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(Guba & Lincoln, 1998). It is the phenomenon of emergent curriculum in early childhood
education that is the focus of my research. The impact of its practice is a question that I
seek to illuminate (Moustakas, 1990).
The question of how emergent curriculum impacts practice, “represents a critical
interest and area of search” for this dissertation (Moustakas, 1990, p. 27). It represents a
topic that evokes a passionate response. My relationship to the research question is
fundamental. Throughout the process as I am actively involved in learning about the
phenomenon I am also learning about myself. The research design was modified as the
research unfolded. The data collected is in the form of words rather than statistics as it
would be with a quantitative study. Instead of using a research tool or questionnaire
designed to elicit numeric responses, as the researcher I am the data-gathering instrument
(Miles & Huberman, 1994). The research and design connect to a paradigm of
constructivism.
Constructivism denotes an epistemological worldview which theorizes the nature
of knowledge. Denzin and Lincoln (2000) identified three paradigms upon which
qualitative research is based, constituting the philosophical underpinnings of this type of
research. These include critical theory, constructivism, and participatory. I have chosen
the constructivist paradigm for its congruence with the phenomenon of emergent
curriculum. It seemed a natural direction to take on the research path because of this
connecting trajectory.
In addition to epistemology, the basic issues for each paradigm include the nature
of reality or ontology and the methodology utilized (Denzin & Lincoln, 2000). According
to Heppner and Heppner (2004) all qualitative paradigms assume relativist ontology