Kyleigh Pharris

F14/Humphries

October 13, 2014

EDUC 861
Position Paper

Emergent Curriculum in Public Schools?

After completing my student teaching this past May, I have been struggling to answer a
dire question. This question has been digging itself deeper into me as I have had more
experiences in public schools and throughout discovering the necessities of an inclusive
curriculum for young children. As a new teacher just about to enter the world of education, I
wonder how I will be able to stay true to my philosophy and work through the pressure that
schools and teachers are facing. In public schools, how can I navigate through the pushed down
and canned curriculum to promote emergent curriculum? How will I stay true to my
constructivist philosophy in a school with limited support? I have a strong sense of child
development and teaching that encompasses all parts of a learner. However, I am worried that in
the set up of American schools I will be settling for a teaching practice that I do not believe in.
Living in an ideal world, I see myself working in an elementary school that has a positive
image of children and supports curriculum that emerges from the childrens interests and
questions. However, I realize that we do not live an ideal world. This makes me fearful that I will
be teaching in a school that does not match my philosophy, and will force me to not be true to
myself or my children. Standards are not necessarily the aspect of teaching that make me
nervous. I understand that standards were created to hold schools and teachers accountable for
childrens learning. In all actuality, I am thankful for standards because it is only fair that we
provide the best for our children. However, what scares me more than anything is canned and
pushed down curriculum. The reason canned curriculum sends a chill up my spine is because it is
not emergent from the children, it is not something they are interested in. Canned curriculum is a
series of information that is stressed upon children that they need to learn the information by a

certain time period. The curriculum is not something that the children are invested in so therefore
they do not have a self driving reason to learn the content. Nor is the curriculum sensitive to the
varying rates of development among children. As educators we know children do not develop at
the same rate and attain skills at the exact same time. However, we expect children to learn a
concept in a matter of days and grow frustrated when they do not achieve our goal.
Pushed down curriculum is not favored method of teaching for many of the same reasons
I do not enjoy canned curriculum. However, I would add that pushed down curriculum is
something that developmentally is not respectful of the children. We have increased the amount
of knowledge that children need to be taught, and have decreased the importance of physical,
artistic, moral, social, and play that are crucial to childrens overall development. As a result,
children are less prepared to access education because these needs have not been met.
Now that I have fully outlined my beliefs and concerns, it is time to investigate how I can
successfully stay true to my constructivist approach in a public elementary school. Although, I
am skeptical if my answers can be fully solved right now I am looking forward to learning how I
can navigate through the confusion. I believe that one way to stay true to my beliefs is to fully
understand the standards and conduct my documentation in a manner that shows proof of
childrens learning. major stakeholders who oversee the early childhood community want
proof that children are acquiring the learnings spelled out in standards (Schwartz, Copeland,
2010, p 123). Keeping the idea of proof alive in my mind will allow myself to conduct my
documentation in a way that provides a reason for my teaching philosophy. As I am able to
provide proof that a certain way of approaching a subject not only aligns with common core but
it allows the child to develop a higher level of thinking. Ultimately giving children their time to
investigate and create their own understandings to their own questions, is my primary goal. By

effectively documenting and observing I can highlight the childs story which may in return
strengthen my philosophy with school officials.
When observations take place over time and in the natural classroom setting, teachers
may discern patterns in childrens learning and behavior, gather accurate evidence of childrens
performance, and guide them toward experiences that challenge them and lead to progress
(Helm, Beneke, Steinheimer, 2007, p 121). By explicitly following these guidelines for effective
documentation, it seems that I would be able to support my rationale for curriculum and
decisions regarding childrens learning. Documentation has been a vital component to support
decisions of teachers, and I feel that through documentation is how I will be able to provide
school districts with evidence that my children are learning and developing their own theories
about the world in which they live.
However, I still am left to wonder if documentation is solely the answer to my question?
Documentation allows me to allow others to see a glimpse of what the children are thinking, and
how this environment promotes them to learn. I do wonder if it is enough to help adapt the
canned curriculum? I have done readings but have not found answers to this question. I do not
know if this is possible or realistic? Another idea I have investigated in efforts to answer my
question of canned curriculum is in regards to evaluating and selecting standards. Judging
standards on the basis of their validity and content. selecting standards, and proving for cultural
relevance, inclusion, and congruence with elementary school standards give early educators
methods for negotiating their way through the maze of standards (Seefeldt, 2005, p 19). Now
with the transition to common core, I believe that I will be supported in my efforts to provide
meaningful curriculum that is individual to my learners. Common core can be used to assist me
in selecting standards that dig to a deeper understanding, but allow flexibility. In a way,

highlighting and evaluating standards that help children at their point in development and based
upon their interests could be a way to promote emergent curriculum. Although there is
controversy over common core I believe that this could be a way to ease my fears, and provide
flexibility in the way I teach.
As I reflect upon the readings in regards to my questions, I believe I have found ways in
which I can navigate successfully through my fears. However, I still am left to wonder if this is
enough? Although I can effectively use documentation to support my reasonings, and understand
standards fully to carefully select those that support my learners. Will this help me in stopping
the use of canned curriculum in my classroom? I do not know. I wonder if at the end of the day I
am at the mercy of my principal, superintendent, school district, state lawmakers, legislature, and
government officials, to create my classroom inclusive, least restrictive, and emergent?
If my classroom curriculum is in the hands of all these individuals, how do I know they
have carefully thought about childrens development and classroom environments? How do I
know they understand my concerns? Do they even see the perspective of classroom teachers?
When thinking about the broader scheme of education and how ultimately my classroom
curriculum could be in the hands of someone who does not have an understanding of young
children and the way they learn, it is scary. It encourages me to further extend my thinking to try
and answer these questions, even if it takes a life long profession in doing so.
My main goal of this position paper was to answer my questions but in return I have
generated new questions. Although this is a bit frustrating, I feel that this is what could make me
a better educator. Searching to answer my own questions to ensure that children are having a
voice in their education, is what I think my role is. Since children need support and advocacy,
who better to advocate for them than a teacher?

References:

Seefeldt, C. (2005). How to work with standards in the early childhood classroom. New York,
NY. Teachers College, Columbia University.

Schwartz, S.L., Copeland, S. M. (2010). Connecting emergent curriculum and standards in the
early childhood classroom: Strengthening content and teaching practice. New York, NY.
Teachers College, Columbia University.

Helm, J. H., Beneke, S., Steinheinmer, K., (2007). Windows on learning: Documenting young
childrens work. Second edition. New York, NY. Teachers College, Columbia University.