The Intentional Teacher

Seminal Text Updated and Revised

Teachers of young children have turned to this book again and again for guidance on how to intentionally engage young children in meaningful learning across domains and content areas. Updated by subject matter experts and based on current thinking in each content area, this third edition provides invaluable advice to help teachers make thoughtful, intentional use of both child-guided and adult-guided learning experiences that build on children's interests and focus on what they need to learn to be successful in school and in life.

Highlights of the new edition include

• Practical, equitable teaching strategies that support each child's learning

• Ways to integrate the social, cultural, and linguistic contexts of children and families into classroom curriculum and learning experiences

• Considerations for children with disabilities or delays and for dual language learners

Plus, new features provide

• Learning objectives in each chapter

• Updated classroom-based examples, including illustrations of culturally responsive strategies

• Connections to developmentally appropriate practice

With this new edition, beginning and experienced teachers alike will find timeless and timely approaches to knowing when to step in and when to step back.

Reviews for the current edition of The Intentional Teacher (reviews for the Third edition coming soon):

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

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 Contributors

Holland Banse, Magnolia Consulting

Susan Bennett-Armistead, University of Maine

Keely Benson, University at Buffalo

KeriGiordano, Kean University

Anne-Lise Halvorsen, Michigan State University

Cindy Hoisington, Education Development Center (EDC)

Tonya Jolley, University of Nebraska

Julia Luckenbill, Davis Joint Unified School District

Marie L. Masterson, Council for Professional Recognition

Michele M. Mazzocco, University of Minnesota

Betl Demiray Sandraz, PhD Candidate, Michigan State University

Kimberlee Telford, University of Nebraska

Crystal N. Wise, University of Minnesota

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