Shifting from a Rules-Based Culture to a Negotiated One in Emergent Curriculum
Bibliographic Data
| ID | 22124160 |
|---|---|
| Authors | Matthew Sampson (Mount Saint Vincent University), Christine Mclean (0000-0003-3357-5911, Mount Saint Vincent University) |
| Year | 2021 |
| Pages | 34-50 |
| Publication date | 2021-03-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Childhood Studies (JOURNAL) |
| Journal identifiers | ISSN: 2371-4107 • E-ISSN: 2371-4115 |
| Publisher | University of Victoria Libraries (PUBLISHER) |
| DOI | 10.18357/jcs00202119744 |
| OpenAlex | W3135846236 |
| Language | EN |
| Citations received | 2 |
| References cited | 2 |
Written in the voice of the first author, this article examines how two early childhood educators who practice emergent curriculum shifted from following a rules-based culture in their classroom to a more negotiated one. The voices of the child and educator research participants are excerpts from a larger qualitative study involving five educators who participated in interviews focused on their perceptions of how their understanding of emergent curriculum evolved over time. Using self-selected examples of pedagogical documentation as a catalyst for discussion, the participants reflected on how their experiences with mentors, children, and program administrators influenced their shifts in practice
Curriculum · Documentation · Mathematics education · Pedagogy · Perception · Qualitative research · Social science · Sociology · Computer Science · Early Childhood Education and Development · Education Methods and Practices · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |