About | Funding | Details | Online Course

The phrase intentional teaching has been central to early childhood education for years. Yet, with the release of the EYLF V2.0, many educators are asking: What does it really mean now?

This 2-hour in-person workshop explores the evolving role of intentionality in early learning environments. Together, we’ll unpack how to balance deliberate, purposeful teaching practices with the natural flow of play and discovery.

Educators will leave with greater clarity and confidence in designing environments that spark curiosity, foster independence, and promote lifelong learning.

What you’ll explore:

• How intentionality in practice has shifted in the EYLFv2.0.
• The difference between teaching intentionally and playing with intentionality
• Creating stimulating environments that support critical thinking, problem solving, and social development
• Practical strategies for scaffolding children’s learning through reflection, modelling, and guided discovery
• Responsive practices to support children’s individual needs in the moment
• The neuroscience of executive functioning. How play strengthens working memory, self-regulation, and cognitive flexibility (skills essential for school readiness)
• How to integrate intentional play experiences that prepare children for the transition to school while honouring their developmental needs

Why this matters:

Intentionality is more than planning activities. It’s about being deliberate and thoughtful in how we create learning opportunities, how we respond to children, and how we foster their autonomy and creativity.

By reframing intentional teaching through a contemporary lens, educators can:

• Strengthen alignment with the National Quality Standard (Quality Area 1: Educational program and practice)
• Move away from rote or adult-driven practices towards authentic learning partnerships
• Support children’s developing executive functions through purposeful play, giving them strong foundations for self-regulation, problem-solving, and school readiness
• Feel equipped to design engaging, inclusive programs that nurture children’s capabilities and wellbeing

This workshop also aligns closely with funding priorities across Australia.

For Queensland services, intentional teaching and play-based approaches directly support Kindy Uplift focus areas such as social and emotional learning, executive function, and oral language and literacy.

For Victorian educators, this workshop strengthens practice under School Readiness Funding, with strong links to the priority areas of self-regulation, social-emotional wellbeing, and school transition.

Investing in professional learning around intentionality helps services demonstrate their commitment to evidence-based, need-focused strategies that improve outcomes for children and meet departmental expectations for funded initiatives.