Our curriculum approach builds on interests that emerge from our daily lives with the children. At Knight Hall School, the children provide the ideas that form a foundation for activities and units of study that are then prepared, organized, coordinated, and facilitated by the teachers. It is process rather than product driven. The curriculum is typically implemented after an idea emerges from the group of children.
Knight Hall teachers approach curriculum planning not as a series of recipes for activities, but rather as emerging, evolving opportunities for a variety of experiences to be offered to children to help them deepen their understanding of their world.
Teachers plan according to the different interests and abilities of the children in the classroom. Listening to their cues is the starting point of curriculum planning. Often ideas emerge through conversations and open-ended questions. There is no preplanned workbook or planning binder for our curriculum. Teachers change and modify the curriculum easily in response to things that happen in the course of the day. An unexpected question often leads to an interesting discussion, development of a new center or activity, or an opportunity for a parent to share a special skill with the children.
Our child-centered approach requires teachers look carefully at children and create an adaptable program that meets their needs. Teachers plan thoroughly, but implement plans flexibly. Learning centers are set up in the classrooms so that small groups and individual children can choose to explore constantly varying materials related to the study of math, science, art, and language, while teachers observe and interact with the children and the materials.
Topics of study are often carried outside to one of our three outdoor play areas. One of these areas is paved for riding pedal bikes or cars and push scooters and for bouncing balls. Another play area has a sandy floor and is supplied with shovels, construction equipment and a hose. In summer, the children often engage in large, group projects that last over many weeks of building rivers, exploring dams and ponds, and floating boats and other objects.
The third and largest play area is split into two areas, one for older and one for younger children. This includes age-appropriate climbing equipment, room to run, and also space for quiet exploration. Emergent Curriculum. Most Recent. Members Only. Young Children. July 1, Authored by Authored by: Luvy Vanegas-Grimaud. November 18, Authored by Authored by: Carol A. Donovan Diane C. Sekeres Cailin Jane Kerch.
The December issue of Young Children includes a cluster of articles with perspectives on enriching curriculum by connecting lessons to children's social and cultural contexts.
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How an Emergent Curriculum Works A successful emergent curriculum approach means that teachers thoughtfully plan the environment, offering many visible choices, based on the children's skills and needs. Tips for teaching children critical thinking and problem solving skills. Learn the importance of children's play time for child development and get helpful playtime tips. Find STEM science, technology, engineering, math activities and idea to help your child learn these core skills.
One working mom shares what she loves about her child's preschool and how the teachers help her stay connected to her son's learning. Find some creative classroom art projects for kids you can also do at home. Ideas for curriculum emerge from responding to the interests, questions, and concerns generated within a particular environment, by a particular group of people, at a particular time.
The values and concerns of all the adults involved help the classroom culture evolve. Educators play an important role in their commitment to the implementation of emergent curriculum in the classroom. Once skill mastery has been achieved, learning interests are enriched through the addition of new materials that suggest or support new ideas. This is done only when a child has demonstrated a developmental readiness to move forward. In addition to providing ongoing opportunities for play-based exploration across the curriculum, emergent curriculum also requires educators to document learning as it unfolds.
Documenting learning experiences helps teachers understand where they have been and inspires ideas for where the curriculum might go next. Upon request, parent-teacher conferences can be arranged as a means of celebrating individual achievements throughout the course of a year.
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