Let’s talk about play. Not just any play, but purposeful, powerful play that’s full of curiosity, intention, and child-led exploration.
The updated EYLF v2.0 (Australian Government Department of Education, 2022), denotes a distinct shift. Intentionality is no longer just about planning or teaching techniques. The term ‘intentional teaching’ is no more. It has been replaced with ‘play-based learning and intentionality.’ It’s about being present with children, co-playing, and tuning into their evolving needs, interests, and capabilities.
So, what does this mean for early childhood educators? It means stepping into a space where learning is not delivered but discovered together.
From Intentional Teaching to Playing with Intentionality
Originally, the EYLF introduced the term ‘intentional teaching’ to highlight the educator's role in guiding learning (Australian Government Department of Education, Employment and Workplace Relations, 2009). However, Logan, Press, and Sumsion (2023) point out that this sometimes led to an adult-centred approach. One where educators did most of the heavy lifting. This saw formal group times, where educators selected topics to intentionally plan to impart knowledge and understanding into these wonderful, tiny humans.
EYLF v2.0 flips the script. Instead of intentional teaching, it talks about ‘play-based learning and intentionality,’ where both children and educators bring curiosity and purpose to the table (or the block corner, or the sandpit).
This matters... because when we see play as meaningful in and of itself, not just a vehicle for learning outcomes, we position children as capable and intentional learners. They are not just participating in play; they are driving it (ECA, 2023).
The Science Behind It: Brain Meets Play
Play isn’t just fun. It is a brain-building bonanza. Neuroscience tells us that play builds executive functions like memory, impulse control, and flexible thinking, all of which reside in the prefrontal cortex (Huberman, 2023; Barrett, 2017). This isn’t of small importance. These are foundational skills for life.
Play is a natural way to fill what we at Phoenix call ‘Cups’ which include our needs for connection, safety, mastery, freedom, and fun (Phoenix & Phoenix, 2020). When we design environments and interactions with these needs in mind, we are not just supporting formal learning, but we are also supporting wellbeing.
Environments as Invitations
In a truly intentional setting, environments aren’t just backdrops. They’re invitations. Open-ended materials, flexible spaces, and natural elements spark wonder and inquiry. The physical space itself becomes a co-teacher (ACECQA, 2024).
Think of a basket of loose parts next to a mirror. Or a shady nook for quiet storytelling. When children encounter these thoughtful spaces, they are invited to explore, construct, hypothesise, and create. When educators step into these moments as co-players, the magic really begins (NSW DoE, 2023).
Scaffolding Without Steering
Scaffolding isn’t about taking over. It’s about noticing, responding, and extending. When we reflect on children’s actions and ideas, we can offer language, materials, or questions that nudge learning forward without derailing their direction (Logan et al., 2023).
Let’s rethink behaviour in this way too. At Phoenix, we say behaviour is the best attempt a child can make in the moment to get their needs met, given the skills, experiences, and capacities they have at the time (Phoenix, 2024). Intentional support means building skills, not controlling behaviour. It’s about co-regulation, not correction.
Practical Ways to Embed Intentionality
Here are some ways you can put all this into practice:
- Create provocations: Use open-ended materials, natural elements, and sensory-rich invitations to explore concepts like balance, light, movement, and change. Let the child’s engagement guide what comes next.
- Co-construct narratives: Sit alongside children during imaginative play, adding rich vocabulary and asking thoughtful questions that extend their thinking (“What do you think would happen if...?”).
- Document with purpose: Use photos, video snippets, and educator notes to make learning visible. Reflect with colleagues about what is unfolding and how it might be scaffolded further.
- Balance structure with spontaneity: Use flexible rhythms to create safety, then allow space for children’s intentions to emerge and shape the direction of the day.
- Engage in shared reflection: Incorporate reflective practice into team meetings by revisiting observations and asking, “How are we honouring children’s agency?”
Reflective, Responsive, and Culturally Safe
EYLF v2.0 asks us to bring a more holistic lens. It’s not just what children are doing; it’s who they are, where they’re from, and what matters to them (Australian Government Department of Education, 2022). Intentionality is about tuning in to identity, culture, and context. Are we valuing children’s cultural ways of knowing? Are our materials and interactions inclusive? Are we reflecting deeply on whose voices are centred in play? (ACECQA, 2024).
From Planning to Presence
Intentionality isn’t something we check off in our documentation or a formal planned structure. It’s about being present. That means slowing down, really seeing children, and being open to where their play might lead. It means asking, "How do I stay attuned without interrupting?"
Documentation becomes less about compliance and more about curiosity. It helps us uncover what’s happening and what might be possible next (Educating Young Children, 2022).
A Pedagogy of Possibility
Intentionality, when done right, isn’t a strategy. It’s an attitude. A way of seeing and being. It’s about shared joy,
shared discovery, and shared humanity.
So let’s let go of the need to ‘teach intentionally’ where educators are placed as the holders of all knowledge and children as the receivers of that knowledge on our terms, and instead, play with intentionality. When we embrace this mindset, we create spaces where children’s cups are full, their brains are buzzing, and their hearts feel seen.
References
ACECQA. (2024). Play-based learning and intentionality: EYLF Practice Guidance Information Sheet. https://www.acecqa.gov.au
Australian Government Department of Education. (2023). Belonging, Being and Becoming: The Early Years Learning Framework for Australia V2.0. https://www.education.gov.au
Barrett, L. F. (2017). How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt.
ECA. (2023). Finding the balance: A play-framework to guide intentionality. https://thespoke.earlychildhoodaustralia.org.au
Educating Young Children. (2022). Discovering Your Pedagogy Through Your Documentation, 28(1), 32–35.
Fleer, M. (2021). Conceptual PlayWorlds: Intentional Teaching in Play-Based Settings. In L. Cutter-Mackenzie-Knowles (Ed.), Play in the Early Years (pp. 63–79). Cambridge University Press.
Guide to the National Quality Framework. (2025). Australian Children’s Education and Care Quality Authority.
Huberman, A. (2023). The Huberman Lab Podcast. https://www.hubermanlab.com
Logan, H., Press, F., & Sumsion, J. (2023). Revisiting intentional teaching: From professional responsibility to mutual intentionality. Contemporary Issues in Early Childhood, 24(1), 45–59.
Phoenix, S. & Phoenix, C. (2020). The Phoenix Cups: A cup-filling story. Phoenix Support Publishing.
Phoenix Support for Educators. (2024). Educator Toolkit for Behaviour. Phoenix Support Publishing.
Phoenix Support for Educators. (2023). From Behaviour Management to Cup Filling: The Phoenix Cups Framework in Action [Professional Learning Series]. Early Childhood Australia.
Author: Briana Thorne