Abstract
Transformative practices in education are most effective when they are introduced early on, when crucial personal beliefs about knowledge, self, and one’s place in the world begin to form. These early beliefs become more robust with time. Creating healthy life habits for imaginative, creative, open-minded, global and cosmopolitan minds should start early on in a child’s life. Early childhood educators, utilizing the teachings of Vygotsky, Piaget, Freire, and Dewey, among others, can be a force of change in the simple act of creating a curriculum for young minds which empowers them to deconstruct, re-construct, and co-construct knowledge. Such a curriculum emerges from the children themselves and belongs to the community as a whole. Most importantly, it is in itself the ultimate democratic act and a point of resistance to systemic reproduction. Emergent curriculum acts as an equalising ground for children of all “shapes and sizes”, abilities, and backgrounds, with teachers acting as stewards of democracy, equality, and equity. Sources of resistance within emergent curriculum are considered in this study with relevant information for practicing teachers and heads of schools.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Democracy, Equality, Equity, Future Citizens, Emergent Curriculum, Early Childhood Education
