%0 Journal Article
%T Intentional teaching: Can early
%A Marie Hammer
%A Marilyn Fleer
%A Rebecca Lewis
%J Australasian Journal of Early Childhood
%@ 1839-5961
%D 2019
%R 10.1177/1836939119841470
%X This study investigated the practice of two early-childhood educators and their interactions with 24 children (mean age 5.2 years) in an inner-suburban Australian preschool setting. The study specifically examined the nature of how educators ¡®intentionally teach¡¯ concepts to young children in a child-centred programme. Six hours of educator¨Cchild digital video observations and three hours of educator interviews were gathered and analysed using Kravtsova¡¯s (2009) concept of ¡®subject positioning¡¯. The findings suggest that it was challenging to teach intentionally in a child-centred programme based on children¡¯s interests. This research is the first phase of a larger study. It is argued that the tensions between educators¡¯ beliefs about child learning and their role in relation to fostering children¡¯s conceptual development in child-centred programmes could make it difficult for educators to implement intentional teaching as presented in the Australian Early Years Learning Framework (DEEWR, 2009)
%K Intentional teaching
%K subject positioning
%K concept development
%U https://journals.sagepub.com/doi/full/10.1177/1836939119841470