Goals of Emergent Curriculum
1. To inspire delight, curiosity, celebration and inquiry in the classroom.
2. To build intrinsic motivation and a long-term love of learning in children.
3. To help children craft an internal compass to guide them as a learner, rather than relying on instruction and direction from others.
4. To inspire children to be authors, inventors, illustrators, designers, dancers, singers, actors, etc. and to celebrate their unique talents and abilities.
5. To encourage consistent self-reflection and professional growth among facilitators and all kinds of teachers so they may always improve the quality of classroom experience.
6. To maintain a staff well-versed in the fundamentals of how and what children learn, so they can support and guide learning as it emerges naturally inside the school, in the natural world, and in our community as a whole.
7. To allow the natural pace of individual and group learning to emerge, and not be guided exclusively by the clock.
8. To create cooperation, partnership, resource-sharing and amiability between staff, children, parents and the community.
9. To give children an organized environment in which to use all of their senses and faculties to learn.
10. To recognize that critical learning takes place during conflict, negotiation, brainstorming and resolution.
11. To provide adequate outside time daily.
12. To support the varied learning styles (visual, auditory, sensory, and verbal, etc.) in ways that are also aware of gender differences.
13. To carry out assessment in the form of child portfolios and documentation of learning.
14. To honor and welcome children with special rights (also known as special needs) into our community spaces.
15. To practice supportive social learning rather than punishment.
How Do We Do This?
• Daily journals with photos and written evidence of learning in each space
• Weekly documentation displayed
• Monthly portfolio additions for individual children
• Child-led expeditions, inquiries and investigations
• Field trips and excursions outside the school
• On-going staff training and professional development
• Regular activities involving community members and families
• Activities in our dramatic play, block, science, sensory, literacy and manipulative areas indoors as well as outdoors.
• Opportunities to experience conflict, negotiation and resolution in a safe setting.
• Opportunities to run, jump, sing, dramatize, rough-house, wiggle, write, read, create original work, and YES - hit, kick, yell, throw, catch - all with appropriate targets of course – and nurture, feel, cry, hug, feed, care, wonder and more...
Why Do We Work This Way?
Because this is how children learn. They learn by doing and self-directing! And they succeed in the future by learning to love school. Their delight and spontaneous wonder will always be our first priority.