Teacher’s role in formation of emergent curriculum inspired by Reggio Emilia Approach for the children between ages of 7 and 8

Document Type : پژوهشی

Author

• kourosh Fathi vajargah

10.22067/fe.v10i3.1252

Abstract

Speaking of curriculum, very often we think of some exact, preplanned curricula determined for schools in advance. However in the new approach called Emergent Curriculum, all the beneficiaries including students, teachers, parents , society and all of whom are considered protagonists play some role in curriculum decision making and formation of learning. In Emergent Curriculum inspired by Reggio Emilia approach there is no a preplanned curriculum, it means teacher and educational system swear by children affect on what they are supposed to learn. In this study, the main research objective was study of formation of Emergent curriculum and documentation of the process. For this purpose, an ethnographical study has been employed. The research carried out in an unofficial school in Tehran- the capital city of Iran. This school has been working since 3 years ago as a research project under supervision of a nongovernmental center. An experienced teacher as well as 35 children participated in our study of which 23 were male and all of them were 7-8 years old. To collect a deep understanding of Emergent Curriculum implementation in the school, observing, listening to and describing interactions in the class, recording events, interviewing the teacher and gathering pupils’ works and school’s documents have been used. Categorizing observations, underscoring main issues, organizing documents and interpreting the data were the main methods of analyzing data. Findings have reported in 3 main groups: teacher’s role in emergent curriculum, project approach’s role in implementing such a curriculum, as well as challenges and future perspectives.

Keywords

• Emergent Curriculum
• Reggio Emilia Approach
• Curriculum Implementation

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