Abstract:
In recent years the term intentional teaching has entered the lexicon of early childhood education. A small but growing body of international literature investigating the notion of intentional teaching in early childhood education was located at the beginning of this study. Its relevance to the New Zealand context was not, however, clear and little research had been conducted in New Zealand. Moreover, the notion of intentional teaching as described internationally appeared to foreground teaching and teachers in a way that the New Zealand early childhood curriculum statement, Te Whāriki, does not. Nevertheless, prior to this study beginning there were indications that early childhood teachers and policy-makers in this country were starting to think about and discuss the notion of intentional teaching. The focus of the study reported in this thesis was teachers’ understanding of intentional teaching, and what aspects of their practice might be considered as intentional. The aim of this study was to develop a ground-up understanding of the nature of intentional teaching in New Zealand early childhood education centres that was based on empirical data. Consequently, this study was designed and conducted according to the principles of constructivist grounded theory (Charmaz, 2000). Thirteen qualified early childhood teachers from three early childhood centres participated. The methods used were: focus group interviews, individual interviews, observations, informal professional conversations, and a review of centre documentation. Data were analysed using the constant comparative technique that is central to constructivist grounded theory. In addition, the preliminary findings and theoretical model were presented to available participants for their comments, which were then incorporated into the final analysis. The major finding of this study was that intentional teaching was an holistic and dynamic process that had its origins in teachers’ aspirations for children. These aspirations were translated into intentional teaching practice through the teachers’ curriculum decisions. In addition, the findings indicated that intentional teaching was demonstrated both in planned experiences and in teachers’ spontaneous and intuitive responses to children’s emerging inquiry. However, intentional teaching was typically unarticulated. This thesis presents the original substantive grounded theory that was constructed from these findings. This theory explains intentional teaching as being the result of a complex and dynamic relationship between teachers’ aspirations, decisions, and actions. The limitations of the study are acknowledged, and possible areas for future research are identified. The engagement of the research and teaching communities with this theoretical model is invited. The thesis argues that this substantive theory has the potential to empower early childhood teachers to identify, articulate, and explain their intentional teaching. It also has implications for early childhood teacher-educators, and policy-makers, and these implications are considered.