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educational model, the opposition was not surprising. Parents verbalized their fear that
that their children would not succeed academically because they were not being taught in
a familiar and traditional manner. It is Rose’s experience that parents see a connection
between the traditional theme approach and an academic orientation.
To counter the opposition, the teachers have become well versed in the
philosophical foundation of the curriculum. They are encouraged by the Directors to be
open and to engage in conversations with parents. In addition, each parent receives a
package that discusses emergent curriculum in detail. Upon registration, parents are given
a tour of the centre, where they see the documentation displays used as evidence of the
children’s learning and knowledge acquisition.
Parent opposition is not unexpected and the centre has instituted a curriculum
night at the beginning of each school year. After the first curriculum presentation, Rose
feels that “a lot of the parents are much more comfortable.” They see the value in the
curriculum and are supportive of the teachers. Others though seem disinterested and
dismissive. “They consider us as babysitters. They come in they drop off their kids, they
pick them up. They seem miserable. They don’t want to talk to you.”
Self-Image.
Rose is “very satisfied with emergent curriculum” suggesting that it counters the
boredom that comes with themes. “I would wake up every morning and say today is
another day; what is the theme this week.” Rose has become a teacher with a solid selfimage.
Before emergent curriculum, Rose was a lackadaisical teacher bored with the
daily repetition of themes. Now she credits emergent curriculum with impacting a
transformation to an enthusiastic teacher proud of her program and herself.