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will help all four teachers grow and develop. Learning to document is about documenting
to learn, as reflection on the process will improve future emergent curriculum practices.
Reflecting on documentation will encourage a process of continuous improvement and
increase their ongoing satisfaction with emergent curriculum. It is a process that will
produce cognitive dissonance. Embracing cognitive dissonance rather than ignoring it
will affect the level of satisfaction the four teachers have with emergent curriculum.
Satisfaction with emergent curriculum.
Mary is less than enthusiastic about emergent curriculum, but acknowledges that
with the practice she is “more alert to what the children are talking about and showing
interest in.” When asked as to whether she is satisfied with emergent curriculum, she
answers with a qualifying, “pretty satisfied.” She goes on further to say,” I don’t know
how far to go when doing emergent curriculum. How much is going to be too structured?
I need a balance between structure and complete emergent.”
Layla, on the other hand, asserts that she is “extremely satisfied” and it is the
“best curriculum we ever had.” Rose claims she is “very satisfied” with her approach to
the curriculum even though she was initially resistant. She asserts that “Now I cannot
comprehend precut” and proclaims “I wouldn’t know how to go back.” Felicia believes
that if it were not for emergent curriculum she would not be working in the field.
Emergent curriculum has lent authenticity to her practice.
Felicia recommends that early childhood educators use authenticity as the beacon
for implementing emergent curriculum effectively. She suggests reflecting on “whether it
is meaningful?” If a teacher answers positively, then the emergent curriculum activity
was effective and purposeful. If a teacher answers negatively, then further reflection is in