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In emergent curriculum, the emphasis of the curriculum is focused on planning
that needs to emerge from the daily life of children and adults, particularly from the
children’s own interests. An emergent curriculum builds on the theories of constructivism
(Carter & Curtis, 1994). Of central importance to social cultural theories is the emphasis
that learning takes place through joint activities and interactions with others. Knowledge
is constructed when the learner engages with others, and in the interaction that
accompanies, directs and reflects on their shared endeavours (Wells, 1994).
When I accepted this curriculum into my practice, my confidence grew. Allowing
these theories to guide my practice has had a positive impact on my own self-image,
enabling me to overcome personal issues of inferiority. Is there a correlation between my
experiences and the experiences of others? Can the acceptance of emergent curriculum by
others have a similar impact on their practice and self-image?
I am constructing layers of meaning as I move away from an inner focus on self to
a focus outside myself, which allows me to see others, to accept them, and include them
in my now-broader perspective. To develop into myself as a teacher, I look to case
studies of early childhood educators to enhance the investigation that leads to
understanding the impact of emergent curriculum. This how question proposes that there
is a relationship between power, voice, practice, image and curriculum choice.
Inquiry Framework
This dissertation is based on a qualitative research framework. Qualitative inquiry
is an umbrella term for various philosophical orientations to interpretive research (Glesne
& Peshkin, 1992). Case study research is one such orientation. Case studies have the
power to inform practice (Rust, 1991). A case study methodology uses and encourages a