NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1030112
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0966-9760
Introduction of an Emergent Curriculum and an Inclusive Pedagogy in a Traditional Setting in Israel: A Case Study
Tal, Clodie
International Journal of Early Years Education, v22 n2 p141-155 2014
This study seeks to determine how and to what extent the core principles of the early childhood education programme at Levinsky College of Education in Israel were applied by a third-year student teacher in a traditional fieldwork placement. At the beginning of the school year, the student planned to engage two small groups of children in her field placement in a learning project focused on children's literature related to witches, believing the children would be enthusiastic about the topic. Despite employing a meticulous traditional teaching plan, her attempts to engage the children failed. This led her to seek advice and form an authentic emergent teaching plan that was influenced by the children's preferences and social conflicts in the group. Furthermore, the student gained the teaching staff's approval and encouragement to develop a kindergarten curriculum very different from the traditional one. In this paper, we show an evidence of the learning processes undergone by both the children and the student.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel