An Emergent Curriculum for the Early Years in Malta

Stories of Professional and Pedagogical Transformation
1. Auflage 2024
ISBN: 978-1-032-64781-4
Verlag: Taylor & Francis

Buch, Englisch, 204 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 467 g

Reihe: Routledge Research in Early Childhood Education

This book charts the firsthand experiences and challenges faced by Maltese early childhood educators in the implementation of a novel approach to the curriculum: the replacement of a prescriptive curricula with one co-constructed by the educator and the child.

Chapters provide seven contextualised, inspiring narratives of how the ‘emergent curriculum’ approach was implemented, received, and reflected upon within Maltese educational settings, ranging from childcare (0–3 years), kindergarten (3–5 years), and early primary (5–7 years). Packed with practical guidance along with on-the-ground commentary, this volume showcases the pedagogical and professional transformation of these educators, informing and encouraging reflection as well as inspiring others on a global scale. Challenging the established modes and traditions of pedagogical best practice, this book ultimately fills a gap in research on how educators in diverse local contexts and cultures can embrace the global concept of the ‘emergent curriculum’ within their own practice and settings.

Providing pedagogical and professional insights for early years educators in similar contexts internationally, the book will be of interest to researchers and early childhood educators, as well as curriculum designers and policy makers interested in how the curriculum can take shape in different cultures and contexts.

Zielgruppe

Academic, Postgraduate, and Professional Practice & Development

Autoren/Hrsg.

Bonello, Charmaine

Baldacchino, Anna

Dalli, Carmen

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

Introduction: Setting the Scene

Educator Narrative 1

Sharon’s Story of Implementing the Emergent Curriculum with Infants Aged 4–12 Months: Now that I am used to working with the child-led approach, I cannot go back to the old way

1 Planning in the Moment: Responsive Approaches for Engaging with Babies (0–1-Year-Olds)

Educator Narrative 2

Kate’s Story of Implementing the Emergent Curriculum with 1–2-Year-Olds: For me, quality means embracing the emergent curriculum

2 Creating a Stimulating and Safe Environment for Exploration and Play with Infants (1–2-Year-Olds)

Educator Narrative 3

Helena’s Story of Implementing the Emergent Curriculum with 2–3-Year-Olds: Children took me on an adventure and introduced me to their world, and I learnt how to see things through their eyes

3 Educators as Active Agents in Co-Constructing Knowledge with Toddlers in Their Care (2–3-Year-Olds)

Educator Narrative 4

Anne’s Story of Implementing the Emergent Curriculum with 3–4-Year-Olds: Children should take an active role in their learning, making them the protagonists in the classroom

4 Listening to Children for Curriculum Development: Sensitivity to Their Needs and Interests (3–4-Year-Olds)

Educator Narrative 5

Lucy’s Story of Implementing the Emergent Curriculum with 4–5-Year-Olds: The environment is no longer a classroom with four walls but extended to outdoor live events, outings, virtual learning, and much more

5 Balancing Emergent Curriculum in Physical and Virtual Spaces and Addressing Concerns about School Readiness for Primary Education (4–5-Year-Olds)

Educator Narrative 6

Vanessa’s Story of Implementing the Emergent Curriculum with 5–6-Year-Olds: Once I told my colleagues how involved the children were in the learning process, they started trying it themselves

6 Celebrating Children’s Voices to Revitalise a Standardised Curriculum: A Pedagogical Ripple Effect (5–6-Year-Olds)

Educator Narrative 7

Clara’s Story of Implementing the Emergent Curriculum with 6–7-Year-Olds: It can be done

7 Integrating Emergent Curriculum with a Prescriptive Subject-Based Syllabus: Strategies for Effective Bridging (6–7-Year-Olds)

8 Concluding Insights and an Invitation

Über Autor(innen)

Charmaine Bonello is Senior Lecturer in Early Childhood and Primary Education at the University of Malta, Malta.

Anna Baldacchino is Lecturer in Early Childhood and Primary Education at the University of Malta, Malta.

Carmen Dalli is Professor of Early Childhood Studies and Dean of Education at Te Herenga Waka – Victoria University of Wellington, New Zealand.