The Emergent Curriculum

An emergent curriculum refers to a well-considered learning program that is based on a specific group of children, taking into account their skills, needs and interests. Reflecting on the Early Years Learning Framework and our PYP Programme of Inquiry, our ELC room teams work together each week, reflecting on their observations of the children to carefully consider how to take the next steps to extend their playful learning.

Educators too are considered researchers; continually observing, noting and analysing children’s verbal and non-verbal communication. Cohesive relationships between educators are essential as they thoughtfully work together to reflect on their practice and deliver current early childhood pedagogy.

Throughout each day, educators are responsive to children’s play so they can “extend learning via open ended questioning, providing feedback, challenging thinking and guiding their learning” (EYLF). All children seek different levels of engagement from their educators each day. A quality educator knows the individual children so deeply that they know exactly what they need. “Some children will need longer periods of time on their own. Some children will need you to step in closer to the experience. Other children will want you to pretend you’re not there. The educator sets up the experience and is present. The children are empowered to own the experience with the educators stepping in as required and stepping back as required” Ella de la Motte, CELA.

Observations, reflective thinking and documentation are at the core of our practice, enabling educators to maintain a responsive, holistic, child-centred curriculum. We believe that playful learning is a fundamental right of children and that they grow and learn in collaboration through the many intentional and self-initiated experiences they share and enjoy each day.

Alicia Flowers
Assistant Director of Early Learning