Becoming-with fire and rainforest: Emergent curriculum and pedagogies for planetary wellbeing

In this paper we propose the concept of ‘becoming-with’ in relation to the experience of the catastrophic fires in the summer of 2019–2020 in Australia, and their implications for research into young children’s response to bushfires, and their learning about bushfire recovery, which resulted in the development of an arts-based project to explore emergent curriculum and pedagogies for planetary wellbeing. We draw on Deleuze and Guattari’s theorising that ‘the self is only a threshold, a door, a becoming between two multiplicities’; and ‘Spatio-temporal relations’ as ‘not predicates of the thing but dimensions of multiplicities of events as encounters’ to theorise how ‘becoming-with’ fires enabled the development of emergent curriculum and pedagogies in an early learning centre, which can ultimately contribute to planetary wellbeing.

Emergent Curriculum in the Form of Creative Class in Kindergarten

The implementation of an emergent curriculum that is developed spontaneously based on children's interests needs to be balanced by a creative class so that learning in class will be very fun for children. This study aims to analyze the potential for implementing an emergent curriculum based on creative classes in kindergarten. This type of research is a qualitative case study approach with data sources derived from observations, interviews, and documentation. The unit of analysis in this study were teachers, principals, and children with a total of 210 people. The data analysis used adopted the Miles and Huberman analysis model which was carried out in four steps, namely data collection, data reduction, data presentation, and verification or concluding. The results showed that the emergent curriculum based on creative classes in terms of indoor classes was found not to be dynamic, conducive, and ideal to be able to increase children's creativity, but the institution had used the area learning model but it was not optimal in its realization. While the outdoor class has been done neatly and beautifully, but the children have not been well organized when playing in the schoolyard, even though the development of children outdoors is good stimulation for children so that they can be stimulated in various conditions while in kindergarten institutions. -child. In addition, the classroom atmosphere has not been developed creatively and imaginatively even though many parts of the class can be maximized, such as walls being used to periodically display children's works. For this reason, principals and teachers need to be given self-development in the field of the creative classroom-based emergent curriculum so that principals and teachers can carry out the learning process in a spontaneous atmosphere but still on target and according to the interests of the child's potential.

Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum

Written in the voice of the first author, this article examines how two early childhood educators who practice emergent curriculum shifted from following a rules-based culture in their classroom to a more negotiated one. The voices of the child and educator research participants are excerpts from a larger qualitative study involving five educators who participated in interviews focused on their perceptions of how their understanding of emergent curriculum evolved over time. Using self-selected examples of pedagogical documentation as a catalyst for discussion, the participants reflected on how their experiences with mentors, children, and program administrators influenced their shifts in practice.

How can I improve the environment to support the emergent curriculum?

This Action Research (AR) project aims to answer the question “How can I improve the environment to support the emergent curriculum within the toddler room?” It utilises Kemmis and MacTaggart’s Action Research Spiral. The researcher, two team members and 24 children aged 18–30 months participated. The research took place in the researcher’s place of work: a non-profit community childcare setting. Data was gathered over two cycles of Action Research through observations of the children within the setting, field notes and focus group meetings throughout the project over a six-month period. The project demonstrated the power of the environment to support children’s learning and development and to enable them to be the instigators of their own learning. It highlighted the key role of the educator in providing this environment, ensuring it is inclusive and accessible to all children and in engaging in continuous reflective practice as a team with the aim to improve and make meaningful changes. Partnership with parents in creating an environment that supports the diversity of our classrooms also arose as an important finding.

CHALLENGES OF 21ST CENTURY PRIMARY SCHOOL EDUCATION

In this 21st century, the teaching and learning process has mostly been using various information and also communication technologies. This research aims to identify challenges in the implementation of the 21st century’s teaching and learning, and also suggestions to improve the teachers’ teaching and learning practices in the 21st century primary schools, based on the Emergent Curriculum Theory. Due to the dynamic nature of the Malaysian curriculum, which is driven by the changes in the environment and technological advancements, therefore this theory is the most suitable to be used because it is always open to many new possibilities. Enhancements in the teaching and learning practices by teachers need to be done so that all the shortcomings and constraints can be addressed immediately to achieve the goals outlined by the Ministry of Education (MOE). According to Wan Abdul Halim, Nor Laila, and Shafie (2006), ideal and excellent teachers are those who possess a high level of knowledge, experts in multiple fields, and efficient in carrying out their responsibilities as educators. A teaching and learning process will be effective if the teacher possesses skills and knowledge about the subject being taught and also an understanding of the aspects of student learning.

Estrategias pedagógicas y didácticas desde los enfoques pedagógicos de María Montessori y Reggio Emilia para la construcción de un currículo emergente en Educación Infantil / Pedagogic and didactic strategies from the approaches María Montessori and Reggio Emilia for the construction of an emergent curriculum in childhood education

El artículo muestra los resultados de la investigación realizada por maestras licenciadas en educación preescolar de la Fundación Universitaria Monserrate en Bogotá, Colombia. Se pretendió buscar rutas metodológicas y didácticas adecuadas en la educación infantil, con el fin de potenciar de las dimensiones del desarrollo de los infantes, con base en enfoques pedagógicos de María Montessori y Reggio Emilia, vinculando perspectivas del desarrollo infantil, la pedagogía y la didáctica pertinentes en contextos urbanos vulnerables. Se muestra una concepción de currículo emergente, proporcionando así una nueva mirada al rol de maestro y el papel del niño en la educación infantil. The article shows the results of the research carried out by teachers in pre-school education at the Fundación Universitaria Monserrate, in Bogotá, Colombia. The aim was to search for appropriate methodological and didactic routes in early childhood education, in order to enhance the developmental dimensions of infants, based on pedagogical approaches of Maria Montessori and Reggio Emilia, linking perspectives of child development, pedagogy and didactics relevant in vulnerable urban contexts. It shows a conception of emergent curriculum, thus providing a new look at the role of the teacher and the role of the child in early childhood education.