OUR EMERGENT CURRICULUM
WE HAVE A RESPONSIVE AND AMBITIOUS EMERGENT CURRICULUM AT PAPER MOON NURSERIES
At Paper Moon we have a responsive and ambitious emergent curriculum whose foundations are informed by the Early Years Foundation Stage. However, everyday it evolves and changes shape and direction as a result of the influence of our children and staff team.
Our INTENT is that our curriculum develops for each child through their interests and curiosities, starting from what they already know and can do. This critical information is then built upon, creating opportunities for extended learning and development.
Staff at nursery will use their professional skills and knowledge to support the child, ensuring they have access to all areas of the Early Years Foundation Stage.
To ensure the curriculum remains effective, responsive, inventive and inspiring for each child, staff are actively encouraged to use their observation, self-reflection and assessment skills in partnership with parents/carers to make changes when necessary.
We are confident that this approach always places the child at the centre of our curriculum wrapping its arms around them and fully supporting each and every child to grow, develop and progress.
Through using our emergent curriculum, we want every one of our children to have the opportunity to recognise their connection within it and develop a positive sense of self and self-esteem. To be confident with every opportunity that presents itself to them and have the freedom to explore the range of their capabilities. To know and understand the gift they have to influence their own behaviour and development.
Our aim is for every child to be independent, inquisitive, reflective and develop a thirst for learning. We want them to understand the value of their experiences whilst also expressing intrigue and fascination for the wider view of the world and its opportunities.
We want our children to know they have a voice and learn how to communicate effectively, using whatever method that works best for them. We will nurture their personal skills in order that they learn how to care and support themselves, along with developing empathy for others.
Ultimately, our mission every day is for our children to be happy, have fun and experience joy from learning and being part of an inclusive community.
Our Emergent Curriculum begins with an openness to what children are actually doing, thinking, and saying.
As educators and facilitators of learning, we observe children closely, and these observations allow us to ‘notice’ – not just the obvious, but the underlying intentions, deep interests, experiences, challenges, and successes that children demonstrate during their play.
For our children who can respond verbally, it is important to ask about their thoughts during play and exploration and to seriously consider their responses. For all of our children it is important that we include parents as our partners in this process as they can share valuable observations and information of their child outside of nursery.
We will also notice how we can expand our children’s knowledge and experience through widening their understanding of the world around them. Rather than immediately reacting to these observations, we feel it is important to reflect carefully upon what we have seen before acting. Sometimes, this means discussions with other team members, and sometimes understanding comes from a deeper reflection of the child and their stage of development.
When we feel we have really understood the meaning of children’s actions, conversations, theories or ideas, we then act in response.
A response can take many forms:
- Further conversations with the children
- Enabling further activities or access to materials that will help to scaffold the children’s learning,
- Making some changes to an area within the child’s environment at nursery
- Working in partnership with parents/carers to extend knowledge/areas of development
- Initiating a specific project/topic of interest
- Maybe a visit to places that will extend children’s experiences,
- Maybe a visit from someone who knows about the topic.
- Staff Professional Development to extend a subject/area of learning