TY - JOUR AU - Sampson, Matthew AU - McLean, Christine PY - 2021/03/04 Y2 - 2024/03/28 TI - Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum JF - Journal of Childhood Studies JA - J Child. Stud. VL - 0 IS - 0 SE - Articles from Research DO - 10.18357/jcs00202119744 UR - https://journals.uvic.ca/index.php/jcs/article/view/19744 SP - 34-50 AB - 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. ER -