Emergent Curriculum
Fraser and Gestwicki (2002) define emergent curriculum as “the learning explorations that develop as a result of the interaction of the particular people at a particular place at a particular time. The curriculum emerges from the interests and dialogue of the individuals in a learning environment, and it, therefore is not predetermined. In emergent curriculum activities and projects develop through teacher’s careful observations of children’s work and communication and subsequent decision-making about appropriate directions and time frames”
(Fraser & Gestwicki, 2002).
Reggio Emilia Philosophy
Beyond providing for the basic needs of our students, we view children as competent learners who have the right to act as both the source and constructor of their knowledge. The teacher serves as a guide, co-collaborator, and co-constructor of knowledge. You may wonder what the teaching process looks like when the elements of an emergent curriculum are fused with the competencies of young children. To illustrate this process, I chose to focus on our youngest learners, the Sprouts and their experiences with light.
Emergent Curriculum at TLC: The Sprouts and Light
We are very intentional about the materials and experiences that we provide in our classrooms and outside of the walls of the school. The materials provided are based on the specific interests and development of the group of children. For example in the Sprouts classroom you will find many items that cast and reflect light and create various shadows throughout the learning space.
There were many factors which contributed to the decision to incorporate light, including the physical development of the students. The Sprouts students are still developing their sense of sight. They can more easily focus on objects up close than they can far away or objects with high contract versus low contrast. However, they can differentiate between light and dark easily.
Additionally, the Sprouts teachers intentionally focused on light because light can be a source of wonder and curiosity for our youngest learners. Wonder and curiosity are the basis of scientific inquiry and scientific thought. The scientific method which in its simplest form includes hypothesis development, hypothesis testing, and drawing a conclusion seems to be reflected in our observations of the Sprouts.
As adults observing the students we suppose that their interactions with light are guided by the question/ hypothesis: what is light or what are the physical properties of light? As they interact with light in its various forms, the students begin to test the various physical properties of light: natural versus man-made, elements of color, movement, reflection, refraction, prisms, changeable properties, and shadows. Often you will see our students try to touch or hold light; you may also see them try to alter light by adding materials to a light table or you may simply see them delight in the unexpected ways light takes form. Through their various interactions and experiences with light, the Sprouts develop a set of core beliefs around light.
Knowing that light and reflection can be captivating, engaging, and can help to strengthen the developing muscles in the eye, the Sprouts teachers have included various uses of light throughout their classroom. The Sprouts teachers also consider the properties of light that captivate and engage the children’s interest and provide additional materials and experiences so that the children can expand their knowledge base or core beliefs around light.
Fraser and Gestwicki (2002) define emergent curriculum as “the learning explorations that develop as a result of the interaction of the particular people at a particular place at a particular time. The curriculum emerges from the interests and dialogue of the individuals in a learning environment, and it, therefore is not predetermined. In emergent curriculum activities and projects develop through teacher’s careful observations of children’s work and communication and subsequent decision-making about appropriate directions and time frames”
(Fraser & Gestwicki, 2002).
Reggio Emilia Philosophy
Beyond providing for the basic needs of our students, we view children as competent learners who have the right to act as both the source and constructor of their knowledge. The teacher serves as a guide, co-collaborator, and co-constructor of knowledge. You may wonder what the teaching process looks like when the elements of an emergent curriculum are fused with the competencies of young children. To illustrate this process, I chose to focus on our youngest learners, the Sprouts and their experiences with light.
Emergent Curriculum at TLC: The Sprouts and Light
We are very intentional about the materials and experiences that we provide in our classrooms and outside of the walls of the school. The materials provided are based on the specific interests and development of the group of children. For example in the Sprouts classroom you will find many items that cast and reflect light and create various shadows throughout the learning space.
There were many factors which contributed to the decision to incorporate light, including the physical development of the students. The Sprouts students are still developing their sense of sight. They can more easily focus on objects up close than they can far away or objects with high contract versus low contrast. However, they can differentiate between light and dark easily.
Additionally, the Sprouts teachers intentionally focused on light because light can be a source of wonder and curiosity for our youngest learners. Wonder and curiosity are the basis of scientific inquiry and scientific thought. The scientific method which in its simplest form includes hypothesis development, hypothesis testing, and drawing a conclusion seems to be reflected in our observations of the Sprouts.
As adults observing the students we suppose that their interactions with light are guided by the question/ hypothesis: what is light or what are the physical properties of light? As they interact with light in its various forms, the students begin to test the various physical properties of light: natural versus man-made, elements of color, movement, reflection, refraction, prisms, changeable properties, and shadows. Often you will see our students try to touch or hold light; you may also see them try to alter light by adding materials to a light table or you may simply see them delight in the unexpected ways light takes form. Through their various interactions and experiences with light, the Sprouts develop a set of core beliefs around light.
Knowing that light and reflection can be captivating, engaging, and can help to strengthen the developing muscles in the eye, the Sprouts teachers have included various uses of light throughout their classroom. The Sprouts teachers also consider the properties of light that captivate and engage the children’s interest and provide additional materials and experiences so that the children can expand their knowledge base or core beliefs around light.