Transitioning from a theme-based curriculum to an emergent approach : experiences of four Maltese kindergarten educators

Abstract

In 2012, the Ministry of Education launched the National Curriculum Framework with the aim to bring curriculum reform to the education system. As a result, in 2018, Community of Professional Education (CoPE) training sessions were held for kindergarten educators in Malta to help them with transitioning from a theme-based curriculum to an emergent curriculum philosophy. This transition brought new responsibilities and a number of several challenges for early childhood educators. Using a social constructivist approach, this study explores the diverse views of kindergarten educators in relation to this curriculum reform. Using semi-structured interviews with four kindergarten educators as well as a focus group and narratives with the same participants, this study explores how early years educators experienced this curriculum change. Findings from the study show that all educators were in favour of an emergent approach, as they considered it more beneficial for children. While the early years’ educators acknowledge that they encountered numerous challenges, including having to adapt the planning and make changes to their pedagogy, the implementation of the emergent curriculum helped them improve their self-image as educators. This curriculum also enabled them to grow in their profession, where they became learners, observers and researchers, enabling them to become more confident as educators. Suggestions for the different stakeholders include the need for more relevant and practical training both for parents, senior leadership team. and educators. More realistic expectations from educators and in class support should be provided to ensure a more effective curriculum implementation.