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.
Copyright (c) 2021 Matthew Sampson, Christine McLean
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