day-to-day basis? What are the tenets of best practice in an intentional classroom?
Intentional teaching is acting with a goal in mind for children’s development and having a plan to accomplish it (Epstein, 2014). The intentional teacher has clearly defined objectives and instructional strategies for the children to achieve the goals (Epstein, 2014). Best practices in intentional teaching include: structuring the physical learning environment, scheduling the program day, interacting with children, building relationships with families, and conducting assessments (Epstein, 2014).
In the early childhood classroom, it
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Children are allowed to make their own choices about play. Making these decision helps them to make connections about choices and consequences (NAEYC, n.d.). To facilitate optimal development, the teacher must engage the child while at play (Kieff & Casbergue, 2000). The educator intentionally considers activities that are appropriate for the child. This consideration includes activities that are age-appropriate, culturally appropriate, as well as individually appropriate (Kieff & Casbergue, 2000). Children are given the time and space to play (Kieff & Casbergue, 2000). An appropriate environment will also include times of planned play as well as unscripted …show more content…
Process orientation includes the child focusing on play rather than the outcome. The child should be absorbed in the act of and enjoyment of play Kieff & Casbergue, 2000). Intrinsic motivation is needed in meaningful play (Kieff & Casbergue, 2000). When a child is intrinsically motivated, they play for the enjoyment and not an external reward (Kieff & Casbergue, 2000). This element should be added because activities that are intrinsically motivating produce more achievement and learning (Kieff & Casbergue, 2000). The third element in meaningful play is nonliteral quality in which the meaning of objects is suspended (Kieff & Casbergue, 2000). Nonliteral quality should be included in the class as it allows children to try out new actions and take on new roles. Teachers are able to observe what children know or may not know (Kieff & Casbergue, 2000). Experimentation with rules occur as children play and their individual implicit rule structures sometimes clash with others’ rules. The players negotiate and create rules that work for them both. Through the experiences children have opportunities for cognitive and social learning (Kieff & Casbergue, 2000). The final element of play is mental activity. During play it is important for children minds to be actively constructing and reconstructing meaning related to their world (Kieff & Casbergue,

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