Presentation on theme: "Emergent Curriculum: An Introduction"— Presentation transcript:
1 Emergent Curriculum: An Introduction Presented By: Cheryl Anderson, RECETraining & PD CoordinatorQuality Child Care InitiativeOctober 23, 2014
2 Let’s Talk! What is your understanding of Emergent Curriculum? What do you already know?What questions do you still have?What are the challenges with your understanding of, or your application of Emergent Curriculum in your program?
3 What is Emergent Curriculum? Emergent Curriculum is a framework for child-centred, play-based learning.
4 Emergent Curriculum: What It Is Play-basedBelieves that children are competent, active learnersProvides routines, transitions and schedule (not a circus but flexibility is necessary)Offers opportunities for variety of experiences (indoors/outdoors, quiet/active, group/individual)Planning evolves from “daily life” not pre-set themesPlanning is flexible and responsive to children (constantly developing)
5 Collaborative – we co-construct knowledge together Teacher as facilitator taking what she sees & hears and bringing opportunities to the children to construct further knowledgeHonours unique learning styles & talents in children & educatorsRichly provisioned, responsive environments
6 An Invitation to Examine our Values & Practices in Relationship to Emergent Curriculum What is your image of children?What do you believe about them?What do you feel they deserve?What is the role of the teacher?What is the role of the environment?
7 Image of ChildrenEmergent Curriculum believes that children are capable and competent to engage in their own learning about the worldChildren are active, social learnersChildren bring valuable knowledge, ideas and experiencesChildren are influenced by family, culture, gender & previous experiencesChildren have various learning styles and ways of understanding & constructing knowledge
8 Role of the teacherIn Emergent Curriculum both the teacher and child are researchers. We co-construct knowledge together.Emergent curriculum is based on the idea that we all learn best in situations that have meaning for us.
10 Role of the environment In emergent curriculum, the environment acts as the “third teacher”Children need large blocks of time to play to investigate their ideas and theoriesChildren need ample space that is designed intentionally to engage themChildren need rich materials that engage their curiosity and competencies
11 Materials Open-ended Loose parts Natural Creative (process not product)AuthenticOpportunities for children to represent their ideas (words, drawing, clay, playdo, dramatic play, constructive play, art)
12 Emergent approach and How Does Learning Happen? Does an emergent approach support the key foundations of How Does Learning Happen?
13 Cycle of Inquiry OBSERVATION LETTING GO DIALOGUE & REFLECTION PLANNING NEXT STEPSDECISION MAKING
14 How do we observe? Pay close attention to children! Questioning what we see (why is this happening?, what does it mean, what are the children thinking? why am I attracted to this situation?)Taking a photoVideotapingMaking written notesAudiotaping
16 We observe everything! Children’s play themes Unexpected events (moments that arouse children’s curiosity or ours)Children’s interests / our interestsIndividual children and developmentLife experiencesRelationshipsSchemas
17 Things in the physical environment that children are connecting to Daily schedule – routines & transitionsFocused observation for research question (what have we noticed about how the children have been using the outdoor environment?)
18 Things to remember about observation We all observe different thingsWe bring different perspectives & values to our observations (Perspective exercise)What do we do with our observations?What is the next step? Sharing our observations and reflecting with others
19 From Reflection to Curriculum (Stacey, 2009) Reflection is the magic in the middleWithout it we are missing the importance of the connections between what we see and hear and our decisionsReflection puts the Why back into what we do...
20 What is Reflection?Making meaning out of what we have seen and/or heardToday I observed….; Over the last few weeks I have observed… What does this mean for the children and our program?
21 Provides a variety of perspectives Who do we reflect with?Dialogue with yourselfDialogue with your team teachersDialogue with other colleagues in your programDialogue with familiesProvides a variety of perspectives
22 How do we reflect? Share your written observation Share a photo (photo exercise)Share the videotapingShare the conversation you had with a familyShare a conversation that you overheard or had with a childAsk questions!
23 What are the children trying to communicate through what they are doing? What does it mean? What are the big play ideas, intriguing ideas or interests?What do you wonder about what you have seen or heard?
24 Consider your next steps: How can we scaffold the learning?How can we help the children deepen their thinking and find further learning with experiences?How can we sustain and extend (increase the complexity) the children’s thinking?Which ideas do we respond to?
25 Response What can we do? Make changes to the environment Adapt your scheduleOffer new materials to increase the complexityMake additional observations or have conversations with the childrenOffer an activity to “test the waters”Seek out an expert to visit / field tripInclude the idea within circle time / small groupReflect with children on photos that you may have taken
26 Prepare documentation (enables children’s thinking to be made visible)