Final Version May 5 07

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university level. Until that time, she will most likely remain working at her present place
of employment.
After the frustrating year that ended successfully with the art show, Felicia has
come to terms with some of the challenges inherent in implementing an emergent
curriculum. She has more support in a like-minded new co-worker and the other teachers
in the centre are beginning to incorporate some elements of emergent curriculum. The
difficult climb up the mountain has strengthened her resolve to continue.
Felicia’s commitment to reflection continues to the point of contemplation of
theory in practice. Of the four participants she is the most articulate in describing theory
and at ease with developing a personal philosophy of teaching. During the second
interview Felicia described her current thinking on two prominent theorists, Piaget and
Vygotsky, illustrating her continuous reflection on the place of these theories in her work.
I was wondering what about Piaget. Much about what he said seemed to
be disqualified. He is calling a child egocentric and we see so many
examples that would contradict that, but then I use Piaget when someone
is playing in the muck in the spring and I say you know what, there are
cognitive limitations and they need to see transformation. They need
experiences to overcome that. For Vygotsky, I believe in scaffolding, but I
also believe in letting children work their problems out on their own. I can
see a little bit more pride when they develop their ideas on their own.
Advice to others.
Felicia would enthusiastically recommend emergent curriculum to others. “It is
exciting; it is worth changing your mind.” The first step to changing is “to let go” of the
preschool icons that dominate current practice. “It is about unlearning, a metamorphosis
like a caterpillar turning into a butterfly.” Felicia recognizes that “it is not always easy.”
I guess the most important thing is to always remain focused on
meaningful learning. Ask yourself how is this meaningful to children? If