Emergent curriculum
An emergent curriculum does not turn the entire learning journey into a rigid sequence of activities in advance. It develops through observing the interests, questions, relationships and needs emerging in the group, while maintaining educational intention.
“Emergent” does not mean unplanned. The adult observes, documents and interprets what is happening, selects possibilities consistent with educational purposes and offers further provocations: materials, environments, questions, encounters or new conditions for exploration. The curriculum is designed and redesigned as it unfolds.
Documentation allows the process to be reviewed, learning to be recognised and next steps to be chosen. Free play and practical experience provide evidence of children’s interests and theories, rather than removing the adult’s responsibility.
Sailing close to the wind
The metaphor of sailing close to the wind captures a capability needed in emergent curriculum. A sailing boat cannot head directly into the wind: it advances by tacking, adjusting its sails and repeatedly correcting course without losing its destination. Teachers likewise retain intention and responsibility while departing from a planned programme when questions, relationships or surprises offer a more fruitful educational direction.
Franco Lorenzoni includes jazz improvisation and sailing close to the wind among the eight capabilities of Montecastrilli, developed through observing self-directed professional learning by teachers in Umbria. Improvisation requires study, experience, listening and the ability to use events to redesign the journey.
The eight capabilities of Montecastrilli
- Reach towards other fields of knowledge, languages and methods.
- Decentre yourself, enjoy exploration and see things from another angle.
- Cultivate curiosity and a love of culture in all its forms.
- Turn difficulties into resources, like the Galápagos woodpecker finch.
- Improvise like a jazz musician and sail close to the wind.
- Stay with questions and leave familiar habits of thought behind.
- Be a teacher who discovers hidden springs within people.
- Recognise and refuse discrimination, large or small, as soon as it emerges.
Features highlighted in the author’s account
- Progressive development of the curriculum.
- Systematic listening and observation.
- Flexibility in response to the group.
- Intentional development of emerging ideas.
- Documentation and retrospective assessment.
Sources
Reference titles are retained in their original language. Linked resources may be in Italian or another language.