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83 general recognition of those working in the field. Unionization can be viewed as a means to assure self-direction through the paths of professionalization. However, if there is a causal relationship between emergent curriculum and self-direction it may prove to be a less threatening strategy than unionization. Early childhood educators continue to view unions with skepticism and fear (Kass & Costigliola, 2003). The next chapter will examine the role emergent curriculum could have in promoting the value and recognition of early childhood educators to see if it is a viable alternative for the practitioner. Conclusion It appears with a conservative agenda at the federal level, Canada will have to wait to join the other countries who believe child care is a public service; an entitlement for children and women. The OECD (2004) has demonstrated that in other countries providing this service has had a favourable impact on the sector’s status. Moving forward in a period of flux is possible and emergent curriculum can serve as the empowering thrust. Rather than waiting for contextual changes, empowered practitioners can take action with implementation of a curriculum that naturally shares power. What would the impact be on the image of an early childhood educator who accepts the implementation of emergent curriculum to guide practice? If it elevates selfimage, perhaps the early childhood educator would be more confident to advocate for increased public recognition. As a likely consequence, increased public recognition could positively affect the image of the early childhood educator. The field of early childhood education is rapidly changing and 25 years from now, the prevailing backdrop that provides the current contextual frame will have evolved. How this evolution takes place depends on those who consider themselves early
84 childhood educators. Perhaps a vehicle for moving forward towards professionalization could be emergent curriculum. The process approach that emphasizes shared contexts of power is evident and salient in the research on professional development as it is in the literature focusing on emergent curriculum. If the future of early childhood education rests as Morrison (2004) predicts in a social cultural framework than emergent curriculum seems an appropriate fit.
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REACHING THE TOP OF THE MOUNTAIN: T
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Acknowledgements I wish to express
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Teacher as Theory Builder .........
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Dedication This dissertation is ded
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2 are inextricably linked to issues
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4 2. What is the perception of the
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6 educators who have adapted a refr
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8 constructive process. It is based
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10 Experiential or active learning
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12 through active involvement with
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14 Relevance of Study When I took a
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16 the centre of the labyrinth can
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18 without walls, the teacher calle
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20 As a very young child, the teach
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22 of completing my education and r
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24 what the learner already knows t
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26 unsure of my direction; still I
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28 the centre or return to the entr
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30 here, though, is that these expe
Page 39 and 40: 32 of fixing children by teaching t
Page 41 and 42: 34 relates to those aspects of acti
Page 43 and 44: 36 As I articulate my experiences w
Page 45 and 46: 38 An essential part of who I am an
Page 47 and 48: 40 teacher-centred practice. Teache
Page 49 and 50: 42 well was gradually undergoing re
Page 51 and 52: 44 While education staff in public
Page 53 and 54: 46 school settings, has an equally
Page 55 and 56: 48 In Ontario, over 90% of the 300,
Page 57 and 58: 50 knowledge and skills not possess
Page 59 and 60: 52 staff members who do not have sp
Page 61 and 62: 54 Content and pedagogy should be i
Page 63 and 64: 56 order to remain competitive, it
Page 65 and 66: 58 those employed in child care are
Page 67 and 68: 60 and/or co-workers (Doherty & For
Page 69 and 70: 62 exacerbated by the findings that
Page 71 and 72: 64 Québec a public education campa
Page 73 and 74: 66 You Bet I Care! (2000) examined
Page 75 and 76: 68 coupled with feelings of inadequ
Page 77 and 78: 70 dimension as “it takes place i
Page 79 and 80: 72 thirds of assistant teachers and
Page 81 and 82: 74 psychological and physical safet
Page 83 and 84: 76 Certification. Certification is
Page 85 and 86: 78 aspire to (CCCF, 1995). The beli
Page 87 and 88: 80 According to Bertrand (2003), co
Page 89: 82 difficulty with recruitment and
Page 93 and 94: 86 teaching staff in order to help
Page 95 and 96: 88 The disappointing findings helpe
Page 97 and 98: 90 curriculum. The former rather th
Page 99 and 100: 92 evolves, diverging along new pat
Page 101 and 102: 94 require the abandonment of a wid
Page 103 and 104: 96 consideration of how children le
Page 105 and 106: 98 may involve recognition of child
Page 107 and 108: 100 prematurely is that those who c
Page 109 and 110: 102 1996). Some of the criticism su
Page 111 and 112: 104 best from activities they thems
Page 113 and 114: 106 The Reggio Emilia Approach The
Page 115 and 116: 108 4. documentation: teachers and
Page 117 and 118: 110 change their interactions based
Page 119 and 120: 112 Documentation in this form is n
Page 121 and 122: 114 own evolving authentic curricul
Page 123 and 124: 116 lead “into an expanding world
Page 125 and 126: 118 gap between what “the child i
Page 127 and 128: 120 to visit the programs appeared
Page 129 and 130: 122 lack of research and its limite
Page 131 and 132: 124 classroom, teachers learn and r
Page 133 and 134: 126 issues, a self-directed orienta
Page 135 and 136: 128 changes within the school as a
Page 137 and 138: 130 of practice within communities
Page 139 and 140: 132 outcomes for programs with a so
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134 This program began in 1975 and
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136 reflective practice involving j
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138 beginning teachers.” Interest
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140 In the Forward to Developmental
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Chapter Four: Methodology What you
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144 (multiple realities are sociall
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146 are issue oriented and are “n
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148 implications to halting the pra
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150 my research participants and wi
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152 was the child, not her teacher.
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154 In making the study accessible,
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156 these categories: current pract
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158 widely used by market researche
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160 particular project topic brough
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162 collaboration involving mutual
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164 The Weary Traveler: Roadblock F
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166 Conclusion In collecting data,
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168 the experience of teachers who
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170 twenty bucks for Chinese New Ye
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172 The centre now occupies space i
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174 for the kid’s interests. You
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176 analyzed by the group. At the p
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178 Figure 5. The weather project d
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180 program more theirs” Subseque
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182 teachers, the rest see them as
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184 It makes you pumped. Sometimes
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186 Case Study Number Two: The Spir
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188 the various levels of the organ
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190 volunteers her time to facilita
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192 willing to learn. It is not som
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194 Challenges. Given the limited h
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196 educational model, the oppositi
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198 Emerging directions. Rose has n
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200 There was a discernable absence
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202 preschool age children (2 1/2 t
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204 Mary was satisfied with this th
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206 community helper is.” Communi
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208 Recognizing the children’s in
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210 Mary believes that child care h
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212 The children are the seeds. The
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214 Mary would advise others to est
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216 Figure 17. Splat, splat like Ja
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218 As a result of fees and capacit
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220 work. Felicia was solicited by
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222 Felicia’s co-worker was the f
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224 curriculums and criticism was i
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226 children could have a really ex
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228 feelings of confidence mixed wi
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230 you can answer that question ho
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Chapter Six: Discussion If nature h
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234 The Impact of Context The situa
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236 Feeling valued and supported in
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238 impacted Rose’s attitude towa
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240 in the field. Rose has been tak
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242 practice with the chance to att
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244 are interested and they are pas
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246 primarily to the teachers. Mary
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248 learners. While this is a “de
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250 “not engaged” with an emerg
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252 alternative perspective, a teac
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254 had difficulty reconciling the
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256 the project determined its dire
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258 Layla recalled the experience o
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260 information. A newsletter produ
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262 order to ascertain future direc
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264 (Rankin, 2004). In Reggio Emili
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266 theory is just a proposed expla
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268 Table 1 Katz’s Model of Teach
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270 Katz’s conceptualization (200
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272 Table 2 Kashin’s Model of Eme
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274 availability could produce the
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Chapter Seven: Future Directions If
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278 as I have been, to detach thems
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280 objects created by adults remov
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282 winter semester of 2006, I am o
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284 Emilia to early childhood educa
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286 within a Reggio-inspired enviro
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288 However, the ship cannot be rep
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290 curriculum choices from a broad
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292 editor, a friend, and the parti
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294 As I envision the future, it ho
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296 of custom, of the normal, of th
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298 theory in practice take place f
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300 The question being pondered was
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302 developmentally appropriate to
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304 with this perception of my fiel
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References Adcock, S. G., & Patton,
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308 appropriate practice in early c
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310 Corbett, B. E. (1989). A centur
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312 Ferguson, E. (1994). Child care
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314 Griffin, S. (2002). To be or no
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316 Katz, L. (1999). Curriculum dis
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318 Miller, S. M., & Shoptaugh, S.
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320 Palmer, P. J. (1998). The coura
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322 Schön, D.A. (1996). Educating
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324 Weber, S., & Mitchell, C. (1995
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Appendix A: Invitation to Participa
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328 I am free to decline to answer
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330 4. What are the strengths of th
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Appendix E: The Image of the Teache
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334 Image: 1. How does the image ot
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336 obvious to me and I react with
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338 Layla: That was the place with
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340 table relates to the topic. The
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342 supply teacher has a child in h
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344 the children regarding the char
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346 conversation about A R T contin
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348 22 going on, puzzles or another
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