Inspires early childhood educators to use innovative practices through stories from real teachers who use emergent curriculum in their classrooms.
Mục lục
Introduction
Learning from Stories
How This Book Works
Introducing Naomi
Chapter 1: Revisiting Emergent Curriculum
Misunderstandings and Questions
Observation…and more: The E-mail Project
Decision-making in Emergent Curriculum
Groups and Time Frames
Continuing the Cycle
Further Reading
Chapter 2: Creative Thinking in Emergent Curriculum
Creative Teaching
The Value of Dialogue
A Director’s Contribution
The Physical Environment: The Classroom as a Workshop for Ideas
Multiple Languages for Representing Ideas
Opening the Mind to Creative Thinking
Zi Hao and the Skeletons: A Conversation with a Child
Acting upon Our Imagination
Further Reading
Chapter 3: Using Stories as a Means of Professional Development
Stories from London Bridge
Adults Sharing Their Work
Further Reading
Chapter 4: Taking Time to Make Lemonade
Stories from the Children’s School at Pacific Oaks College: The Lemonade Sale
Teachers’ Reflections Lead to Use of Natural Materials in the Classroom
Examining Old Practices
Further Reading
Chapter 5: Embracing the Unexpected: Explosions (and Penguins!)
Susan’s Story: Thinking about Explosions
Michelle’s Story: Something Unexpected
Reflecting upon Children’s Agendas of Power and Strength
Further Reading
Chapter 6: The Flexibility of Routines, Responses, and Teacher’s Roles
Introducing Stepping Stones
Liz’s Stories: The Transition Teacher and Volcanoes
A Culture of Creativity: Tea and Stories
Further Reading
Chapter 7: Emergent Curriculum with Toddlers
Toddlers and Extraordinary Moments
Andrea’s Story: Taking the Classroom Outdoors
Shannon’s Story: Connecting Toddlers with Their Parents at Work
Further Reading
Chapter 8: The Challenge of Documenting Emergent Curriculum
Organized, Tidy, and Never Used
Linking Observations to Curriculum
Showing the Curriculum Over the Long Term: The Curriculum Path
Brainstorming with a Web
Documentation: The Story of What Happened
Further Reading
Chapter 9: Supporting the Process: The Role of Teacher Education Programs and Administrators
Hope’s Story: Facilitating ‘Loosening Up’
Lori’s Story: Program Coordinator as Provocateur
The Nature of Teacher Education: Taking Ms. Moffat Away
Karyn’s Story: Teacher Education with a Difference
A Bridge to Learning: Children and Student Teachers Learn Together
Further Reading
Chapter 10: Taking the Leap: The Unscripted Path
Tracing the Path of an Emergent Project: Transparency
Postscript
Conclusion
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