Emergent Learning Curriculum The most important thing we can teach children is that they are valued.
Unless children have a basic sense of self-worth, it's very unrealistic to expect them to embrace the challenges

of learning and problem solving. In the past, the way to teach children was to simply provide the facts and information. Traditionally, we planned in advance everything we wanted children to learn.

Opening our minds to new ideas today in Sandy Land we are engaging in a much more interactive style of instruction often referred to as emergent learning. In this more collaborative approach, the adults and the children seek out answers together. I continue to make plans but adjust them as I pay attention to the children and find out what is particularly interesting to them.

I am also constantly looking for challenges to present to the children so they can propose their own solutions. The children's solutions to such challenges will unfold gradually and often spontaneously in response to my questions. Instead of just telling me their ideas, they can even show what they mean, perhaps drawing what they have in mind - or helping to make a model of their idea. Of course, I still include more traditional approaches, too, such as finding out some facts on the subject. Whole learning is a place where you can combine both the traditional and emergent approaches in order to present a truly balanced curriculum for the children.

A key component to teaching in the emergent style is to listen to the children's questions and think of ways for them to seek out and discover their own answers. Once again, it all comes back to self-worth, the foundation of learning. There's nothing like mastery over a problem, challenge or difficult question. When we know what we're doing, we feel capable, competent, in control and empowered.


Of course, children can't teach themselves everything and find their own solutions to all their problems. As teachers, caregivers, and parents, we're still the primary source of the children's early education. It remains our responsibility to assess the children's ideas and plan ways to develop them.

It is very important to keep the family informed and included, in order to reassure them that their children are really learning something. I encourage family members to visit and to look at the "LOOK WHAT WE DID" wall, read our newsletters "Sandy Land Press", and visit our "Parents Place" on this web site to see pictures illustrating the children's adventures. These are all excellent ways to keep my families informed as to the value of the kind of learning environment I am providing. I find when a child's family is informed and pleased with what is happening, they often contribute suggestions of their own to further enrich their child's education.

 

January
Themes: New Year, winter, Martin Luther King
Letter time: Aa ~ Apple & Alligator, Bb ~ Balloon & Butterfly
Shape: Circle
Color: White
Number: 3
Rhyme time: Cat & Hat

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February
Themes: Groundhog day, Valentines Day, Dental Health
Letter time: Cc ~ Cake & Cow ~  Dd ~ Dog & Dinosaur
Shape:  Heart
Color: Red
 Number: 1
Rhyme time: Pan & Fan

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March
Themes: Saint Patrick’s Day, Weather
Letter time: Ee Egg & Elephant ~ Ff Fish & Feather
Shape: Star
Color: Green
Number: 2
Rhyme time:  Jet & Net

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April
Themes: On the farm, April showers, Wild animals
Letter time: Gg Goat & Guitar ~ Hh Horse & House
Shape: Oval
Color: Purple
Number:  4
Rhyme time: Pen & Hen

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May
Themes: Flowers and plants, Mothers Day
Letter time: Ii Igloo & Iguana ~ Jj Jam & Jacks
Shape:  Square,
Color:  Pink
Number:  5
Rhyme time: Ship & Lip

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June

Themes: Ocean wonders, Fathers Day
Letter time: Kk Kangaroo & Kite ~ Ll Lemon & Lion ~ Yy Yoyo & Yogurt
Shape: Triangle
Color: Blue
Number: 6
Rhyme time: Ring & King 
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July
Themes: America, Insects
Letter time: Mm Monkey &Moon ~ Nn Nest & Nail ~ Zz  Zebra & Zipper
Shape: Rectangle
Color: Orange
Number: 7
Rhyme time: Mop & Stop

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August
Themes: Space, summer
Letter time: Oo Octopus & Ostrich ~ Pp Pig & Penguin
Shape: Star
Color: Black
Number: 8
Rhyme time: Dog & Frog

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September
Themes: Transportation, good for us food
Letter time: Qq Queen & Quilt ~ Rr Radio & Robot
Shape: Oval
Color: Brown
Number: 9
Rhyme time: Duck & Truck

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October
Themes: Halloween, Fall
Letter time: Ss Seal & Sun ~ Tt Tiger & Turtle
Shape: Square
Color: Orange
Number:  10
Rhyme time: Bug & Rug

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November
Themes: Thanksgiving
Letter time: Uu Umbrella & Umpire ~ Vv Vase & Violin
Shape: Triangle
Color: Brown,
 Number: 11
Rhyme time: Pan & Fan

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December
Themes: Christmas, five senses
Letter time: Wagon & Watermelon ~ Xx Xray & Xylophone 
Shape:  Diamond
Color:  Red
Number: 12
Rhyme time: Jet & Net

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Activities are tactile and sensory rich.

  Focus areas are

Alphabet -- Calendar recognition -- Colors -- Computer skills

Good nutrition -- Listening -- Matching -- Music appreciation

Numbers -- Reading Readiness -- Scissor skills -- Sequencing -- Shape recognition

Size -- Time -- Vocabulary -- Writing readiness

 

Interest areas

Interest centers allow children to learn appropriately, in the ways that children learn best.
According to research, children learn appropriately from:
• hands-on, social, and active experiences with play

• meaningful experiences with materials given to them

• working at their own individual pace

 

Classrooms with interest centers have :
• fewer discipline problems

• more learning and development

•learning in all developmental areas

Children in classrooms with interest centers develop in the following areas:
• They develop social skills.
• They learn how to take the viewpoint of others and to think flexibly and abstractly.
• They learn to make good choices and to take responsibility for their own actions and choices.
• They develop their language and literacy skills.
• They develop mathematical thinking and problem-solving skills.
• They develop the beginning understanding of physics and geometry by learning balance, speed, shape, size, length, and pattern in the block center.
• They develop higher self-esteem as they practice and master skills.
• Children become more independent because they are in control of their own learning/playing.
• Children develop their small muscles in the various centers by lacing cards and stringing beads, by building and balancing, by painting, drawing, writing, and coloring, and by being able to button, snap, and zip.
• When they are given more time to play, they develop longer attention spans with the ability to focus, and they become more adventurous.
• Children develop their imagination and creativity when they are allowed to play freely with the materials, in ways that they choose, for extended periods of time.

 

SOME TABLE TOP ACTIVITIES I MAKE AVAILIABLE

Animal stringing -- Board games -- Fishing boards -- Geo boards

Lock board -- Magnetic board -- Mr. potato head -- Peg boards -- Play dough

Paper dolls -- Puzzles -- Science centers -- Sensory tables -- Wooden beads  

 

LARGE MOTOR SKILLS

Balance egg game -- Balls of every size -- Slide -- Climbing castle

Ring toss -- Teeter totter -- Two, three and four wheel ride toys -- Basket ball game

 

How do I see my Role as the Teacher?

• I provide a safe and secure learning environment.

• I respect the children.

• I give children choices.

•I provide lots of time for focused play.
• We (the children and I) change materials frequently.

• I help develop independent children.
** I help them answer their own questions, solve problems and conflicts, and be patient as they do things for themselves,

and only help when needed .

• Irovide materials that encourage children to explore, discover, experiment, predict, create, think, and learn on their own.
• I let the children decide:

— Where to play —

How long to play at each interest center
Children should be moving freely around the room at their own pace.
— Whom to play with —

How to use the materials in each interest center.

I let them use materials creatively and move them around the room,

as long as it is done safely and does not damage the materials.
• I make sure materials are available and accessible, at their level.

• I interact with the children.
— Play, talk, ask questions, and visit all centers.

• I am aware of my attitude towards the children and towards play.
— I let my sense of humor flow and have fun.
— I get excited about learning, discovering, and playing.

• I help problem solve, while I observe the children, and change, to make the learning environment the best it can be for my set of children.

I make my classroom fit the children, NOT the children fit my classroom.

 

 

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