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children could have a really exciting program but I need you to take
initiative. It is not a matter of emergent curriculum; it is a matter of work
ethic. She is a kind person; she just doesn’t see the big picture.
Once a week Felicia and her co-worker are given time to meet. “I will say do you
have anything you would like to discuss. And she says no.” At the end of the year
Felicia’s co-worker will be finished her tenure in the senior kindergarten room and will
return to working with toddlers. A replacement was needed and Felicia realized that
whoever was going to be hired needed an emergent curriculum background.
Parents.
According to Felicia, the other teachers are succumbing to parental pressure to
focus on academics while ignoring the learning inherent in project work. While there are
“complaints from parents almost weekly” Felicia refuses to incorporate worksheets,
viewing them as inappropriate practice. “Sometimes I think I should just throw in the
towel but I don’t know how to teach the other way. I wouldn’t know how to use
worksheets. I wouldn’t know how to go back.” For Felicia there appears to be only two
ways to teach; with emergent focus on projects or with a theme approach that includes
worksheets.
With the “great artist project” drawing to a close, Felicia decided to invite the
junior kindergarten parents to an art show to demonstrate emergent curriculum in
practice. As an extension, she has invited each parent to an individual curriculum
meeting. She hopes to offset the possibility of another frustrating year by establishing
clear communication, in advance, about the curriculum.