Emergent Curriculum in the Primary Classroom

192 pages • P/B • 215mm x 280mm
ISBN 9780807748879

Interpreting the Reggio Emilia Approach in Schools

How is a compelling, exemplary curriculum created in schools in spite of the pressures to implement a standardized one? In this book, teachers and principals share their experiences with emergent curriculum, and with the creative practices they’ve developed in urban classrooms kindergarten to third grade. We learn what they were trying to do, how they began the process, the challenges they faced, the decisions they made, and what happened to the children. All chapters are written by teachers who have found ways of interpreting the Reggio approach to enrich their teaching within the confines of traditional schools. This book is essential reading for anyone wishing to understand emergent curriculum and for all who hope to nurture an enlivening, energizing way to learn in classrooms.

The inspiring stories presented here illustrate:
– Ways that early childhood values and practices have been sustained and promoted in elementary schools.
– Exemplary teaching practice, where children want to learn and teachers want to teach.
– How the influence of the Reggio Emilia approach is reaching into urban public school environments with diverse populations.
– Democratic participatory teaching that offers visions of responsible citizenship for children

Contents

Acknowledgment

Introduction
– Emergent Curriculum

Part 1: First Experiences in Emergent Curriculum
Small Boxes,Big Sounds – Spontaneous Music in Kindergarten
To Make a Car – Physics in Motion
The Learn as Protagonist in a Standardized Curriculum – A Grade 3 Unit on the City
Wire Bicycles – A Jouney with Galimoto

Part II: Long-Term Efforts in emergent Curriculum
How Big is Tiny? – Do Grade 1 Girls Grasp Measurement?
Childrens Conversations About Sun, Moon, and Earth
The Stretching Starfish – Childrens Theories
I Am Your Lightning Girl – Building Relationships with Inquiry
Can Weaving Make a Horse ? – Kang as Protagonist
Towards a Good-Enough Theory of Emergent Curriculum

References