Emergent Curriculum
Emergent Curriculum
Children between the ages of one and five do not learn because they are taught. They learn as a result of their own doing…through Loris Malaguzzi actions, relationships, inquiries, opportunities, Founder of the Reggio Emilia Schools, Italy and repetition. This knowledge is the foundation of SFLC’s emergent curriculum. Our teachers become research partners with children, seeking answers to questions and supporting investigation. Our school is their laboratory, offering the materials and tools to inspire each child. Young children develop an astonishing number of brain cell tendrils called ‘dendrites’ during these years. ‘Dendrites’ grow when learning occurs, connecting one cell to another in very important and lasting ways. Without these connections, brain cells die. Children learn (and therefore develop brain cell connections or dendrites) when they: run socialize paint throw question rhyme jump read catch climb scream create dress up listen kick observe pull shape speak sing hit swing push and more…
“Once children are helped to perceive themselves as authors or inventors, once they are helped to discover the pleasure of inquiry, their motivation and interest explode.”
When children experience delight and a sense of success during these activities, their brain cells establish permanent ‘connections’ between the activity and the feelings of delight and success it inspires. If activities at school (and at home) result in negative feedback, boredom, memorization or lack of stimulation and motion, the child’s brain cells establish permanent negative associations with school and ‘learning’.1 Therefore, our first and most important goal with emergent curriculum is to inspire delight, curiosity, and inquiry in the classroom. Doing so has been proven to build intrinsic motivation (coming from within the child) and a long-term love of learning. These are the greatest gifts our teachers can give a child in preparation for their primary school
Children between the ages of one and five do not learn because they are taught. They learn as a result of their own doing…through Loris Malaguzzi actions, relationships, inquiries, opportunities, Founder of the Reggio Emilia Schools, Italy and repetition. This knowledge is the foundation of SFLC’s emergent curriculum. Our teachers become research partners with children, seeking answers to questions and supporting investigation. Our school is their laboratory, offering the materials and tools to inspire each child. Young children develop an astonishing number of brain cell tendrils called ‘dendrites’ during these years. ‘Dendrites’ grow when learning occurs, connecting one cell to another in very important and lasting ways. Without these connections, brain cells die. Children learn (and therefore develop brain cell connections or dendrites) when they: run socialize paint throw question rhyme jump read catch climb scream create dress up listen kick observe pull shape speak sing hit swing push and more…
“Once children are helped to perceive themselves as authors or inventors, once they are helped to discover the pleasure of inquiry, their motivation and interest explode.”
When children experience delight and a sense of success during these activities, their brain cells establish permanent ‘connections’ between the activity and the feelings of delight and success it inspires. If activities at school (and at home) result in negative feedback, boredom, memorization or lack of stimulation and motion, the child’s brain cells establish permanent negative associations with school and ‘learning’.1 Therefore, our first and most important goal with emergent curriculum is to inspire delight, curiosity, and inquiry in the classroom. Doing so has been proven to build intrinsic motivation (coming from within the child) and a long-term love of learning. These are the greatest gifts our teachers can give a child in preparation for their primary school