Emergent Curriculum Teaching Method - Coursework Example

Projects form the basic component of the educational curriculum in this teaching methodology. The difference presented by this methodology compared with other teaching styles is that topics for study are selected because they are of interest to the children and their lives. These interests are supposed to exhibit meaningful relevance to the greater benefit of children’s lives. In this education curriculum, children go to great depths and higher levels in which teachers integrate content knowledge like reading, science, and mathematics into these projects. This paper aims to highlight emergent curriculum by discussing topics that appear to interest children in a given class.

In emergent curriculum formulation and implementation, development appropriate projects (DAP) should always be a primary consideration when planning to embark on designing a project. This ensures that the intended activity meets the overall objectives set out by the institution of learning and addresses the children’s immediate goals of learning through their experiences in the project (Carter & Curtis 203) DAP is achieved by ensuring that the intended project does not require too little or too much of the children in that it negates their efforts in attaining knowledge from the activity. In this case, similarity or monotony presented by indoor play areas can seem to be depressing or discouraging to teachers a scenario, I was able to find myself in during my time with the children. I came to notice that the children under my care did not get bored with being in the same play environment every day; the children illustrated progressive advancement in their daily activities in the same setting. As a teacher, I am supposed to apply my knowledge of the theoretical influences behind this observation made on the children in this static environment (Carter & Curtis 92). As outlined by Carter & Curtis, As a teacher and caregiver, I am supposed to claim my power as a principal to focus my attention on the purpose and effect of actions on the children’s learning objectives. This is in order not to diminish or overwhelm the children’s innate desire to learn (Carter & Curtis 84).

The observation I made about the children’s elements of interaction with each other should spur me to apply the principle that recommends a teacher support children’s connections with each other (Carter & Curtis 104). As a teacher with emergent curriculum objectives, I can endeavor to make meaning together with the children to explore ideas and processes to come to a common agreement (Carter & Curtis 104). The improved relationship between the children was attributed to the children’s creative expression through sounds, and language, which upon closer observation yielded the fact these sounds were unique to each group of children. I can use these observations to formulate a project that will strive to build on their interactions through sound and language. An example would be to include musical activities like singing and storytelling where the children get to exercise their language skills through narration and explanation of events that interest them.

Emergent curriculum topics that children in my class seem to be interested in are different and are based on gender. In essence, this means that activities that interest male children are different from those that interest female children. In this case, the boys were interested in the Legos area, cars, and the block area while the girls were interested in the dramatic play area. I noticed these interests through observation in the play area and inquisitive conversations with the children (Carter & Curtis 112). A teacher should be able to relate to these interests, which can help in fortifying the interests of these children. The principle of taking action on behalf of children’s strengths is meant to enforce meaningful learning. The teacher is supposed to encourage the children’s interests to increase their belief in self and competence to contribute to their community (Carter & Curtis 109). An emergent curriculum is an alternative teaching method that takes advantage of children’s instincts and interests to afford DAP to deliver quality education.