FACTSHEET 7: INTENTIONALITY IN PRACTICE
INTENTIONALITY IS DEMONSTRATED
THROUGH MEANINGFUL AND
DELIBERATE ACTIONS.
Educators are intentional in all aspects of the program
including the everyday routines, activities and events. They
demonstrate intentionality when they communicate, respond,
challenge, construct, plan, provide and observe. Intentionality
is frequently subtle and not always visible. The subtlety
of being intentional is very powerful in enabling children’s
agency and sense of competence. This is because school
age children are recognized and valued for their capacity to
contribute and make informed and responsible choices about
how they spend their play time.
Quality OSHC programs don’t happen by accident. They are
a result of careful and thoughtful planning by educators who
are active, focused and reflective as they design and deliver
the program. Educators who are considered and purposeful
collaborate with children, families and each other knowing
that a holistic picture of children is only acquired through
finding out about them as individuals, which includes their
ideas, interests and strengths.
Educator’s respond to children’s complex ideas and questions
with genuine interest and find ways to support children in
being confident and involved learners through encouraging
children to lead, investigate and resource their own learning.
Educators offer thoughtful and appropriate responses to
children’s questions. They build children’s confidence and
sense of self-worth through encouraging them to realise their
potential as active and contributing citizens.
Being intentional in communicating with care, empathy and
respect enables educators to build trusting and supportive
relationships with children. Educator’s greet children warmly
and welcome them openly to the service regardless their
differing backgrounds or beliefs. They work together to create
an important place of belonging for children.
Educators are comfortable in being challenged by children
knowing that it is a natural part of children’s development
for them to explore boundaries. They build on this curiosity
exhibited by children and work with children to support
them in making responsible choices. Appropriate boundaries
and guidelines are established purposefully which enable
children to develop a sense of agency as they are able to have
influence on decisions which impact them.
Being intentional in creating the environment in services is
a focus for educators. This occurs through both planning an
environment which caters for a variety of children’s interests
as well as providing for children’s specific needs. Interests
are catered for through ensuring the play space is set up so
that children can freely make choices about how they spend
their leisure time. The choices in the environment available to
children are based on their abilities and interests whether it
be physical, social, constructive, dramatic or creative types of
play. The environment allows for children to engage in these
experiences individually or in groups. The space is also set up
so that children who have needs for rest and relaxation have
the opportunity to regroup and experience ‘stillness’ at their
leisure. Educators acknowledge that children have different
needs and time to be calm and quiet is equally as important
as time to be busy, social and physical.
Educators are intentional in the resources that they provide
for children. They think about the types of equipment and
the materials that might engage
children of different ages and
with different interests. Materials
are selected for different purposes,
to develop creativity, to engage
children in groups, to compete and
not to compete, to construct, resolve
problems and to express ideas. Thought
is also given to the amount of equipment
that might be required to ensure all
children can activity participate or to the
opportunities for children to share and
collaborate.
Experiences are planned to engage children
according to their expressed and observed
ideas and interests. These experiences are
planned to build on and develop what children
already know and can do. Educators in school age settings are
also aware that their relationships with children are reciprocal
and that children enjoy and benefit from being exposed to
the special talents and skills of educators whether it is music,
sport, hobbies, culture or another attribute that they bring
to the service. In this way, educators are also role models for
children in developing their unique talents and abilities.
As educators observe children, they also make intentional
choices about when to intervene in activities, or perhaps
not to intervene. In knowing, believing and trusting in
the competence of children, educators are skilful and
purposeful in their interventions. They are aware that offering
their support to children can help or hinder an emerging
competency. This awareness or intentionality of actions is
critical in many areas of school age children’s development,
particularly in areas of problem solving and emerging abilities
where practicing independently or with minimal support can
be very enabling to skill acquisition.
Intentionality is also about seizing spontaneous moments
for teaching on a day to day basis. This requires educators to
have a deep understanding of children, childhood and child
development. Educators must develop their own skills to
respond creatively and resourcefully to children’s curiosity
and be able to transform a mediocre moment into an exciting
learning experience.
Becoming intentional involves
thoughtful reflection about the possible influence that
educators may have in children’s emerging social identity and
how they feel about and interact with those around them.
Educators in school age settings are important to children’s
social worlds and actively support the community to nurture
competent, capable and contributing citizens. The community
context in which school age care operates provides unique
opportunities for children to develop, practice and refine
citizenship skills such as getting involved, making thoughtful
choices and being respectful.
Being intentional is about finding the right balance that
is required as educators work with children. This involves
thoughtful planning but not too much to stifle children’
emerging self. Through engaging in practice based
conversations educators have opportunities to reflect on
and examine their own and their colleagues, thoughts and
perspectives on intentionality. This enables educators to
become active, focused and reflective as they design and
deliver the program.
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