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Mary was satisfied with this theme-based practice and implemented themes
without question. Themes dominated the curriculum in all her various past work settings
including the nursery school, the child care centre and the kindergarten class. For Mary
themes worked, giving sense and structure to her day and were consistent with parent
expectations for school readiness.
Introduction to emergent curriculum.
Mary was introduced to emergent curriculum during her initial job interview. This
curriculum was “all new” to Mary having not having heard of Reggio Emilia before the
interview. She had not seen other forms of curriculum practiced other than theme-based
planning. According to Mary, if she had not been hired she would probably be working
somewhere else doing themes. “I came in not very familiar with the Reggio approach. I
told them at the interview that I did not have that background.” Mary’s experience was
considered an asset and she was immediately hired.
Feeling energized by the new approach, Mary accepted the position replacing a
teacher who had resigned. “I found the classroom chaotic. I found the children not
listening. They were all over the place. I didn’t see a lot of self-discipline. I didn’t realize
what a challenge it would be.” Dealing with the children’s behaviour that was socially
inappropriate while trying to learn and absorb a new philosophy herself proved to be “a
little overwhelming.”
With her energy focused on behavioural issues, Mary spent less time on the
curriculum. Mary concentrated on reinforcing appropriate behaviour and redirecting the
inappropriate, “hitting, spitting and using foul language.” Over time, when the room
began to settle, Mary was told by the two Directors to incorporate more project-based