Emergent Curriculum sometimes catches you by surprise!

We have many curricular goals, plans and expectations for the school year.  We plan so that we make sure that children gain experience and exposure to particular information, materials and experiences, and meet certain goals.  However, we are also fortunate enough in the Nest to use an Emergent Curriculum.  This means that as children's interests and needs arise, we are able to respond to and often dive into what the children may be passionate about.

Sometimes we are surprised at what carries lasting interest for the children.  Last week, before we went to see Goodnight Moon, we thought, "How can this brief story be a 75 minute play?"  But the play was so rich with detail and was quite an extension of the book.  As you probably know, the children really enjoyed it and their interest has carried on well past the play.

Drawing reflections of Goodnight Moon.

So, unexpectedly, much of our work this week has continued to focus on Goodnight Moon.  We noticed that the children were rushing to look at our copies of Goodnight Moon when they had available time with books.  And on Monday, Miss Chalmers led a discussion in which the children recapped their experience at the play.  They were still so enthusiastic about the entire show: the sets, the characters, the humor, the 'special effects', the story.   Their discussion was rich and lively.  As a result, Miss Chalmers opened drama so that children who were interested could act out scenes that they enjoyed from the play.  

The Tooth Fairy approaches the Bunny.  

The Old Lady knitting.  

There has been a great deal of enthusiastic retelling of Goodnight Moon in drama, and the children have been using an incredible amount of the dialogue that is directly from the play, quite often including many of the silly portions of the show.

Old Women telling Bunnies to "Go to Bed!"

The Tooth Fairy does her work.  

Charlie's moon and stars

Zoe drew many details from the set of the show.

Children have also had the opportunity this week to draw pictures of moments that they enjoyed from the play.  They have drawn some very detailed pieces, working with time and care, further reflecting on what they saw.  






And while they have been drawing, they have had engaging and interesting conversations about their common experience of seeing the show.

Sharing drawings with each other.

Working hard to draw the bunny.

Children were also given the opportunity to build Goodnight Moon in blocks and they have worked very hard on it all week long.  

Balancing the moon.

Designing the bedside table. 

After they built the "set" with blocks, they found and made many of the details and accessories from the story, such as the bowl full of mush, the red balloon, and the fire.  They have been excitedly playing in the set and retelling the story with characters as well.  

Playing in the Great Green Room.  

It was a completely unexpected turn in our focus, but because we have the flexibility to move with children's interests, it has been an exciting and enriching detour!  

Drawing the red balloon for blocks. 

Shanna Pargellis, our Early Childhood Director on the concept of an Emergent Curriculum: 
"There is great power in the learning when emergent curriculum is employed because there is an innate desire and curiosity in children to know more about 
the world. When you can respond to that curiosity, that desire to know, the learning is energized.  Children are engaged and move the learning along.  They are productive and focused.  The teacher is in the background as a facilitator and guide, supporting the learning.  I think for the teacher, it's demanding because you have to be able to respond in a short amount of time as well as keep in mind the skills and knowledge that you think are essential for children to know in order to make the next leap in learning.  Working with an emergent curriculum requires flexibility on the part of students and teachers, but the learning is deeper and develops a stronger foundation for future learning."