How does a teacher conduct assessments of emergent curriculum practices/lessons (Essay Sample)
Early Childhood Education Prompt:
For this essay assignment you will investigate assessment practices in an emergent program, with relation to theories and research on Emergent Curriculum to back up your points of view. Meaning, how does one conduct assessment of Emergent Curriculum practices/lessons while "being in the moment" or later, after the teaching moment has ended?
Make a clear, relevant connection between each stated concept and the examples that you choose from the articles below as well as from your textbook of Chapter 1 and Chapter 8 of the book titled “The Unscripted Classroom: Emergent Curriculum in Action” by Susan Stacey
Step #1: Read the article by Lee, K. (2012). “Understanding the Case For Emergent Curriculum”. Retrieved from
Step #2: Read the article by Burnett, C. (2009). Is Your Teacher a Pirate? – Understanding Emergent Curriculum. Retrieved from
Step #3 Read the Introduction and Chapter 1 of the book titled “The Unscripted Classroom: Emergent Curriculum in Action” by Susan Stacey
The introduction and Chapter 1 is from Page 1 to Page 16
Step #4: Read Chapter 8 of the book titled “The Unscripted Classroom: Emergent Curriculum in Action” by Susan Stacey
Chapter 8 is titled: “The Challenge of Documenting Emergent Curriculum” and it’s from Page 87 to page 101
Step #5: Now here is your essay question:
How does a teacher conduct assessments of emergent curriculum practices/lessons while “being in the moment” or later, after the teaching moment has ended?
Step #6: The essay format I want you to follow is as follows below:
INTRODUCTION: (Should be about one paragraph)
BODY: (This includes three sections should be about multiple paragraphs the sections are below:
Section 1 of the body paragraphs: Discuss/Define Assessments of Emergent Curriculum (Visual Documentation) - Give examples from articles Or text.
Section 2 of the body paragraphs: Discuss the benefits of this kind of documentation
Section 3 of the body paragraphs: Discuss “Being In the Moment” - Give examples from the articles or text
CONCLUSION: (Should be one paragraph)
Step #7: For the introduction section I want you to summarize the emergent approach and Cycle, you can refer to Chapter 1 of the book titled “The Unscripted Classroom: Emergent Curriculum in Action” by Susan Stacey which talks about the emergent cycle.
Therefore, talk about the emergent cycle that involves observation, collaboration, and questions. Talk about the emergent approach and cycle.
Step #8: For the body section of your essay now you want to this discuss the following in paragraphs:
*FIRST SECTION OF THE BODY PARAGRAPH: Discuss and define Assessments of Emergent Curriculum such as the Visual Documentation. Make sure to give examples from articles and refer to Chapter 8 the book titled “The Unscripted Classroom: Emergent Curriculum in Action” by Susan Stacey which talks about documentation and there is visual documentations on page 98, page 99, page 100, page 101 which are pictures taken by teachers of children working on things. Therefore, talk about how important visual documentation is and give some examples from the articles or from Chapter 8
*SECOND SECTION OF THE BODY PARAGRAPH: Now discuss the benefits of this kind of documentation.
For example, answer why is this kind of documentation good?
Why do we need documentation?
What does documentation tell us?
What is documentation used for? For instance, documentation is used for assessments to look at a child’s level and it’s used for documenting a child’s interests and skills. Documentation can also be used to build the children’s self-esteem because sometimes children want their drawings, pictures or projects to be posted in the classroom, or they want to show it to their parents, their friends, and family.
Therefore, visual documentation documents the whole process of the emergent cycle from your observation, to your questioning, to the next steps you take in building on the children’s interests.
(NOTE TO THE WRITER THE FOLLOWING PARAGRAPH BELOW IS CLASS NOTE ABOUT VISUAL DOCUMENTATION THAT THE PROFESSOR MENTION. THE PROFESSOR EXPLAINED A VISUAL DOCUMENTATION ABOUT THE CHILDREN USING PLAY DOUGH. I THOUGHT IT WAS IMPORTANT TO INCLUDE THIS CLASS NOTE SO YOU CAN READ IT AND HAVE A BETTER UNDERSTANDING OF HOW TO ANSWER THE QUESTIONS FOR THIS SECOND SECTION OF THE BODY PARAGRAPH)
(CLASS NOTES #1: Visual Documentation: For example, let’s say a teacher uses play-dough in an activity with the children. The children take the play dough and work with the play-dough. As the teacher you observed that the children were very interested in the play-dough by manipulating the playdough with their hands. As you observe the children use the play-dough you decide on the next step after collaborating is to add some tools like cookie cutters or small wood rolling sticks that the children could use to manipulate the play-dough. Therefore, as the children start using the play-dough and the tools then the teacher ask the children do you even know what is in play-dough? Then to build on the child’s interests then the next step is to actually allow the children to make the play-dough with their hands. Therefore, the teacher brings out all the all the ingredients necessary to make play-dough and you put on the table and tell the children you are going to make some play-dough. Then the teacher allows the children to mix the ingredients to make their own play-dough using their hands. Of course, the teacher should also continue to observe the children to find out what are they learning from making play-dough and what do they know? Then upon completing the activity the children will know what happens when you mix the ingredients necessary to make play-dough. Then to build on the children’s interest the teacher brings out pictures of simple things like a donut, a pizza, a snowman etc… to see if the children can mold the play-dough to make it look like the items in the picture. Then as the children are molding the figures the teacher can ask how did you build that? Finally then end result of the visual documentation will be the final figures that the children molded with the play-dough. As a result, visual documentation is your documentation for assessment, your documentation for the children’s interests, and documentation of skills
THIRD SECTION OF THE BODY PARAGRAPHS: Now, discuss “Being In the Moment”. You can give examples from the article by Lee, or the article of Clay Play by Liz Rogers and Dana Steffan, you can also look through the PDF file of Emergent Curriculum in Early Childhood Settings Sample by Susan Stacey and of course from Chapter 8 of the book titled “The Unscripted Classroom: Emergent Curriculum in Action” by Susan Stacey
*NOTE to the ESSAY ZOO Writer: the following numbered class notes are what the professor mentioned about the teacher being in the moment and an "aha" moment.
(CLASS NOTE #2: a teaching moment is an "aha" moment which an aha moment of sudden insight or discovery. An aha moment can be for the teacher or the child as you can’t plan for an aha moment as it can happen spontaneously when an opportunity comes and you suddenly realize you can teach the children something new)
(CLASS NOTE #3: In emergent curriculum when we talk about the teacher being in the moment that is talking about your full attention and your interaction with the children in the moment so when the children come you recognize it right away and you build upon this. Now in emergent curriculum you are doing a lot of different things than in typical observations as you don’t assume anything as you write down what the children say as that is the way teachers in the emergent curriculum have been taught. In emergent curriculum the observations are a little bit more because not only are you observing the children but you also need to be in the moment as you need to be involved by asking questions to the children to get the information you need to build on for the next step or activity.)
(CLASS NOTE #4: How does a teacher observe the children intentionally while being in the moment? You can do so by asking questions or participating with the children during an activity but you also have to be collecting information for your observation.)
(CLASS NOTE #5: Then later how do you use that information you collected from the children for assessments while being in the moment or later after the teaching moment has ended? In typical classroom in certain curriculums teachers know that when teachers do observations that are assessing in a head start classroom they do so by typically looking for particular information, teachers are looking for observation, or documentation of a particular subject and that’s how teachers do assessments under certain curriculums.)
(CLASS NOTE #6: Meanwhile, in emergent curriculum you are not looking for anything in particular, so you have to take what you see, what you hear, what you are involved in and any visual documentation that you get you have to take that and that is what used for your assessments, so you might not necessarily always get all the points that you hit in DRDP’s but you will be able to assess a child’s progress. For example, suppose you were observing outside and the children were playing out in the yard and you have a lot of plants in the outdoor classroom with a lot different flowers and the children were very interested in the different colored flowers so you start observing as you have a group of children saying the like the blue flower, while another child says she likes the red flower. Therefore you as the teacher are observing them talk and you start to ask the children questions by asking them why do you think the flowers are in different colors, how do you think the flower gets their color? So you listen to children’s responses and if the children response is way off topic and don’t understand how flowers grow that would be because they have never experienced the actual process of a flower being planted and watching it grow throughout a process of time. Therefore, you as the teacher decide that the next step or activity would be planting plants.
Step #9: Finally now you write the conclusion: In the conclusion I want you to reflect on the support teachers need to successfully create an environment that supports emergent curriculum. What challenges do teacher’s face? Discuss strategies you believe teachers can implement into the class to support an emergent curriculum experience.
*Your paper should be around 4 pages as the introduction will probably take up half of a page or one page, then your body paragraphs will probably take up two to three pages and finally your conclusion will probably be half of a page.
*Your paper should be around approximately 1000 words.
*Must be in Times New Roman Font Size 12
*Must be in APA format
*Your responses must well organized in paragraph format such as a minimum of 5 sentences per paragraph
*Must have a minimum of three APA different citations and a minimum of three references. (In this case make sure to use Chapter 1 and Chapter 8 of the book “Unscripted Classroom: Emergent Curriculum in Action” by Susan Stacey as one source and then you can use the articles as your other references but make sure to cited them properly in your paragraphs.
*Must have a reference page.
Last notes for the WRITER:
* I included screenshot images of Chapter 1 of the book “Unscripted Classroom: Emergent Curriculum in Action” by Susan Stacey in the order form.
* I included screenshot images of Chapter 8 of the book “Unscripted Classroom: Emergent Curriculum in Action” by Susan Stacey in the DropMeFiles link: https://dropmefiles(dot)com/QSWPO
* I included the link to the article by Lee, K. (2012). “Understanding the Case For Emergent Curriculum” in Step #1: http://www(dot)allaboutchildcare(dot)info/allaboutchildcare.info../Understanding_The_Case_For_Emergent_Curriculum.html
* I included the link to the article by Burnett, C. (2009). Is Your Teacher a Pirate? – Understanding Emergent Curriculum in Step #2: https://childhood101(dot)com/is-your-teacher-a-pirate-understanding-emergent-curriculum/
* I included the PDF article of "Clay Play" by by Liz Rogers and Dana Steffan,
* I included the PDF article of "Emergent Curriculum in Early Childhood Settings" by Susan Stacey
* Lastly, if you noticed I included numbered class notes within the prompt above as I thought it could be helpful use information for you to have an idea.
Thank you for your time.
How Does a Teacher Conduct Assessments of Emergent Curriculum Practices/Lessons
How Does a Teacher Conduct Assessments of Emergent Curriculum Practices/Lessons
The emergent curriculum engages both the teachers and children in a collaborative process of teaching and learning based on observations, reflections, interpretations, and responses in a recurring manner. In essence, both the teachers and children engage in the development of the learning process and practices with the former initiating the process by prompting the latter’s participation through authentic questioning. Such questions allow children to share their ideas regarding a given topic of discussion or interest in class while the teachers observe the children’s reactions to the topic. Teachers are then tasked with the responsibility of reflecting on the children’s ideas, thoughts, and opinions on the topic of discussion in class to determine or rather establish the understanding or misunderstanding of the same. The teacher’s reflections on the children’s shared ideas create an effective platform for the development of appropriate responses regarding the next course of action. The teacher-children collaboration across the highlighted practices in the emergent curriculum is repeated in a cycle for the subsequent topics or interests emerging from the process.
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