Final Version May 5 07

9
Curriculum has come to signify a course of study (Ellis, 2004). In this study, a
distinction is made between a transactional curriculum with a traditional scope and
sequence approach with an emphasis on drill and practice of isolated, academic skills,
and a transformational curriculum, as is the case with an emergent focus (Bredekamp,
Knuth, Kunesh, & Shulman, 1992). Since the creation of curriculum is a human
endeavour, it involves cultural values, beliefs, assumptions and, theories and languages of
its developers in its very construction. “Defining curriculum therefore becomes a task of
identifying not only course content, but also the particular cultural values and theoretical
constructs on which it is based” (Edwards, 2003, p. 251).
The term emergent curriculum is used to refer to an approach that emerges from
the interests of the learner and is co-constructed with the teacher (Jones & Nimmo, 1994).
However, the process of emergent curriculum assumes a higher level of effectiveness
when it goes beyond interests to a focus on children’s thinking. It then assumes a
transformational curriculum position that concentrates on personal and social change
(Miller, 1993).and is based on the assumption that knowledge is socially constructed.
Epistemology is the branch of philosophy that studies knowledge. In this study,
knowledge is seen as constructed because of dynamic interactions between the individual
and the physical and social environments (Bredekamp et al., 1992).
Co-construction is used to describe dynamic interaction. It increases the level of
knowledge being developed. This occurs when active learning happens in conjunction
with working with others (Carter & Curtis, 1994). Co-construction describes what
happens when learning is socially created with the participation of children, parents and
teachers.