Why?
This week’s
focus is on emergent and intentional teaching approaches in early childhood
settings. This focus was chosen from the questions and discussions raised, on
emergent approach verses intentional teaching in general and relating to
children’s literacy and numeracy experiences.
What?
Emergent
Curriculum:
Kashin (2007) describes emergent curriculum as an approach that emerges from the learner’s interests and is co-constructed with the teacher. The process of emergent curriculum is described as assuming a higher level of effectiveness as it goes beyond interests, to a focus on children’s thinking (Kashin, 2007). Emergent curriculum is the way educators plan the curriculum around children’s interests and the experiences that develop from the daily life of children and adults. This requires observation, documentation, creative brainstorming, flexibility and patience. Emergent curriculum involves both children and teachers and is based on Vygotsky’s theories of co-construction. It relates to the social cultural theories particularly through joint activities and interactions with others. Children construct knowledge when they engage with others, where their interaction accompanies, directs and reflects on their shared experiences (Kashin, 2007).
Kashin (2007) describes emergent curriculum as an approach that emerges from the learner’s interests and is co-constructed with the teacher. The process of emergent curriculum is described as assuming a higher level of effectiveness as it goes beyond interests, to a focus on children’s thinking (Kashin, 2007). Emergent curriculum is the way educators plan the curriculum around children’s interests and the experiences that develop from the daily life of children and adults. This requires observation, documentation, creative brainstorming, flexibility and patience. Emergent curriculum involves both children and teachers and is based on Vygotsky’s theories of co-construction. It relates to the social cultural theories particularly through joint activities and interactions with others. Children construct knowledge when they engage with others, where their interaction accompanies, directs and reflects on their shared experiences (Kashin, 2007).
Intentional
Teaching:
Intentional teaching is continually being reconstructed through early childhood curriculum frameworks and documents. In particular the Early Years Learning Framework, it defines intentional teaching as a pedagogical practice used by educators to promote children’s learning. It “involves educators being deliberate, purposeful and thoughtful in their decision’s and actions” (DEEWR, 2009, p. 15). The article discusses two terms used when discussing the pedagogical practice of intentional teaching; these being shared sustained thinking and shared collective imaginary situations. In these situations educators take more active roles in children’s learning by inetionally “designing and implemetning experiences of teacher-child interactions that enact specific pedagogical strategies to foster high level thinking skills” (Fleer & Hoban, 2012, p. 69). Intentional teaching helps children become aware of key concepts and can be used to introduce children to new ideas and concepts.
Intentional teaching is continually being reconstructed through early childhood curriculum frameworks and documents. In particular the Early Years Learning Framework, it defines intentional teaching as a pedagogical practice used by educators to promote children’s learning. It “involves educators being deliberate, purposeful and thoughtful in their decision’s and actions” (DEEWR, 2009, p. 15). The article discusses two terms used when discussing the pedagogical practice of intentional teaching; these being shared sustained thinking and shared collective imaginary situations. In these situations educators take more active roles in children’s learning by inetionally “designing and implemetning experiences of teacher-child interactions that enact specific pedagogical strategies to foster high level thinking skills” (Fleer & Hoban, 2012, p. 69). Intentional teaching helps children become aware of key concepts and can be used to introduce children to new ideas and concepts.
Now what?
What does
this mean in terms of young children’s literacy and numeracy experiences within
early childhood settings? I think both of these approaches have strengths and
limitations for young children’s literacy and numeracy learning. I think an
emergent curriculum and intentional teaching can be used together, Fleer and
Hoban (2012) suggest using intentional teaching to help children become aware
of key concepts, and then extending these with instruction through children’s
characteristics and interests. A balanced approach where educators use a
combination of intentional teaching and emergent practices will best facilitate
children’s literacy and numeracy learning.
References
Department of Education, Employment and
Workplace Relations (DEEWR) (2009). Belonging,
being and becoming: The early years learning framework for Australia. Canberra
ACT: Australian Government DEEWR for the council of Australian Governments.
Fleer, M., & Hoban, G. (2012). Using
‘Slowmation’ for intentional teaching in early childhood centres: Possibilities
and imaginings. Australasian
Journal of Early Childhood, 3(37), pp. 61 -70.
Kashin, D. L. (2007). Reaching the
top of the mountain: The impact of emergent curriculum on the practice and
self-image of early childhood educators.
Thomas, L., Warren, E., & DeVries, W. (2011).
Play-based learning and intentional teaching in early childhood contexts. Australasian Journal of Early Childhood, 4(36),
pp. 69-75.
Great point, Georgie! The readings seemed to have shifted your thinking from an either/or approach, towards a recognition that emergent and intentional teaching approaches have much in common (and are misunderstood, at times). What implications do you foresee when you're teaching with children B-4, specifically when considering their early literacy and numeracy learning?
ReplyDelete