1. Emergent Curriculum
Beth Edwards
www.greenspacetx.com

2. Agenda
• Discuss benefits of play
• Identify obstacles to play
• Look at how play supports development
• Define emergent curriculum
• The planning cycle
• Observation
• Environment
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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
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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.
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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
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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
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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
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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
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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
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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?