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The purpose of this action research is to give teachers meaning and action to the word intentional. Interventions were used to support early childhood educators in improving the intentionality of their lesson planning and instruction. The interventions included a systematic planning tool, a resource binder, and a model through professional development. Qualitative and quantitative data was collected through an electronic survey of teachers both before and after the intervention. Quantitative data was collected through a rubric rating lesson plans on specific characteristics before, during, and after the intervention. Analysis of the data collected revealed when intentionality is well-defined and trained, teachers made considerable improvement in their comfortability and quality of lesson planning.