Intentional Teacher

Amy Schmidtke, EdD, is an early childhood educator, instructional coach, and leader with 30 years of experience advancing high-quality early learning. She specializes in guided play, child-centered learning, school-family-community partnerships, and professional development. As director of educational practice at the Buffett Early Childhood Institute at the University of Nebraska, she collaborates with school leaders and educators to strengthen early learning programs and district systems, applying research to enhance leadership, instruction, and family engagement. She holds an EdD in educational administration from the University of Nebraska at Omaha and drives innovation through leadership, publications, collaboration, and professional learning initiatives. Chapter ContributorsHolland Banse, Magnolia ConsultingSusan Bennett-Armistead, University of MaineKeely Benson, University at BuffaloKeri Giordano, Kean UniversityAnne-Lise Halvorsen, Michigan State UniversityCindy Hoisington, Education Development Center (EDC)Tonya Jolley, University of NebraskaJulia Luckenbill, Davis Joint Unified School DistrictMarie L. Masterson, Council for Professional RecognitionMichèle M. Mazzocco, University of MinnesotaBetül Demiray Sandıraz, PhD Candidate, Michigan State UniversityKimberlee Telford, University of NebraskaCrystal N. Wise, University of Minnesota

• About the EditorSection 1: Foundations of Intentional TeachingChapter 1: Introducing Intentional TeachingChapter 2: Effective Practices for Intentional TeachingSection 2: Intentional Teaching for Children's Development and LearningChapter 3: Children as Active Thinkers (Marie Masterson, Michelle Mazzocco)Chapter 4: Social and Emotional Learning (Keri Giordano)Chapter 5: Physical Development and Health (Lori Meyer)Chapter 6: Language and Literacy (Susan Bennett-Armistead)Chapter 7: Mathematics (Holland Banse, Michelle Mazzocco)Chapter 8: Science and Inquiry (Cindy Hoisington)Chapter 9: Social Studies (Crystal Wise, Betül Demiray Sandıraz, Anne-Lise Halvorsen)Chapter 10: The Arts and Creativity (Julia Luckenbill, Keely Benson)Chapter 11: Reflections on Intentional TeachingGlossaryResourcesIndex

Reviews for the second edition of The Intentional Teacher: "A clear and thoughtful how-to guide to teaching young children. Epstein provides a framework for creating powerful learning experiences for young children across the many domains of development." Ben Mardell, Professor of Early Childhood Education, Lesley University"The debates are over, or they should be. Epstein marshals research and practical wisdom to get beyond arguments about "child-centered" versus "adult-centered" teaching strategies. With the help of this book, the intentional teacher skillfully blends both, promoting positive development for every child. Great for new and experienced teachers alike." Marilou Hyson, Early Childhood Consultant and Adjunct Professor, University of Pennsylvania"Many teachers get so busy in the classroom that they forget they are decision makers.The Intentional Teacher is a rich resource that teachers, coaches, and program leaders can use to fuel conversations about child- and adult-guided experiences and to build knowledge and skills around intentional decision making." Judy Jablon and Amy Laura Dombro, coauthors (with Charlotte Stetson) of Powerful Interactions: How to Connect With Children to Extend Their Learning"This comprehensive update has been expanded to include all the curriculum domains and much new knowledge about children's learning, resulting in this valuable contribution to early childhood educators!" Carol Copple, Consultant"Deeply respectful of the role that teachers play in children's lives, Epstein brings to life a sophisticated approach to teaching that is both committed to child development principles and sensitive to the demands of educational content. This book is a must-read for educators, parents, advocates, and policy makers." Travis Wright, Assistant Professor, Early Childhood Education, University of Wisconsin-Madison"Productive play and learning are the result of teacher intentionality. Epstein has given teachers a guidebook for what it means to be intentional in everything they do in programs with young children. This book is indispensable." Frances Carlson, Lead Instructor, Early Childhood Care and Education Department, Chattahoochee Technical College, and author of Big Body Play: Why Boisterous, Vigorous, and Very Physical Play Is Essential to Children's Development and Learning