Introduction
Early childhood settings prioritize children’s interests, experiences, and developmental needs as the basis for learning to use the emergent curriculum. This educational concept urges teachers to develop settings that support inquiry and discovery so that students may take charge of their own learning. This essay will examine the creation of an invitation for preschoolers that is modeled after an emergent curriculum, building on the ideas and perceptions discussed in Susan Stacey’s (2018) work. The article will show how an emergent curriculum may be used in practice by choosing a target age group, providing information on their developmental features, and creating a plan for a study.
Understanding the Target Age Group
Understanding the target age group is essential for designing an invitation in the emergent curricular approach. The emphasis, in this instance, is on preschoolers, who are generally 3 to 5 years old. Preschoolers are going through a time of fast verbal, social, emotional, and physical development. Their interactions with classmates, instructors, parents, and other caregivers have a big impact on how they learn in their early years.
Preschoolers are now gaining critical social abilities, according to Broderick and Hong (2020). They are learning how to communicate with others, give and take, and handle awkward circumstances. Additionally, they are growing close to their instructors and establishing a sense of comfort and confidence in their learning environment. Parental and caregiver interactions are still crucial for children’s emotional health and sense of security.
In terms of cognitive development, preschoolers are curious and eager to explore the world around them. They are rapidly developing foundational cognitive skills, such as problem-solving, memory, and language. They are also refining their fine and gross motor skills, which enables them to engage in more complex play and exploration (Broderick & Hong, 2020). Preschoolers are at a stage where they are building the foundation for language development. They are expanding their vocabulary, refining their communication skills, and beginning to express their thoughts and feelings more clearly.
Designing the Emergent Curriculum-Style Invitation
Creating the Learning Environment
Preschoolers’ learning environments must be interesting and entertaining. Thus, it is crucial to take into account the physical space, supplies, and resources accessible. The classroom should be set up to encourage discovery, autonomy, and cooperation, in line with Stacey’s (2018) observations on the value of a well-designed setting. This entails supplying multiple learning centers with flexible resources and equipment.
A scientific discovery area, for instance, may have magnifying glasses, pebbles, leaves, and tiny organisms like insects. A reading nook filled with a range of books for different ages can promote literacy and language development (Vossoughi et al., 2021). A painting station with easels and an assortment of paints allows for creative expression. The key is to offer a rich array of materials to pique children’s curiosity and encourage them to explore, experiment, and learn through play.
Initiating the Study
The start of a study should be based on children’s interests and questions in the spirit of an emergent curriculum. Teachers must be attentive observers and pay attention to what interests and fascinates the preschoolers while also setting the stage for learning by creating a conducive environment. This strategy is consistent with Stacey’s (2018) recommendation that observation be used as a useful tool for curriculum preparation.
For the hypothetical situation, it is helpful to imagine that preschoolers continuously exhibit curiosity about insects they come across while playing outside during the first few weeks of the school year. When they come to a ladybug, a butterfly, or a caterpillar, they congregate. Their inquiries, conversations, and observations reveal their curiosity about these little organisms (Vossoughi et al., 2021).
To initiate the study, the teacher could provide a magnifying glass and a few books about insects in the science exploration corner. This subtle addition is meant to pique their interest further without imposing a structured activity. The teacher’s role is to be attentive and responsive to the children’s reactions and inquiries.
Documenting Children’s Learning
An essential component of an emergent curriculum is documenting the learning of the students. It acts as a tool for incorporating kids, parents, and other stakeholders in the learning process in addition to serving as a record of their development. Stacey (2018) emphasizes the use of documenting in bringing kids’ thoughts to light.
In the suggested scenario, the instructor might involve the kids in talks and observations as their interest in insects grows. This can be captured in images, sketches, and notes that can be placed on a special board or in personal portfolios. These evident recordings of their research and discoveries serve as a starting point for reflection and conversation among both kids and adults.
Extending the Study
The emergent curriculum method encourages instructors to follow students’ lead and extend their learning in accordance with changing interests. The teacher can aid the learning of preschoolers as they continue their investigation of insects by providing them with new resources and experiences (Vossoughi et al., 2021). To provide kids the chance to view insects in their natural environment, they may arrange a field trip to a nearby nature reserve or butterfly garden.
More specialized materials, such as bug identification books, magnifying glasses with various powers, and arts and crafts items with an insect theme, could be introduced by the instructor in the classroom. This addition supports Stacey’s (2018) assertion that educators should “stay open to being surprised” by the interests of their students and be prepared to modify their lesson plans accordingly. This approach emphasizes the importance of being responsive to children’s ever-evolving interests, questions, and curiosities.
Allowing Student-Driven Exploration
Having pupils take charge of their own learning is a crucial component of the emergent curriculum. Teachers should empower toddlers to lead the investigation as the study of insects develops. This includes helping them with their research, asking insightful questions, and fostering dialogues. When a youngster discovers a caterpillar while playing outside, the instructor can inquire, “What do you observe about the caterpillar? What do you question? 2020 (Broderick & Hong).
These inquiries help kids develop their abilities for doing scientific research by encouraging them to voice their observations and queries and to engage in critical thinking. Children are more likely to be organically motivated to study when their interests are used to shape the curriculum. Higher levels of engagement and a greater knowledge of topics are linked to intrinsic motivation.
Drawing the Study to a Close
An emergent curriculum-style study has no set end date; rather, it develops organically as kids’ interests and inquiries alter. The group’s excitement for insects, though, can eventually diminish, or they might start to become more interested in a different subject. The bug research should now come to an end so that we may move on to the following emerging theme.
A reflection session can be facilitated by the instructor at this point so that the students can talk about what they have learned about insects and how they felt about the study (Vossoughi et al., 2021). A group reflection chart can serve as a record of this conversation. The instructor should respect the kids’ autonomy and interests by letting them choose the next field of study.
Involving Parents and Caregivers
A key component of a comprehensive approach to early childhood education is to include parents and other caregivers in the emerging curriculum. Stacey (2018) emphasizes the value of working in collaboration with families to enhance children’s learning. Teachers should keep in regular contact with parents with the current research projects, giving information about their children’s engagement and development as well as supporting paperwork.
In the fictitious situation, the instructor may plan a “Bug Show and Tell” occasion where students could educate parents about what they have learned about insects. This occasion offers a chance to include families in the educational process, encouraging a feeling of cooperation between home and school.
Conclusion
In conclusion, creating an invitation in the form of an emergent curriculum for preschoolers is a dynamic and kid-centered process that customizes learning opportunities to each child’s particular developmental needs and interests. Preschoolers build the basis for their lifetime learning experiences via interactions with classmates, instructors, and caregivers as they go through a period of fast growth in the social, emotional, cognitive, physical, and language domains.
Initiating studies based on children’s interests, establishing a stimulating setting, and recording their learning are all part of the emergent curriculum process. It grows when kids’ interests change and shrinks as new ones take hold. This strategy promotes autonomy, intrinsic motivation, a variety of learning styles, and a lifetime love of learning thanks to the fundamental premise of remaining open to children’s surprises and modifying plans accordingly. This child-centered method empowers children as active learners, combining theory and practice to nurture their natural curiosity and prepare them for a future of exploration and discovery.
References
Broderick, J. T., & Hong, S. B. (2020). From Children’s Interests to Children’s Thinking: Using a Cycle of Inquiry to Plan Curriculum. The National Association for the Education of Young Children.
Stacey, S. (2018). Emergent curriculum in early childhood settings: From theory to practice (2nd ed.). Reading Press.
Vossoughi, S., Davis, N. R., Jackson, A., Echevarria, R., Muñoz, A., & Escudé, M. (2021). Beyond the binary of adult versus child centered learning: Pedagogies of joint activity in the context of making. Cognition and Instruction, 39(3), 211-241. Web.