From an Academician's Preschool Diary: Emergent Curriculum and Its Practices in a Qualified Example of Laboratory Preschool

Ozge Metin Aslan

Abstract


The purpose of this research; a laboratory preschool located in one of the northern states of the United States of
America and operating under the Child Development Institute, explains the practices about the Emergent Curriculum
and builds a bridge between theory and practice in preschool education. It is thought that bringing good examples of
a laboratory school in the United States with a long history in the field of education to the national domain literature
will be especially useful for teachers, researchers and specialists working on this field. The method of the study was
carried out by the observational case study which is one of the qualitative research designs. In addition, the document
analysis method was used to support the information obtained from the observations over time. Obtained data
consisted of observations made by the researcher in the preschool, unstructured teacher interviews, and information
obtained from the handbook of the kindergarten. The findings are discussed in the headings on the basis of the
Emergent Program: Beginning of the day: Arrival in preschool exploration time and gym, large group time/class
meeting, activity time and free play, large and small group activities, use of learning centers, outdoor, role of teacher
in practice and role of family and parent involvement practices.


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DOI: https://doi.org/10.5430/jct.v7n1p97

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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