Children and Emergent Curriculum
The curriculum evolves from:
 Interest and abilities of children
 Collaboration between children, their families,
educators, and other community members
 Children taking responsibility for own learning
 Adults providing experiences to foster learning
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Emergent Curriculum and Adults
The curriculum evolves from:
 The interests and abilities of adults
 Collaboration between adult learners,
faculty members, and community
professionals
 Adults assume responsibility of own
learning
 Faculty provide learning activities
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Emergent Curriculum
children
adults
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Evolves from the interest
of the children
Evolves from the abilities
of the children
A collaborative process
between children,
families, and other adults
Children assume
responsibility of their
learning
Adults provide learning
experiences
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Evolves from the interest
of the adults
Evolves from the abilities
of the adults
A collaborative process
between adults and
faculty
Adults assume
responsibility of their
own learning
Professors provide
learning experiences
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Quiz 1- Chapter 1
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What learning areas should be separated and
why?
What are three critical factors when considering
placement of learning areas?
Give four examples of open-ended materials and
how they might be used.
What is emergent curriculum?
Define developmentally appropriate practices.
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Quiz 2 – Chapter 2
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Define how children learn best.
What should learning areas encourage children to do?
What are the principles of effective organization of the learning area?
How does organization differ for infant, toddler, preschool or schoolaged learning environments?
Compare the similarities and differences between indoor and outdoor
play.
What are safety issues indoors and outdoors?
Define the importance of light, colour, sound, culture, and aesthetics
within the learning environment.
How could you maximize the learning environment?
What is the role of adult in the learning environment?
Define a developmentally appropriate way of planning for young
children’s learning experiences.
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Quiz 3 – Chapter 3
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Identify and describe the developmental skills of sand play.
Describe the properties of sand.
Describe the value of sand play.
What is the role of the facilitator in sand play?
Describe an effective storage system for sand play materials.
How might sand materials be organized and identified so that the
child can easily locate and return materials?
What should you consider in setting up a sand area?
What are some international considerations for sand play?
Describe how you might observe and record skills developed during
sand play.
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Quiz 4- Chapter 4
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Identify and describe the developmental skills of water play.
Describe what concepts could be developed during water play.
Describe the value of water play.
What is the role of the facilitator in water play?
Describe an effective storage system for water play materials.
How might water materials be organized and identified so that the
child can easily locate and return materials?
What should you consider in setting up a water area?
What are some international considerations for water play?
Describe how you might observe and record skills developed during
water play.
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Quiz 5 – Chapter 5
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Identify and describe the developmental levels of music development.
Describe the value of musical activities.
What is the role of the facilitator in music activities?
Describe an effective storage system for musical instruments and
materials.
How might musical instruments and materials be organized and
identified so that the child can easily locate and return materials?
What should you consider in setting up a music area?
What are some international considerations for music activities?
Describe how you might observe and record skills developed during
musical activities.
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Quiz 6 – Chapter 6
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Identify and describe the developmental levels of block play.
Describe the value of block play.
What is the role of the facilitator in block play?
Describe an effective storage system for block play materials.
How might block materials be organized and identified so that the
child can easily locate and return materials?
What should you consider in setting up a block area?
What are some international considerations for sand play?
Describe how you might observe and record skills developed during
block play.
Describe what materials are essential for an effective block play area.
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Quiz 7- Chapter 7
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Identify how quiet play encourages learning.
What are the critical child developmental considerations for quiet play?
Describe the value of the quiet area.
What is the role of the facilitator in quiet area?
Describe an effective storage system for quiet play materials.
How might quiet play materials be organized and identified so that the child
can easily locate and return materials?
List the materials in the quiet area and how you would set them up for each
of the following areas: - reading
- writing
- puzzles
- sewing
- felt board
What are some international considerations for the quiet area?
Describe how you might observe and record skills developed during quiet
activities.
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Quiz 8 – Chapter 8
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Identify and describe the developmental stages of dramatic play.
Describe the value of dramatic play.
What is the role of the facilitator in dramatic play?
Describe an effective storage system for dramatic play materials.
How might dramatic materials be organized and identified so that the
child can easily locate and return materials?
What should you consider in setting up a dramatic area?
What are some international considerations for dramatic play?
Describe how you might observe and record skills developed during
dramatic play.
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Quiz 9 – Chapter 9
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Identify and describe the developmental levels of creative art.
Describe the aesthetic criteria of creative art.
Describe the value of creative art activities.
What is the role of the facilitator in creative art activities?
Describe an effective storage system for creative art materials.
How might creative art materials be organized and identified so that
the child can easily locate and return materials?
What should you consider in setting up a creative art area?
What are some international considerations for creative art activities?
Describe how you might observe and record skills developed during
creative art activities.
What are some critical creative art materials that should be in this
learning area?
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Quiz 10 – Chapter 10
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Identify and describe the developmental levels of fine motor
activities.
Describe the value of manipulative activities.
What is the role of the facilitator in manipulative activities?
Describe an effective storage system for manipulative materials.
How might manipulative materials be organized and identified so that
the child can easily locate and return materials?
What should you consider in setting up a manipulative area?
What are some international considerations for manipulative
activities?
Describe how you might observe and record skills developed during
manipulative play.
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Quiz 11 – Chapter 11
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Describe how math and science can be used to encourage learning.
Identify and describe the components of the learning cycle as applied
to math and science.
Describe the value of math and science activities.
What is the role of the facilitator in math and science activities?
Describe an effective storage system for math and science materials.
How might math and science materials be organized and identified so
that the child can easily locate and return materials?
What should you consider in setting up a math and science area?
What are some international considerations for math and science
activities?
Describe how you might observe and record skills developed during
math and science activities.
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Quiz 12 – Chapter 12
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Identify and describe the developmental levels of woodworking.
Describe the value of woodworking.
What is the role of the facilitator in woodworking?
Describe an effective storage system for woodworking materials.
How might woodworking materials be organized and identified so
that the child can easily locate and return materials?
What should you consider in setting up a woodworking area?
What are some international considerations for woodworking
activities?
Describe how you might observe and record skills developed during
woodworking activities.
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What We Remember?
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14% of what we hear
22% of what we see
30% of what we watch others do – demonstrate or model
42% of redundancy-rituals – activities that repeat seeing,
hearing and doing important skills or concepts
72% of movies of the mind-learning – learning that is
linked to remembered or imagined life experiences of the
learner
83% of performance of a life challenge – activities that
are first-time activities or demand action that applies new
meaning
92% of what we teach others (Robinson, 1994, pg. 62)
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Background Experiences
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Baby sitting
Younger siblings
Own childhood
memories
School experiences
Daycare experiences
Volunteer experiences
Sports with children
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Parenthood
Extended family
members – nieces,
nephews…
Readings
Media
Other
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Children’s Background Experiences
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Family home
Family members
Extended family
members
Child’s community –
church, medical,
school/daycare,
shopping, recreation,
travel….
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Pets
Activities at home/
school/daycare – reading
to child, trips into
community, educational
toys
Family values and
expectations
Community values and
expectations
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Formal Climate of the Learning
Environment
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Seating in rows – faculty at
front – blackboard, overhead,
video presentation
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Discussion confined to
questions, and invitation to
provide comments
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Learning becomes the
responsibility of the faculty –
decide what, how and when
learning will occur
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Expectations – listen, write
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Same individuals pose questions
and make comments; Large
group discussion ignores that
some individuals feel
constrained to interact in this
type of situation
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Learners engage in passive
activity – falls into category of
remembering 14% of what we
hear; 22% of what we see; and
30% of what we watch others do
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Formal Learning Environment for
Children
1.
2.
3.
4.
5.
Emphasis on many large group instruction times – children sit
in front of adult and listen, raise hands to answer questions,
engage in activity as directed by adult
Learning activities are set up by adult that indicate exactly
what the child is to do – i.e. all children make a snowman out
of pre-cut shapes
Few choices available to children within learning
environment – lack of materials, materials do not change, lack
of variety in materials….
Learning activities are limited to a certain number of children
Routines are set by a time table – meals, sleep, outdoor
time…
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Result of Formal Setting
1.
2.
3.
4.
5.
Children learn to listen, not do; retention of learning confined
to no more than 42%; may lead to lack of initiative, waiting to
do as told; some children may become disruptive – fidget, talk
out, push or poke other children
Children learn to follow adult direction; children’s creativity
is discouraged; learning is confined to adult’s perspective;
learning is not individualized nor are individual differences
recognized; learning is not based on children’s interest
When real choices are not available – learning cannot be
enriched or expanded; other behaviours may become enforced
– inappropriate use of materials, inappropriate interactions
with peers…
Children are not allowed to solve their own problems; missed
opportunity to facilitate problem solving
Children have individual differences – may be hungry first
thing in the morning, may not need a nap….
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Factors Affecting Learning
1.
2.
3.
4.
5.
Lighting – poor lighting has been linked to hyperactivity,
decreased productivity, and poorer health (SAD Seasonal Affective Disorder)
Colour – affects individuals at two levels; behavioural
and learned responses
Noise – shown to have negative effects physiologically,
motivational, and cognitive
Placement of learning areas – influences the type of play
that may occur
Aesthetics – influence how the children appreciate and
use equipment and materials in their environment
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Quality Care and the Role of
Facilitator
1.
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11.
12.
Using developmentally appropriate practices
Being responsive to all children
Encouraging positive interaction patterns
Engaging in high appropriate verbal exchange
Providing stimulating, rich learning environment
Providing a supportive atmosphere
Encouraging attachment relationship with each child
Sets aside a special time for each child
Establishes positive relationships with families
Encouraging active exploration and problem solving
Observing and interpreting children’s behaviours
Planning learning that builds on past experiences and interests
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Brainstorming
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Solicit and record ALL ideas from the large group
When all ideas have been exhausted:
- eliminate similar ideas
- group ideas into categories
Divide class into the number of groups that represent the
number of categories
Discuss category in small group setting to:
- identify ideas that can work
- eliminate ideas that are impossible to implement
Report back to the large groups
Develop final list of strategies
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Critical Aspects of Planning
OBSERVATION OF
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Interests of children
Abilities of children
(cognitive, social,
emotional, physical,
language)
Learning styles
Individual needs
BACKGROUNDS
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Cultural
Gender
Experiences
Family
Community
Developmental levels
Ages
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Goal Setting
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General statement of what the individual wants to
accomplish i.e. increase knowledge about
developmentally appropriate materials for infants
Measurable – individuals need to be able to know
when a goal has been accomplished
May be short-term i.e. by the end of a unit of
study
May be long-term i.e. by the end of the
course/program
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Guiding to Children to Setting Goals
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Talk to children about what they plan to do in a specific
activity, or for a particular time-span
Utilize a planning board to encourage children to plan
their activities
Encourage children to work on projects over time either
individually or in groups
Provide materials and space that encourage long term
activities
Share project information with families so that they can
become part of the process
Encourage children to fill in a chart about what they have
done or might wish to continue to do
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Point to Consider When Children
Plan
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Active participation of the children
Individualized – each child has own plan
Developmentally appropriate - how can child
indicate their choice without the ability to write?
Children need to easily understand the format
Planning format easily accessible, easily found –
where will the information be kept so that
children can find it when wanted/needed
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Individual Learning Styles
Do you learn best by…
Extravert
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Learning by talking to clarify
thoughts and ideas
Getting involved physically
Interacting with others or
materials
Trying out new ideas/learning
Coming up with personal
solutions, or ideas
Trying out ideas or solutions
immediately
Introvert
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Working through thoughts and
ideas individually
Keeping ideas, and thoughts
private until ready to share
Thinking about things before
doing them
Taking time to make sure that
ideas have been worked out/
polished
Learning in an individualized,
private way
Lawrence, 1997, pg. 2
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Individual Learning Styles
Do you learn best by…
Sensing Perception
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Doing practical things
Starting with factual
information
Going through information
step by step
Basing learning on personal
experiences and expanding
upon these
Hands-on learning
Intuitive Perception
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Involving imagination to learn
Being interested in what is to
be learned
Finding out things individually
Exploring a variety of ways to
do things, find solutions
Working on new skills, rather
than practicing old ones
Starting with a concept or an
idea
Lawrence, 1997, pg. 2
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Categories for Learning Design
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Safety
Accessibility
Choice
Division of space
Type of learning areas
Materials/equipment
needs
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Accessibility to water,
washrooms
Health considerations
Supervision
Requirements for
different ages
Inclusive
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Sources for Free Material
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Producers of – paper,
building products,
technology, textile,
wool/yarn/rope…
Media – newspapers,
calendars, electronic
equipment….
Merchants – craft,
framing, paint, wallpaper,
hardware…
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Service providers –
copying centres,
gardening centres,
recycle depots….
Families…
Restaurants….
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Encouraging Evaluation of Process
Encourage children to:
 Talk about how they feel while doing the
task
 Describe what they are doing
 Talk about what they like about what they
did
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Evaluation About Product
Talk to children about:
 What is interesting about their effort
 What they like about what they did
 How they feel about their effort
 What else they might want to do
 If they want to change it in any way
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What Level of Play Is This?
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Emily is at the water table
alone.
She fills her plastic bottle
with water and empties it
15 times.
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What Level of Play is This?
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Braelyn and Makenna
decided to build a castle
and moat. The two girls
decided what each would
do. They created some
castle structures together.
Braelyn decided to dig
the moat and Makenna
provided the water.
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What Level of Play is This?
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Colin and Jordan took
turns using the
tornado bottle. They
talked about what
they discovered.
Jordan would shake
his bottle to watch for
the bubbles. Colin
turned the bottle to
create a tornado.
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What Level of Play Is This?
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Haley and Gabrielle
were both in the
kitchen area. Both
mixed flour and
water. Each used her
own materials.
Neither girl talked to
each other.
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