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Emergent Curriculum
- 2. Agenda • Discuss benefits of play • Identify obstacles to play • Look at how play supports development • Define emergent curriculum • The planning cycle • Observation • Environment 2
- 3. Experiential Learning • Why is play important?
- 4. Threats to Play- Small Group Discussion • At home? • In our programs?
- 5. Maria Montessori • Child-centered environments • Real tools • Accessibility • Beauty and order • Competence and responsibility • Children are allowed responsibilities • Large blocks of open-ended time • Observation • Follow the child
- 6. Jean Piaget (Constructivist) • Large blocks of free-play time • Provide real world experiences • Plan open-ended activities • Ask open-ended questions Age Developmental Stage Birth-2 years Sensorimotor Stage- learn by reacting to what they perceive through the senses 2-7 years Preoperational – concentrate on properties of materials and seeing the world from their own point of view.
- 7. Lev Vygotsky Socio-Cultural Theory • Children’s social and cultural experiences shape learning • Closely tied to language systems of that culture • Zone of Proximal Development (ZPD) • Scaffolding • Curriculum Planning • Observation and planning • Challenging to stretch competence
- 8. Physical Development Strong, healthy bodies Coordination Stress Management Agility Physical Confidence Gross and fine motor Cognitive Development Scientific and mathematical thinking Language skills Literacy skills Research and inquiry skills Independent thinking Problem Solving Social Development Cooperation Collaboration Negotiation Rules formation Conflict Resolutions Joining and leaving play Emotional Development Empathy Impulse Control Self-Regulation Persistence Resilience Self-Confidence Benefits of Play
- 9. Essentials to Play • Children make their own decisions • Children are intrinsically motivated • Children are immersed in the moment • Play is spontaneous, not scripted • Play is enjoyable
- 10. Creative Curriculum/Emergent Curriculum Curriculum based on: • Emerging interests and skills of the children • Teacher objectives and standards • Learning objectives carried across centers and activities • Flexible themes based on children’s interest • Structures the environment to give children many opportunities to work with real/concrete objects
- 11. Why do we plan? We plan so that we can make intentional decisions about: • The Environment • Individual Children • Groups of Children • Activities and projects 11
- 12. Planning Cycle Includes: • Observing- “follow the child” • Emerging interests and skills of each child • Teacher objectives and ideas • Learning objectives carried across centers and activities • Flexible themes based on children’s interest
- 13. Planning Cycle Considerations: • Children’s temperaments • Development and age appropriateness DAP • Cultural customs, traditions and mannerisms • Special accommodations for children with special needs
- 14. Planning Process Observing: Documenting what you see and hear in your classroom. Analyze and Reflect Brainstorm: think about how to provoke and expand on children's interests and skills that you have observed. Observe Analyze Brainstorm Implement Assess/Adjust
- 15. Planning Process Planning: Make decisions based on observations and brainstorming • Materials • Activities • Literature Implement: Put your ideas into action Assess and Adjust: Reflect on the plans and make changes • What worked • What didn’t • Make adjustments Observe Analyze Brainstorm Implement Assess/Adjust
- 16. Small Group discussion: Think about how you go about planning curriculum. How is your process similar to the one described? How can you incorporate these ideas into your process?
- 17. Take a Break!
- 18. Planning through Observation • Purposeful changes to the environment • Teaching is individualized • Teaching is intentional • Enables us to set appropriate goals • Fewer behavior problems. 18
- 19. “When a child is this engaged, they don’t need our ideas or comments or approval. Sensitive observation allows us to appreciate a child’s play and incorporate what we see into future interactions and lesson plans.” ~ Audrey Rowland
- 20. Small Group Discussion Share a time in which a child’s moment of discovery brought you joy. What did you appreciate in that moment?
- 21. Observation The teacher as a listener and observer of children is our most important role • Look • Listen • Learn 21
- 22. Observation Simply document the behaviors that you see. Don’t get ahead of yourself by interpreting the observations, just record the facts: 1. What the children are doing 2. What materials the children are using 3. How children are using these materials 4. What the children are saying 22
- 23. Informal Recording noteworthy events as they happen Formal Observing for a particular developmental milestone Observation
- 24. Words to Avoid in Observation • Happy • Sad • Angry • Funny • Lonely • Bossy • Mean • Selfish • Generous • Sloppy • Neat • Beautiful • Ugly • Creative • Bored • Helpful • Lazy • Talented • Intelligent • Excited • Pretty • Nice • Kind • Aggressive • Smart • Shy • Scared • Artistic • Needy • Curious
- 26. Analyze and Reflect What do these observations tell me? Think about key information such as: • Skills and experiences you observed • Skills and experience to be developed- scaffold • Environmental factors including what worked, what was a concern, and how you might enhance the learning environment • Emerging interests 26
- 27. Brainstorm • Develop possibilities for activities, projects, and changes to the learning environment • Organize your ideas for planning • Think of questions to pose to children • Focus on next steps for planning and for keeping track of ideas 27
- 28. Implementation • Introduce materials/activities • Children will often surprise us and take what we planned in an entirely different direction. • It is important to let go of preconceived ideas and trust the process. • As teachers, we should work on following the children's emerging interests and taking cues from them even though it may mean changing plans. This makes planning more meaningful. • Be flexible/Teachable moments 28
- 29. Take a Break!
- 30. General Center Guidelines • Clear boundaries using walls, furniture, rugs or lighting • Centers should include a shelf and a table or designated floor area for play • Number of chairs, table/rug size should correspond with the number of children allowed in the center • Group centers logically – dramatic play near blocks, art and science near sink, cozy near library, etc. • Quiet centers furthest from the door if possible • Label all containers and shelves – all items and containers must have a designated space • All materials can be accessed without moving something else • Do not use centers as ‘storage’ areas
- 31. Selecting Materials • Ask yourself if it is… • Developmentally appropriate • Reflective of children’s interests • Organized and Labeled • Consider quality over quantity • Open-ended • Inviting and engaging
- 32. Selecting Materials Children are drawn to real life and natural materials
- 33. Selecting Materials Organization of materials is key to their success.
- 34. Selecting Materials Open ended materials allow for exploration in many areas
- 35. Art Center • Include paper towels or a hand towel for quick cleanup • Include an easel or vertical paint surface • Space for drying/displaying materials accessible to children • Interesting/recycled/natural/collage materials accessible • Open-ended work only
- 36. Art Center • Large variety of sizes and types of paint brushes • At least 2 types of paper and 3 types of mediums (markers/crayons/paint sticks/color pencils) • Access to liquid glue (Elmer’s) • Materials placed in the art center are available anytime and unlimited
- 37. Construction Center • Allow for 2 entrance/exits or one open side to prevent the entrance being blocked by play • Include books, photographs • Similar blocks may be stored in clear containers or directly on shelf
- 38. Dramatic Play • Gender neutral colors and items • Selected materials in appropriate quantities (less is more) • Items should be stored as they would be in a real home – shelves, hooks, hangers, etc.
- 39. Dramatic Play • Adequate space and materials for the allowed number of children • Real materials such as small metal pans, cooking utensils, wood bowls, ceramic pitchers • Organized, inviting, and accessible
- 40. Library/Reading • Comfortable and inviting • Space for an adult and child to sit together comfortably • Attractive display of books – front covers visible (baskets work well) • Books are all in good shape and plentiful
- 41. Library/Reading • Books represent real things and real life, diversity, and both genders • Avoid commercial characters (books need an author) • Outlet for listening equipment • Surface for writing – table or lapboards or clipboards
- 42. Writing • Small area for 2-3 children • Office/school supplies • Well-lit, comfortable, ergonomic • Alphabet or word wall located at or near center
- 43. Science/Discovery • Located near natural light if possible • Designated display space/surface • Organized and logical – laboratory- like • Table and floor space available for working • Use trays to store materials when possible
- 44. Science Discovery • May need a sink or outlet nearby • Space for sensory table • Include magnifying glasses, tweezers, paper, clipboards, writing tools, loose parts materials, nature collections, scales
- 45. Math/Manipulative/Games • Provide puzzles, collections, string beads, etc. • Loose parts to sort and count • Variety of measuring devices and materials to document • Simple games, games that allow children to create rules
- 46. Conclusion • Questions? • Action Plan What will you keep? What will you start? What will you change?