Intentional teaching is founded on a teacher-centred curriculum. Even then, Barnes (2012) noted that intentional teaching obeys Early Years Learning Framework’s advocacy for play-based and activity-driven programs. The framework requires teachers to reflect on their teaching approaches and how to apply them when working with children during play. An effective play curriculum includes teacher-planned experiences, experiences of daily life, and teacher-initiated or guided or child-initiated play (Barnes, 2012). Department of Education, Employment and Workplace Relations (2009) added that intentional teaching needs to be deliberate yet thoughtful and purposeful. In this regard, Epstein (2007) explained that an intentional teacher works with clear objectives, incorporates strategies that ensure attainment of the objectives, continually evaluates progress, and makes appropriate curriculum adjustments.
Scaffolding is a vital component of intentional teaching. Wood, Bruner & Ross (1976) defined scaffolding as a temporary instructional method that educators apply to enable children achieve complete understanding of concepts in a lesson. Vygotsky (1978) described scaffolding as a tool for developing learners’ independence through completing small tasks and taking manageable steps to achieve their goals. A child’s readiness for learning depends on previous events and daily habits.
To improve perceptual readiness Bruner (1957) recommends relearning of concepts and constantly inspecting objects and events. The author stated that access to the right resources and inference to categories also improve perceptual readiness. Skilled educators and knowledgeable peers help to meet scaffolding objectives. Wood et al. (1976) argued that scaffolding should draw a child’s attention to the task, make the task simple enough for the child to manage, encourage a child to keep trying, cautiously distinguish a child’s work from ideal solution, avoid risk and frustration, and show the procedure.
While conducting intentional teaching and scaffolding, teachers must implement inclusive teaching/learning strategies or differentiated learning. CAST (2018) noted that learners navigate learning context and share knowledge in different ways. In other words, learners with impaired movement (like the case of cerebral palsy), language barriers and poor organisational capacity cannot learn at the same pace as other children. Perception and comprehension of content also vary greatly based on sensory ability (deafness or blindness), language/cultural differences, and learning capacity (CAST, 2018).
For this reason, educators in Australia should be aware of the need to revive indigenous culture and languages. Davidson (2020) argued that unique needs of Aboriginal and Torres Strait Islander children should be addressed in early learning centres. Dinnebeil, Boat and Bae (2013)noted that effectiveness of differential model depends on the teacher understanding of key features of learners including language, interests, preferred learning styles, and knowledge base.Use of diverse instructional strategies give learners multiple ways of exploring content of curriculum and processing of information.
The following are week-long sequences and lesson plans:
LESSON PLAN FOR FINE MOTOR SKILLS | |||
OBJECTIVES To support fine motor skills development through literacy and mathematics practices. Fine motor skills relate to small movements that children make with their fingers and hands. | |||
DAY 1 | |||
AREA OF LEARNING | MATERIALS | METHOD | TARGETED SKILLS |
Writing (Literacy) | l Papers l Pencils l Adaptive writing devices (to enable gripping of writing devices and to secure paper in place) | l Target gripping and manipulation of writing device l 0-2-year-old should be able to scribble on the writing materials l Check for letter formation and approximation in 3-5-year-olds l Use modelling, physical, and verbal prompts for differentiated learning l For scaffolding, use target questions that match the child’s age and skills level | l Ability to participate in the activity |
Sensory and manipulative (Mathematics) | l Table, sand, rocks, l plant and toy replicas | l Engagement with materials as individual (and in small-groups) l Individualise learning through verbal/physical prompts and modelling l Skill levels and age-based target questioning | l Fine motor skills (gripping of items) |
DAY 2 | |||
Writing | l Introduce technology | l Monitor ability of the child to write independently for ages 0-2 years l 3-5-year-olds should trace, copy, and write letters independently l Use modelling, physical, and verbal prompts for differentiated learning l Use age and skill-appropriate questions to scaffold | l Fine motor skills (ability to hold pencils and adaptive writing devices) |
Sensory/Manipulation | l Digging/sifting tools l Measuring devices | l Engagement with materials as individual (and in small-groups) l Individualise learning through verbal/physical prompts and modelling l Skill levels and age-appropriate questioning | l Fine motor skills (digging, scooping, and gripping of items) |
DAY 3 | |||
Writing | l Papers l Pencils l Adaptive writing devices l Technology | l Show children the correct way to hold writing devices l Individualise learning through verbal/physical prompts and modelling l Skill levels and age-appropriate questioning to scaffold | l The child holds writing devices correctly |
l Table, sand, rocks, l plant and toy replicas l Digging/sifting tools l Measuring devices | l Demonstrate the use of sensory tools l Individualise learning (verbal/physical prompts and modelling) l Scaffold using age and skill-appropriate questions | Correct handling of tools ( when gripping, digging, and scooping) | |
DAY 4 | |||
Writing | Assessment forms | l Observe and grade every child’s use of writing devices | gripping of writing tools |
Sensory/Manipulation | Assessment forms | l Observe and grade handling of sensory objects | Manipulation of tools |
DAY 5 | |||
Writing | l Papers l Pencils l Adaptive writing devices l Technology | l Elaborate the relevant skills and understandings l Individualise learning l Scaffold | Better gripping |
Sensory/Manipulation | l Table, sand, rocks, l plant and toy replicas l Digging/sifting tools l Measuring devices | l Elaborate the relevant skills and understandings l Individualise learning l Scaffold | Better manipulation capacity |
LESSON PLAN FOR SOCIAL EMOTIONAL DEVELOPMENT | |||
OBJECTIVES To support social and emotional skills development using literacy (writing) and mathematical manipulations. Socio-emotional skills relate to understanding and regulation of personal emotions and behaviours, cultural understanding, and ability to create and maintain healthy relationships. | |||
DAY 1 | |||
AREA OF LEARNING | MATERIALS | METHOD | LEARNED SKILLS |
Writing | l Papers l Pencils l Adaptive writing devices | l Assign classroom writing activity to be completed in small groups l Use differentiated learning l For scaffolding, use target questions that match the child’s age and skills level | l Communication (verbal/non-verbal) l Turn taking |
Sensory/Manipulation | l Table, sand, rocks, l plant and toy replicas | l Instruct children to complete sensory and manipulation tasks in small groups (0-2-year-old may need extra guidance) l Use modelling, physical, and verbal prompts for differentiated learning l For scaffolding, use target questions that match the child’s age and skills level | l Communication (verbal/non-verbal) l Turn-taking |
DAY 2 | |||
Writing | Introduce technology (for exploration and practice) | l Assign group tasks l Individualise learning l Scaffold | l Communication (verbal/non-verbal) l Turn-taking |
Sensory/Manipulation | l Digging/sifting tools l Measuring devices | l Assign group tasks l Individualise learning l Scaffold | l Communication (verbal/non-verbal) l Turn-taking |
DAY 3 | |||
Writing | l Papers l Pencils l Adaptive writing devices l Technology | l Explain concepts that children are unlikely to discover alone or in groups l Individualise learning l Scaffold | l Communication (verbal/non-verbal) l Turn-taking |
Sensory/Manipulation | l Table, sand, rocks, l plant and toy replicas l Digging/sifting tools l Measuring devices | l Explain concepts that children are unlikely to discover alone or in groups l Individualise learning l Scaffold | l Communication (verbal/non-verbal) l Turn-taking |
DAY 4 | |||
Writing | Assessment forms | l Observe and grade the ability of every child to communicate (verbally/non-verbally) and engage in team work | l Communication (verbal/non-verbal) l Turn-taking |
Assessment forms | Observe and grade the ability of every child to communicate (verbally/non-verbally) and engage in team work | l Communication (verbal/non-verbal) l Turn-taking | |
DAY 5 | |||
Writing | l Papers l Pencils l Adaptive writing devices l Technology | l Elaborate on understanding and skills l Individualise learning l Scaffold | l Communication (verbal/non-verbal) l Turn-taking |
Sensory/Manipulation | l Table, sand, rocks, l plant and toy replicas l Digging/sifting tools l Measuring devices | l Elaborate on understanding and skills l Individualise learning l Scaffold | l Communication (verbal/non-verbal) l Turn-taking |
LESSON PLAN FOR COGNITION | |||
OBJECTIVES To use literacy (writing) and mathematical manipulation to support cognitive development. Cognitive development refers to establishment of abilities such as memory, thinking, reasoning, and problem-solving. | |||
DAY 1 | |||
AREA OF LEARNING | MATERIALS | METHOD | LEARNED SKILLS |
Writing | l Papers l Pencils l Adaptive writing devices | l Instruct the children to use pencils to write anything of choice on the papers l Individualise learning through verbal/physical prompts and modelling l Skill levels and age-based target questioning to scaffold | l Early writing skills (both scribble by 02-year-olds and letter formation/approximation among 3-5-year-olds) |
Sensory and manipulation | l Table, sand, rocks, l plant and toy replicas | l Instruct children to engage with the objects l Individualise learning through verbal/physical prompts and modelling l Skill levels and age-based target questioning to scaffold | l Development of early numeracy skills (counting for 0-2-year-olds) l Basic numeracy skills (comparison of sets, addition, and subtraction for 3-5-year-olds) |
DAY 2 | |||
Writing | l Technology | l Allow children to explore writing styles using relevant technology l Individualise learning l Scaffold | l Early writing skills (both scribble and letter formation/approximation) l Advanced writing skills (spacing, word formation, sequencing) |
Sensory/Manipulation | l Digging/sifting tools l Measuring devices | l Let children explore the world around them by digging and sifting soil l Individualise learning l Scaffold | l Development of early numeracy skills (counting for 0-2-year-olds) l Basic numeracy skills (comparison of sets, addition, and subtraction for 3-5-year-olds) l Measurement abilities (weight and volume) |
DAY 3 | |||
Writing | l Papers l Pencils l Adaptive writing devices l Technology | l Explain the writing concepts that children cannot understand on their own l Individualise learning l Scaffold | l Early writing skills (both scribble and letter formation/approximation) l Advanced writing skills (spacing, word formation, sequencing) |
Sensory/Manipulation | l Table, sand, rocks, l plant and toy replicas l Digging/sifting tools l Measuring devices | l Explain the mathematical concepts that children cannot learn on their own | l Development of early numeracy skills (counting for 0-2-year-olds) l Basic numeracy skills (comparison of sets, addition, and subtraction for 3-5-year-olds) l Measurement abilities (weight and volume) |
DAY 4 | |||
Writing | Assessment forms | l Observe and grade early and advanced writing skills. l Individualise learning l Scaffold | l Early writing skills (both scribble and letter formation/approximation) l Advanced writing skills (spacing, word formation, sequencing) |
Sensory/Manipulation | Assessment forms | l Observe and grade early and basic numeracy skills l Individualise learning l Scaffold | l Development of early numeracy skills (counting for 0-2-year-olds) l Basic numeracy skills (comparison of sets, addition, and subtraction for 3-5-year-olds) l Measurement abilities (weight and volume) |
DAY 5 | |||
Writing | l Papers l Pencils l Adaptive writing devices l Technology | l Elaborate on concepts l Individualise learning l Scaffold | l Early writing skills (both scribble and letter formation/approximation) l Advanced writing skills (spacing, word formation, sequencing) |
Sensory/Manipulation | l Table, sand, rocks, l plant and toy replicas l Digging/sifting tools l Measuring devices | l Elaborate on concepts l Individualise learning l Scaffold | l Development of early numeracy skills (counting for 0-2-year-olds) l Basic numeracy skills (comparison of sets, addition, and subtraction for 3-5-year-olds) l Measurement abilities (weight and volume) |
