Curriculum Statement
Emergent curriculum describes the kind of play-based curriculum that develops when exploring what is "socially relevant, intellectually engaging, and personally meaningful to children." The curriculum is called emergent because it evolves, diverging along new paths as choices and connections are made, and it is always open to new possibilities that were not thought of during the initial planning process (Jones and Reynolds, 1992). Topics for study are captured from the talk of children, through community or family events, as well as the known interests of children (puddles, shadows, water, etc.). Teachers respond to children’s interests and needs by providing an environment that is rich in materials and activities that specifically support those interests and needs. Children’s curiosities are explored in project work, representational opportunities and collaborative group work.
Projects may last one week or could continue throughout the school year. Throughout a project, teachers help children make decisions about the direction of study, the ways in which the group will research the topic, the representational medium that will demonstrate and showcase the topic, and the selection of materials needed to represent the work. Otter Creek sees the graphic arts as tools for cognitive, linguistic, and social development. Presentation of concepts and hypotheses in multiple forms of representation—print, art, construction, drama, music, puppetry, and shadow play--- are viewed as essential to children’s understanding of experience. Working collaboratively, in both large and small groups, is valuable and necessary to advance cognitive development. Children are encouraged to dialogue, critique, compare, negotiate, hypothesize and problem solve through group work. Multiple perspectives promote both a sense of group membership and uniqueness of self.
Teacher team planning is an essential component in developing our curriculum. Teachers work together to formulate hypotheses about the possible directions of a project, the materials needed, and possible parent or community support and involvement. This approach demands a high level of teacher understanding, involvement and commitment. These activities equip children with a “school literacy” more basic than knowledge of numbers and letters. Our goals for children, listed below, are the characteristics most closely associated with school success. These goals are based on “The Emotional Foundations of School Readiness” developed by the national organization, Zero to Three.
Assessment tool description: Based on a collection of ongoing observations of the child throughout the day in the classroom setting, the Teaching Strategies GOLD assessments provide a through picture of the child as he or she develops; they are guides in assessing strengths and areas for growth in each individual child.
Emergent curriculum describes the kind of play-based curriculum that develops when exploring what is "socially relevant, intellectually engaging, and personally meaningful to children." The curriculum is called emergent because it evolves, diverging along new paths as choices and connections are made, and it is always open to new possibilities that were not thought of during the initial planning process (Jones and Reynolds, 1992). Topics for study are captured from the talk of children, through community or family events, as well as the known interests of children (puddles, shadows, water, etc.). Teachers respond to children’s interests and needs by providing an environment that is rich in materials and activities that specifically support those interests and needs. Children’s curiosities are explored in project work, representational opportunities and collaborative group work.
Projects may last one week or could continue throughout the school year. Throughout a project, teachers help children make decisions about the direction of study, the ways in which the group will research the topic, the representational medium that will demonstrate and showcase the topic, and the selection of materials needed to represent the work. Otter Creek sees the graphic arts as tools for cognitive, linguistic, and social development. Presentation of concepts and hypotheses in multiple forms of representation—print, art, construction, drama, music, puppetry, and shadow play--- are viewed as essential to children’s understanding of experience. Working collaboratively, in both large and small groups, is valuable and necessary to advance cognitive development. Children are encouraged to dialogue, critique, compare, negotiate, hypothesize and problem solve through group work. Multiple perspectives promote both a sense of group membership and uniqueness of self.
Teacher team planning is an essential component in developing our curriculum. Teachers work together to formulate hypotheses about the possible directions of a project, the materials needed, and possible parent or community support and involvement. This approach demands a high level of teacher understanding, involvement and commitment. These activities equip children with a “school literacy” more basic than knowledge of numbers and letters. Our goals for children, listed below, are the characteristics most closely associated with school success. These goals are based on “The Emotional Foundations of School Readiness” developed by the national organization, Zero to Three.
- Confidence—A sense of control and mastery of one’s body, behavior and world; the child’s sense that he or she is more likely than not to succeed at what he or she undertakes, and that adults will be helpful.
- Curiosity—The sense that finding out about things is positive and leads to pleasure.
- Intentionality—The wish and capacity to have an impact, and to act upon that with persistence. This is clearly related to a sense of competence, of being effective.
- Self-control—The ability to modulate and control one’s own actions in age appropriate ways; a sense of inner control.
- Relatedness—The ability to engage with others based on the sense of being understood by and understanding others.
- Capacity to Communicate—The wish and ability to verbally exchange ideas, feelings and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults.
- Cooperativeness—The ability to balance one’s own needs with those of others in a group activity.
Assessment tool description: Based on a collection of ongoing observations of the child throughout the day in the classroom setting, the Teaching Strategies GOLD assessments provide a through picture of the child as he or she develops; they are guides in assessing strengths and areas for growth in each individual child.