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availability could produce the cognitive conflict that propels the journey up the mountain.
The approach to early childhood education employed by the educators in Reggio Emilia
is reaching a wide audience (Pacini-Ketchabaw & Pence, 2005). When exposed to this,
many early childhood educators may find themselves confronted by a mountain that they
do not have the courage or the support to climb. Perhaps a reframed self-image would
provide the recognition that limitations need not be stultifying.
The transition from the second stage to the final stage of transformation where the
teacher cannot conceive of implementing any other type of curriculum is difficult. Some
may begin climbing the mountain only to return to the valley in “defeat.” The critical
juncture at which a teacher struggles with cognitive dissonance is the pivotal moment that
will either result in taking the spiraling path upwards or remaining in the valley. Wien
(1995) calls this “the pivot point,” a moment in “time/space in which the teacher is torn
between two ways of acting, each reflecting a different mental image or framework for
action” (p. 29).
Conclusion
With the exception of Mary, who had limited success with emergent curriculum,
these cases illustrate the strong impact this approach can have on practice and self-image.
These are stories of evolving teachers, each with her own path to follow to ascend the
mountain and reach the peak of her potential. They were each experiencing cognitive
dissonance when a pivotal point was reached where new information collided with past
practice. Of the four, Felicia represented the only case where the information came as a
result of self-discovery. As part of their work responsibilities, Layla, Rose, and Mary
were expected to implement emergent curriculum.