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order to ascertain future direction. Felicia feels very strongly about emergent curriculum,
and it is her perception that her adaptation of the practice has influenced her positively, to
the point of a firm resolve to stay in the field of early childhood education; as she has
described its influence, she said it “definitely impacted my confidence.”
Transformation requires change and acceptance of a practice as a dynamic rather
than static force. The teachers in this case study, with the exception of Mary, had each
transformed her practice. They are still transforming, as transformation does not denote a
finite process. And there are more spiraling paths up the mountain to ascend. There is no
point in the journey from which to assume a status quo position and remain in a valley.
Change and status quo maintenance are incompatible. In order to take the risky steps
toward transformation, a teacher must have a positive attitude about change. As Felicia
said about emergent curriculum:
It is exciting – it is worth changing your mind. You need to let go of some
things. It is about unlearning. It is about a metamorphosis – caterpillar
turning into a butterfly. You need to let go and change which is not
always easy.
Felicia’s perception of the experience of emergent curriculum is rendered in a
mountain climbing metaphor. With the children guiding the climb, the elements of wind,
sun, and rain provide challenging detours. The trek becomes circular rather than straight
up, but eventually the climber reaches the peak. At the top of the mountain, there is only
one way to continue and that’s down. After descending, the climber reaches the valley
only to be confronted by yet another mountain of cognitive conflict to be climbed.
Felicia’s experience with emergent curriculum has led to an expansion of the metaphor.
Realizing that she expected to climb from mountain top to mountain top without the