1. Emergent Curriculum

2. What is emergent curriculum? http://www.youtube.com/watch?v=XNFYF Sa0720 http://www.youtube.com/watch?v=XNFYF Sa0720 http://www.youtube.com/watch?v=XNFYF Sa0720 http://www.youtube.com/watch?v=XNFYF Sa0720

3. Links to Reggio Emilia http://www.youtube.com/watch?v=1UFhc DzAqdk http://www.youtube.com/watch?v=1UFhc DzAqdk http://www.youtube.com/watch?v=1UFhc DzAqdk http://www.youtube.com/watch?v=1UFhc DzAqdk 1:08- 1:58 1:08- 1:58

4. Teacher’s Role to co-explore the learning experience with the children to co-explore the learning experience with the children to provoke ideas, problem solving, and conflict to provoke ideas, problem solving, and conflict to take ideas from the children and return them for further exploration to take ideas from the children and return them for further exploration

5. Projects… can emerge from children's ideas and/or interests can emerge from children's ideas and/or interests can be provoked by teachers can be provoked by teachers can be introduced by teachers knowing what is of interest to children: shadows, puddles, tall buildings, construction sites, nature, etc. can be introduced by teachers knowing what is of interest to children: shadows, puddles, tall buildings, construction sites, nature, etc.

6. But… how do we get started?

7. Video Example To See Takes Time: Growing Curriculum from Children’s Theories To See Takes Time: Growing Curriculum from Children’s Theories

8. How to prepare for teaching an emergent curriculum

9. Ideas from To See Takes Time Don’t sit around and wait Don’t sit around and wait Actively create a space where children’s ideas can be pursued Actively create a space where children’s ideas can be pursued Make the environment a place that children can explore Make the environment a place that children can explore Make available a lot of materials so children are able to communicate their thoughts, ideas, and questions. (art supplies) Make available a lot of materials so children are able to communicate their thoughts, ideas, and questions. (art supplies)

10. Create general goals and make predications about what direction activities and projects might take, and then make appropriate preparations based on those predictions. Create general goals and make predications about what direction activities and projects might take, and then make appropriate preparations based on those predictions. Predictions

11. Use provocations, questions, and wait time. Introduce a provocation to children- something that stimulates or provokes thought and invites wonder, curiosity, and investigation. An example of a provocation would be a giant leaf, a photo of a sunset, or a snail shell. Allow for questions and pose your own questions, then give a wait period where students may formulate further questions as well as come up with their own theories and ideas. Introduce a provocation to children- something that stimulates or provokes thought and invites wonder, curiosity, and investigation. An example of a provocation would be a giant leaf, a photo of a sunset, or a snail shell. Allow for questions and pose your own questions, then give a wait period where students may formulate further questions as well as come up with their own theories and ideas.

12. Observe the children in action The study of group conversations can reveal children’s questions, concerns, and idea that could be the focus of further investigation or explorations. When we understand their ideas we are better able to think of ways to provoke the children’s thinking. The study of group conversations can reveal children’s questions, concerns, and idea that could be the focus of further investigation or explorations. When we understand their ideas we are better able to think of ways to provoke the children’s thinking.

13. Conversations Have conversations with children as a basis for curriculum planning Have conversations with children as a basis for curriculum planning Group conversations can provide a lot of information about questions, concerns, and ideas that could be the focus of further investigation or exploration. Group conversations can provide a lot of information about questions, concerns, and ideas that could be the focus of further investigation or exploration.

14. Resources http://www.youngchildrenslearning.ecsd.net/reggio%20emilia%20philosop hy.htm http://www.youngchildrenslearning.ecsd.net/reggio%20emilia%20philosop hy.htm http://www.youngchildrenslearning.ecsd.net/reggio%20emilia%20philosop hy.htm http://www.youngchildrenslearning.ecsd.net/reggio%20emilia%20philosop hy.htm DVD To See Takes Time: Growing Curriculum From Children's Theories DVD To See Takes Time: Growing Curriculum From Children's Theories Authors: Margie Carter, Harvest Resources Authors: Margie Carter, Harvest Resources Early Childhood Curriculum Evelyn A. Peterson Early Childhood Curriculum Evelyn A. Peterson Bringing the Reggio Approach to Your Early Years Practice Linda Thornton and Pat Brunton Bringing the Reggio Approach to Your Early Years Practice Linda Thornton and Pat Brunton First Steps Toward Teaching the Reggio Way Joanne Hendrick First Steps Toward Teaching the Reggio Way Joanne Hendrick Next Steps to Teaching the Reggio Way Joanne Hendrick Next Steps to Teaching the Reggio Way Joanne Hendrick