Abstract
The importance of high quality learning experiences in preschool is generally recognized within the limited academic literature examining early childhood curriculum. However, science, technology, engineering, and mathematics (STEM) is typically omitted from considerations of early childhood curriculum. An emergent curriculum, in which educators design unique learning experiences according to children’s interests and needs, can provide opportunities for children to explore their world in meaningful ways. An emergent curriculum also capitalizes on context, with educators co-constructing and purposefully supporting explorations that are situated in the moment. Such explorations can support the development of global competencies such as cooperation, communication, and problem solving. Important theoretical influences in emergent curriculum include social constructivist theory, play-based learning, and loose parts theory. The power of an emergent curriculum approach is highlighted through examples in which educators support STEM-related learning experiences that arise from young children’s interests.
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Gonzalez, R.Y., Tippett, C.D., Milford, T.M. (2023). Theory and Application of an Emergent Curriculum. In: Trifonas, P.P., Jagger, S. (eds) Handbook of Curriculum Theory and Research. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-82976-6_44-1
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Theory and Application of an Emergent Curriculum- Published:
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