Traditional models of teacher education programmes of early literacy instruction encourage participants to plan, prepare, and present literacy lessons and integrated units of study for early grades. Literacy in the Early Years courses are often grounded in constructivist theory and designed to help pre-service teachers provide balanced literacy instruction for elementary grades. Even though many of these educational institutions are beginning to introduce new courses and programs that focus on problem-based learning, discovery learning, experiential learning, cooperative learning, service learning and inquiry-based learning (Justice, Rice, Roy, Hudspith, & Jenkins, 2009), there is little attention paid to emergent practice (Stacey, 2009) in early literacy pre-service education programs. The goal for this workshop is to “practice what we preach” by introducing concepts of play-based, emergent curriculum that model flexible, inquiry-based approaches to curriculum content. In Early Literacy courses, one module can be left to explore ideas, questions, interests, and theoretical concepts that the students identified.
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Roach O’Keefe, Alaina
"Practicing What We Preach: Emergent Curriculum in Early Years Teacher Education Programs,"
Teaching Innovation Projects: Vol. 3
, Article 9.
Available at: https://ir.lib.uwo.ca/tips/vol3/iss1/9