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employment, Layla reluctantly agreed to try emergent curriculum. Gradually preschool
icons or objects used with uncritical devotion were removed. First to go were precut
theme- related shapes and worksheets with math or language paper and pencil activities
such as connecting the dots. When the staff realized that the use of the calendar also
represented an attachment to the past, this ritualized practice was also discontinued. The
children were memorizing rather than internalizing calendar concepts and when reflected
on by staff led to the practice’s demise. Through these years of trial and error, Layla
absorbed the philosophy of a curriculum that naturally unfolds. With critical reflection,
Layla was able to change her practice.
Current practices.
Now no longer a devotee of themes Layla realizes their creative limitations.
Recalling her earlier commitment to themes Layla now states, “I cannot comprehend
using anything precut.” When children are directed in their art, “no, no, no – this has to
go there – the glue has to go here,” they “learn very little.” Project work is now the focus
of the curriculum, and is the vehicle that directs the emerging curriculum. To decide on a
topic, Layla and Erica consider child and adult interests. Once chosen, Layla and Erica
develop a web or schematic map, creating connecting categories and subcategories
related to the specific topic. A meeting with the children is called, the topic announced,
and a discussion follows to ascertain and document prior knowledge.
The topic of weather emerged as a project from Erica’s fascination with seasonal
changes and unpredictable forecasts. When the children had returned from winter break
to a snow-filled playground, the teachers provoked interest with weather-related
resources. Daily newspaper discussions became a morning ritual as the weather page was