An Emergent Curriculum for the Early Years in Malta
Stories of Professional and Pedagogical Transformation
- 184 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
An Emergent Curriculum for the Early Years in Malta
Stories of Professional and Pedagogical Transformation
About this book
This book charts the firsthand experiences and challenges faced by Maltese early childhood educators in the implementation of a novel approach to the curriculum: the replacement of a prescriptive curricula with one co-constructed by the educator and the child.
Chapters provide seven contextualised, inspiring narratives of how the 'emergent curriculum' approach was implemented, received, and reflected upon within Maltese educational settings, ranging from childcare (0–3 years), kindergarten (3–5 years), and early primary (5–7 years). Packed with practical guidance along with on-the-ground commentary, this volume showcases the pedagogical and professional transformation of these educators, informing and encouraging reflection as well as inspiring others on a global scale. Challenging the established modes and traditions of pedagogical best practice, this book ultimately fills a gap in research on how educators in diverse local contexts and cultures can embrace the global concept of the 'emergent curriculum' within their own practice and settings.
Providing pedagogical and professional insights for early years educators in similar contexts internationally, the book will be of interest to researchers and early childhood educators, as well as curriculum designers and policy makers interested in how the curriculum can take shape in different cultures and contexts.
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Information
Table of contents
- Cover Page
- Endorsement Page
- Half Title page
- Series Page
- Title Page
- Copyright Page
- Dedication
- Contents
- Illustrations
- Abbreviations
- About the Authors
- Acknowledgements
- Introduction: Setting the scene
- Educator Narrative 1 Sharon’s Story of Implementing the Emergent Curriculum with Infants Aged 4–12 Months: Now that I am used to working with the child-led approach, I cannot go back to the old way
- Educator Narrative 2 Kate’s Story of Implementing the Emergent Curriculum with 1–2-Year-Olds: For me, quality means embracing the emergent curriculum
- Educator Narrative 3 Helena’s Story of Implementing the Emergent Curriculum with 2–3-Year-Olds: Children took me on an adventure and introduced me to their world, and I learnt how to see things through their eyes
- Educator Narrative 4 Anne’s Story of Implementing the Emergent Curriculum with 3–4-Year-Olds: Children should take an active role in their learning, making them the protagonists in the classroom
- Educator Narrative 5 Lucy’s Story of Implementing the Emergent Curriculum with 4–5-Year-Olds: The environment is no longer a classroom with four walls but extended to outdoor live events, outings, virtual learning, and much more
- Educator Narrative 6 Vanessa’s Story of Implementing the Emergent Curriculum with 5–6-Year-Olds: Once I told my colleagues how involved the children were in the learning process, they started trying it themselves
- Educator Narrative 7 Clara’s Story of Implementing the Emergent Curriculum with 6–7-Year-Olds: It can be done
- Index