Understanding Emergent Curriculum: An Image of the Child

Learn what defines an emergent curriculum philosophy of early learning.
Childhood 101 | Emergent Curriculum - An Image of the Child

From 2003-2007, I was the start-up Director of a child care centre for 2-5 year olds. The centre community adopted a philosophy of early education based on our research and understanding of an Emergent Curriculum. Over the next week or so I will provide an overview of what I believe lies at the heart of this approach, starting today with that which is most important – the Image of the Child.

Understanding Emergent Curriculum: What Do We Mean By Image of The Child?

These are the beliefs about the child that are inherent to an Emergent Curriculum philosophy;

1. Children are capable, competent, curious and creative.

I talked further about this belief in this post – Perspectives. This philosophical shift empowers children as collaborators in their learning. The child moves from being one with needs which adults must meet to one with strengths and interests of his own. All children deserve the opportunity to be supported as they journey to reach their full potential.

Childhood 101 | Emergent Curriculum - An Image of the Child

3 year olds experimenting with the rainbows of light generated by a crystal in the sunshine.

2. Children are natural researchers – they question what they see, hypothesise solutions, predict outcomes, experiment, reflect on and represent their discoveries.

3. Children are active, self motivated learners seeking to understand the world in which they live, and learn when supported through adult interactions.

The child has a right to a quality early education inclusive of relationships and experiences which promote learning and development.

4. Children learn by sharing their thinking with peers and adults.

Childhood 101 | Emergent Curriculum - An Image of the Child

A group of four 4 year olds recreating the Sydney Harbour Bridge.

5. The child is viewed as one being as a whole with infinite languages to communicate meaning and understanding.

These beliefs are based on everything we know (and can plainly see) about young children as learners. They just make sense.

Read more of the Understanding Emergent Curriculum series;

PerspectivesUnderstanding Emergent Curriculum - Perspectives An Image of the ChildUnderstanding Emergent Curriculum - An Image of the Child
Are 3 Year Olds Too Young to Vote?Understanding Emergent Curriculum Is Your Teacher a Pirate?Understanding Emergent Curriculum
The Child in the CommunityUnderstanding Emergent Curriculum Creating Learning CommunitiesUnderstanding Emergent Curriculum - Communities of learners
Parents ParticipatingUnderstanding Emergent Curriculum Following Children’s InterestsUnderstanding Emergent Curriculum
What Happens When You Follow a Child’s Interest?Understanding Emergent Curriculum How Does an Interest Differ from a Theme?Understanding Emergent Curriculum
Are We Supporting the Hundred Languages of Children?Understanding Emergent Curriculum Revisiting the Hundred Languages of ChildrenCurriculum

2 Comments

  1. Christie, I am so pleased to have found your site via Janet Lansbury. Your work and passion for children’s learning is inspiring. Do you know Ellen Galinsky’s book “Mind in the Making”?

  2. Cecilia Ko says:

    I can’t agree more with the points you wrote above especially on the child being an active and a self-motivated learner. Right from beginning the infant actively seeks in his own ways to understand the workings of the environment around him and being able to witness these changes and learning taking place is a phenomenal experience.

    As adults if we stop, listen and observe more we will hear, see and learn more about the child’s learning and discoveries.

    We need to STOP & LISTEN with our hearts and eyes to the children.

Comments are closed.