When first released in 2009, the Early Years Learning Framework (EYLF) recognised intentional teaching as one of its eight core practices (Department of Education, Employment and Workplace Relations (DEEWR) (2009). In 2022, the EYLF was revised to include a broader understanding of 'intentionality', encompassing both the educator and the child within the teaching/learning nexus. One of the changes made to this new edition, involved the merging of two previous practices, 'learning through play' and 'intentional teaching' into one new practice, 'play-based learning and intentionality' (Australian Government Department of Education [AGDE] (2022). While educators are encouraged to act with intentionality in play-based learning, there is the need to acknowledge children's freedom in play and their agency for creative expression. This paper is a timely contribution, presenting recent research with educators from Reggio Emilia, Italy and Newcastle, NSW, Australia, who together discuss their intentionality as educators. Findings suggest that: time, care, consideration, collaboration, and reflective practice, are key factors for determining a more nuanced definition of intentional teaching practices within a contemporary framework.