Emergent Curriculum and Kindergarten Readiness

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Deborah J. Cassidy, Professor (Creator)
Sharon U. Mims, Academic Professional Instructor and Director of UNCG Childcare Education Program (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: This article describes the curriculum activities in one child-centered, developmentally appropriate child care facility preschool classroom. In particular, it explains how activities are selected according to children's needs, interests, and abilities, and how the activities address the core competencies mandated by the public school system in kindergarten. This emergent or "grassroots" curriculum (Cassidy & Lancaster, 1993; Cassidy & Myers, 1987) is based on specific observations made of individual and small groups of preschool children. Teachers in this classroom of 3- to 5-year-olds use daily planning to respond to observed behaviors, and then facilitate learning and development for each individual child. Since this child care facility is located in the state of North Carolina, the authors delineate which competencies from the North Carolina Standard Course of Study for Kindergarten (North Carolina State Department of Public Instruction) are addressed through the activities.

Additional Information

Childhood Education, 79(4), 194-199
Language: English
Date: 2003
Early Childhood Education, Curriculum, Preschool, Kindergarten, North Carolina

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