ED 243 - Emergent Environments for Children

3 Credits

1. demonstrate effective observation recording skills and techniques.

2. compare emergent curriculum models and approaches to programs.

3. prepare, plan, implement and reflect upon experiences that are developmentally appropriate, use emergent curriculum, and Indigenous and provincial frameworks.

4. design an emergent environment for young children.

5. identify the components and steps required in the development of an inquiry project.

6. use various media and documentation methods.

7. collaborate with children and peers to develop planning, implement plans, and create documentation.

8. demonstrate the educator’s role in an emergent, play-oriented program.

Required Resource Materials:

Stacey, S. (2019). Inquiry-based Early Learning Environments: Creating, supporting, and collaborating. Redleaf Press.

Optional Resource Materials:
Helm, Harris, Judy, & Katz, Lilian. (2011). Young investigators: The project approach in the early years (2^nd ed.). NAEYC.

Conduct of Course:
The course is conducted both face-to-face in class and online using Desire2Learn (D2L). Implementing assignments with children is a requirement of this course. On-campus students observe, collaborate, implement experiences, and create documentation with the children in the child development center.

Regular attendance is essential for success in any course. Absence, for any reason, does not relieve a student of the responsibility of completing course work and assignments to the satisfaction of the instructor. Frequent absences may result in probation. Further absences may result in suspension from the program.

Online attendance is demonstrated by keeping up with readings and assignments, participation in dialogue on the discussion board and completing course work assignments to the satisfaction of the instructor.

In cases where illness impedes participation, the student may be requested to submit a medical certificate.

Content of Course:
 Emergent Curriculum

• definitions

• goals

2. Models of Emergent Curriculum 

• project approach

• in practice: the Reggio Emilia approach

• more approaches: Montessori, Waldorf, other

3. Planning and Organizing for Emergent Curriculum 

• program planning process

  • observations

  • establishing the environment

  • inquiry and collaboration

  • documentation

  • reflection

• components of planning

  • web making

  • invitations

  • play experiences

  • provocations

  • daily plans

  • weekly plans

  • long term plans

  • projects

  • connect with experts

  • cultural connections

  • invited guests

  • site visits

  • field trips

4.   Starting and Cultivating Emergent Curriculum 

• planning process

• representing the curriculum to others

• documenting with children

• exploring topics

• connecting with resources

5. Implementing the Process

• creating provocations

• designing emergent environments

• planning and implementing an inquiry project

• applying observation and creating documentation

• recognizing and exploring emergent curriculum

• developing learning experiences

• learning stories

• documentation with children

• making family, cultural and community connections

6. Evaluating the Process

• reflective practice

• effectiveness of documentation during planning and implementation

• effectiveness of materials and supplies

• child/educator, child/child interactions

• assessing meaningfulness

• making recommendations for development or closure

 

Course Pass Requirements:
A minimum grade of D (50%) (1.00) is required to pass this course.

Students must maintain a cumulative grade of C (GPA - Grade Point Average of 2.00) in order to qualify to graduate.