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undertaken. With an absence of competitiveness they show pride in each other’s
accomplishments. Layla’s initial reluctance to change “what was working” is completely
dissipated. Initially, she was a verbal opponent of the top-down initiative from the
Director to the staff and did not feel a sense of ownership or urgency to change. While
she began as a reluctant traveler on the journey, she now strides confidently forward. In
retrospect, Layla sees the change as being instrumental in “keeping me in the field.” A
profound fundamental shift took place for Layla and emergent curriculum became the
defining aspect of her practice.
Parents.
“Our parents are no different than other parents; some are more supportive than
others.” Without academic-focused worksheets, Layla at times has to convince parents
that the program is based on learning through play, taking parents “right into the
classroom, to show them the incredible things we do.”
Sometimes emergent does not seem skills-based and parents want to know
that their children are learning certain things. I am in their face about it
because they do not understand, as I did not understand in the beginning.
In explaining the benefits of an emergent curriculum, Layla will use the
traditional theme approach as a comparison. When Layla shows parents the children’s
work, she points out the imagination, creativity, learning, and the obvious passion that is
documented in the classroom displays. As Layla says, “they don’t show this kind of
passion when they are doing worksheets or talking about the colour red.”
Self-image.
Repeatedly during the interviews, Layla refers to the image others have of the
early childhood education teacher. According to Layla, 10% of parents see ECEs as