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The emergent curriculum can be defined as an innovative as well as child-centered approach that solitary fosters active learning among children. This study extrapolates the procedure of responding to children's inquiries, all while promoting active learning through play and inquiry. The rationale for this approach is grounded on meticulous observation furnishing specific instances of children's activities as well as statements given by children that reflect the learning process. Moreover, the study also inculcates instrumental theories in relation to pedagogical approaches that substantiate the emergent curriculum. Finally, it also delineates crucial learning goals as well as objectives that demonstrate a profound cognizance of the children along with their learning needs.

The Process for Responding to Children's Inquiries

One of the characteristic attributes of the emergent curriculum is that it motivates educators to dynamically respond to interests of children, which is reflected from their inquiries (Bleazby, Jennifer, et al.1096). Instead of abiding by a predefined curriculum, educators would observe children scrupulously, for the sake of determining natural curiosities and passion. In doing so, educators can also engage actively with children, so that they can participate in meaningful activities which can promote this interest through intrinsic motivation.

Observation and Rationale

Observation is instrumental in terms of emergent curriculum, where teachers are entrusted with the responsibility of meticulously documenting activities undertaken by children as well as their respective interaction, which expresses their curiosity. The valuable insight gained from this process would assist educators to conveniently gain cognizance regarding children’s interest as well as preferences so that individual learning approach can be designed. To put it in simple perspective, it can be stated that if children are actively participating in imaginative play regarding dinosaurs, then this opportunity can be capitalized upon, where activities should be designed that revolves around paleontology as well as contemporary geology. However, unlike the traditional approach of imparting knowledge, storytelling would enhance the learning curve of children in order to captivate them and broaden their mental horizon in the concept of paleontology.

Specific Examples

In order to substantiate an instance for emergent curriculum, it can be stated that while participating in outdoor play time, if children enthusiastically start playing with twigs and leaves in the playground, then teachers should inquire them whether they are ready to arrange the twigs in a special design. For this instance, the name of the exercise can be ‘leaves museum’, where names of each leaf species should be noted down by the children. In this manner, children can gain cognizance regarding the fundamental concept of botany without having to read through regular books prescribed by normal curriculum. This not only reinforces the enthusiasm of the child, but at the same time it also dynamically enriches the learning curve of the children participating in the activity to a great extent Li 160. Owing to the fact that delving deeper into the rudimentary concept of a subject with the help of the emergent curriculum becomes much more seamless in nature, if appropriate measures are taken into consideration by the educators.

Supporting Theories, Concepts, and Pedagogical Approaches

Relevant pedagogical Theory:

The emergent curriculum harmoniously aligns with the constructivist theory, a cognitive framework that posits learners as active constructors of knowledge through their experiential interactions with the environment. By attentively responding to children's inquiries and interests, educators adeptly facilitate the organic construction of knowledge and comprehension, imparting a deeper and more engaging learning experience (Usanov Fayzulla Burkhanovich, Jizzakh 181).

Pedagogical Concept:

At the core of the emergent curriculum lies the profound significance of play, an elemental aspect through which children undertake the exploration and comprehension of the world surrounding them (Rudd, James, et al. 158). Play-based learning, a vital component, substantially augments children's cognitive, social, emotional, and physical development, nurturing essential attributes such as creativity, adept problem-solving skills, and an ability to collaborate with peers, all of which constitute pivotal requisites for perpetual and holistic learning.

Pedagogical approach:

Noteworthy pedagogical approaches that aptly complement the emergent curriculum encompass the esteemed Reggio Emilia approach and the Inquiry-Based Learning method (Moss, Peter, and Pat Petrie 189). The Reggio Emilia approach vouches for the child's environment as a "third teacher," laying emphasis on open-ended exploration, unfettered creative expression, and collaborative ventures, all of which resonate harmoniously with the principles of the emergent curriculum. Similarly, the Inquiry-Based Learning approach exhorts children to pursue questions arising from their innate curiosity, providing gentle guidance towards the discovery of answers and solutions through diligent investigation and critical thinking.

Learning Goals, Objectives, Questions, and Intentions

  • The learning goal in consonance with the emergent curriculum revolves around augmenting literacy skills, where creative facets of learning are primarily concentrated upon.
  • Aside from enhancing interest, emergent curriculum also intends to foster scientific inquiry, where hands-on experiments as well as theoretical facet relevant with the concept are demonstrated by the educators.
  • Nurturing social emotional development with the help of group activity also facilitates empathy and promotes a supportive learning ambiance.


In essence, an inference can be drawn that the emergent curriculum is definitely a quintessential approach that not only promotes active learning, but at the same time extensively concentrates upon developing enthusiasm regarding the subject, which is inherently absent in conventional curriculum. The role played by observation assists educators to tailor this curriculum as per individual interest. Due to its child centric approach, aligning constructivist theory with play-based learning concept, becomes quite seamless in nature for this emergent curriculum. If adequate measures are inculcated by the educators, then the overall endeavor of learning would be entertaining in nature where children would be motivated to delve deeper into the concept in order to gain cognizance from their own, without extrinsic motivation.


Bleazby, Jennifer, et al. "Responding to climate change ‘controversy’in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy." Educational Philosophy and Theory 55.10 (2023): 1096-1108.

Li, Xiuhan, and Samuel Kai Wah Chu. "Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability." British Journal of Educational Technology 52.1 (2021): 160-178.

Moss, Peter, and Pat Petrie. "Education and social pedagogy: What relationship?." London Review of Education (2019).

Rudd, James, et al. Nonlinear pedagogy and the athletic skills model: The importance of play in supporting physical literacy. Routledge, 2021.

Usanov Fayzulla Burkhanovich, Jizzakh. "THE EIGHT WAYS TO ADVANCE PEDAGOGY TO THE NEXT LEVEL." Mental Enlightenment Scientific-Methodological Journal (2020): 181-190

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