| CODE | EPE3010 | ||||||||
| TITLE | The Emergent Curriculum in Action | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | This study-unit offers an opportunity for students to experience how the emergent curriculum is being implemented in a Maltese early years context. The philosophy underpinning the emergent curriculum and the definitions of key terms used by all stakeholders following curricular changes in Maltese early years education will be examined and contextualised. Also, the process of how-to co-construct a living curriculum that emerges from the children’s play and interactions and then framed by the adult will be explored. This meaningful process will support students to deepen their commitment to democratic early childhood pedagogy grounded in a child’s rights approach, where both adults and children are learners, researchers and co-constructors of knowledge. How practices - including observation, planning and assessment - link to the Early Years Learning Outcomes Framework (2015) will be thoroughly explained through hands-on workshops and lived experiences. The study-unit delves into how the project approach serves as a tool to implement the emergent curriculum and how to conduct authentic assessment through pedagogical documentation. The students will also have the opportunity draw out their inner image of the child and challenge any internalised assumptions or traditional ways of thinking about how young children learn and early years curricula. Study-Unit Aims: - To equip students with the right dispositions and strengthen the knowledge and skills they need to be able to co-construct a curriculum with young children and sustain democratic early childhood pedagogy; - To serve as a lens for students to slow down and look closer at observation, assessment and planning through an emergent approach and how these practices link to the National Curriculum Framework (MEDE, 2012) and the Maltese Early Years Learning Outcomes Framework (MEDE, 2015); and - To make students aware of the complex and dynamic role of the professional early childhood educator who constantly needs to find the right balance between mulitiple layers of knowledge: the image and knowledge of the child; the philosophy underpinning the emergent curriculum; and the expertise in the different areas of learning. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Outline the importance to build strong images of the young child; - Describe the philosophical principles underpinning an emergent curriculum; - Define important terms used in curriculum discourse in a Maltese context; - Describe the five broad outcomes in the Maltese National Curriculum Framework; - Describe how observation, assessment and planning link to the Early Years Learning Outcomes Framework; - Identify and value the purpose of different types of observation, authentic assessment and flexible planning; - Define pedagogical documentation and how it fits within an emergent curriculum; - Recognise play as the medium through which young children learn and a generator for curriculum; - Identify their role as a facilitator, guide, researcher and learner; - Identify the pedagogical challenges in developing an emergent curriculum. 2. Skills By the end of the study-unit the student will be able to: - Practise children’s rights through an emergent approach; - Make connections between early childhood theory and practice; - Actively listen, talk and sustain children’s thinking in reciprocal and responsive interactions; - Observe to identify and build the curriculum on children’s interests, ideas, questions and theoires; - Validate and respect children’s interests and bring experience and expertise to the situation; - Notice children’s learning, recognise what is significant and respond in ways that fosters further learning; - Demonstrate habits of documenting children’s learning and development; - Design planning that is flexible and responsive to the interests, strengths and needs of every child; - Use a project-based approach, as a tool to implement the emergent curriculum; - Create rich and stimulating learning environments that act as the third teacher; - Engage in practice that reflects from a teaching for learning position; - Reflect, identify gaps between theory and practice and act to improve the early learning programme. Main Text/s and any supplementary readings: Main Texts: - Edwards, C., Gandini, L., & Forman, G.E. (eds.) (2011). The hundred languages of children: the Reggio Emilia experience in transformation. California: Greenwood Press. - Stacey, S. (2009). Emergent Curriculum in early childhood settings: from theory to practice. St. Paul: Redleaf Press. - Stacey, S. (2011). The Unscripted Classroom: Emergent Curriculum in Action. St Paul: Redleaf Press. - Rinaldi, C. (2006). In Dialogue with Reggio Emilia: Listening, Researching and Learning. Oxon: Routledge. - Chard, S.C. (1994). The Project Approach: Managing successful Projects (Book 2). New York: Scholastic Inc. - Wien, C.A. (2008). Emergent Curriculum in the Primary Classroom: Interpreting the Reggio Emilia Approach in Schools. London: Teachers College Press. - Chaille’ C. (2008). Constructivism across the Curriculum in early Childhood Classroom: Big Ideas as Inspiration. Boston: Pearson. - Helm, J. H. & Katz, L. (2010) Young Investigators: The Project Approach in the Early Years (2nd Ed.). New York: Teachers College. - Kashin, D. (2011). From theme-based to emergent curriculum: Four teachers change and learn about themselves, the children, and authentic practice. Curriculum Exchange, 45 - 48. - Schwartz, S. L., & Copeland, S. M. (2010). Connecting Emergent Curriculum and Standards in the Early Childhood Classroom: Strengthening Content, and Teaching Practice. Columbia: Teachers College. Supplementary Readings: - Clearinghouse on Early Education and Parenting (u.d.) Section 3: The Project Approach on the Web. Methodology in Activity: Two Examples of Long-term Projects. Retrieved on 14th October, 2012, Available from http://ceep.crc.uiuc.edu/eecearchive/books/projcat3/section3.html - Jones, E. (2012). The Emergence of Emergent Curriculum. Young Children. 66 – 68. Available from http://www.naeyc.org/yc/files/yc/file/201203/Heritage_v67n2_0312.pdf - Mulqueen, M. (u.d.). Louise Boyd Cadwell and the Reggio-Inspired Approach to Education. Available from: http://www.i-edu.org/Articles/Reggio-Approach.pdf - The Project Approach (2011-2013). Available from http://www.projectapproach.org/ - Wien, C. A. (u.d.). Emergent Curriculum. Connections 10(1), Available from http://tachedaycare.com/Articles/Emergent%20Curriculum.pdf |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Charmaine Bonello |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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