Final Version May 5 07

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Inherent in an emergent curriculum is recognition of the right to inclusion in
curriculum decisions. In an emergent curriculum the learner is an active constructor of
knowledge, a social being; the instructor is a collaborator and co-learner along with the
child, and a guide, facilitator, and researcher. Knowledge is viewed as being socially
constructed, encompassing multiple forms of knowing, and comprised of meaningful
wholes (Hewett, 2001).
The discovery of emergent curriculum, especially as embodied in the schools of
Reggio Emilia, has defined direction on the labyrinth’s path. The underlying theories of
emergent curriculum support empowerment of both the learner and the teacher through
the expression of voice. Malaguzzi refers to the hundred languages of children, a
“hundred hands, a hundred thoughts, a hundred ways of thinking of playing, of speaking”
(Fu, 2002, p. 23).
When I finally found a curriculum that was personally and professionally
satisfying, my journey found meaning. However, I was now outside the centre of the
labyrinth. I needed to engage others to create a community of co-constructors moving
once again towards the centre. Without direct access to children, I could not speak
authentically about the value of the approach in the preschool classroom.
What is it like to implement emergent curriculum with children, using project
topics rather than themes to guide the curriculum? Does the implementation of emergent
curriculum influence the image early childhood educators have of themselves as
teachers? I believe emergent curriculum has had an impact on reframing my personally
held negative image. It has been a vehicle for the expression of my professional
knowledge and, ultimately, my own voice. It has helped to define who I am as a teacher.