An Emergent Curriculum for the Early Years in Malta

Charmaine Bonello is Senior Lecturer in Early Childhood and Primary Education at the University of Malta, Malta. Anna Baldacchino is Lecturer in Early Childhood and Primary Education at the University of Malta, Malta. Carmen Dalli is Professor of Early Childhood Studies and Dean of Education at Te Herenga Waka – Victoria University of Wellington, New Zealand.

Introduction: Setting the Scene

Educator Narrative 1

Sharon’s Story of Implementing the Emergent Curriculum with Infants Aged 4–12 Months: Now that I am used to working with the child-led approach, I cannot go back to the old way

1 Planning in the Moment: Responsive Approaches for Engaging with Babies (0–1-Year-Olds)

Educator Narrative 2

Kate’s Story of Implementing the Emergent Curriculum with 1–2-Year-Olds: For me, quality means embracing the emergent curriculum

2 Creating a Stimulating and Safe Environment for Exploration and Play with Infants (1–2-Year-Olds)

Educator Narrative 3

Helena’s Story of Implementing the Emergent Curriculum with 2–3-Year-Olds: Children took me on an adventure and introduced me to their world, and I learnt how to see things through their eyes

3 Educators as Active Agents in Co-Constructing Knowledge with Toddlers in Their Care (2–3-Year-Olds)

Educator Narrative 4

Anne’s Story of Implementing the Emergent Curriculum with 3–4-Year-Olds: Children should take an active role in their learning, making them the protagonists in the classroom

4 Listening to Children for Curriculum Development: Sensitivity to Their Needs and Interests (3–4-Year-Olds)

Educator Narrative 5

Lucy’s Story of Implementing the Emergent Curriculum with 4–5-Year-Olds: The environment is no longer a classroom with four walls but extended to outdoor live events, outings, virtual learning, and much more

5 Balancing Emergent Curriculum in Physical and Virtual Spaces and Addressing Concerns about School Readiness for Primary Education (4–5-Year-Olds)

Educator Narrative 6

Vanessa’s Story of Implementing the Emergent Curriculum with 5–6-Year-Olds: Once I told my colleagues how involved the children were in the learning process, they started trying it themselves

6 Celebrating Children’s Voices to Revitalise a Standardised Curriculum: A Pedagogical Ripple Effect (5–6-Year-Olds)

Educator Narrative 7

Clara’s Story of Implementing the Emergent Curriculum with 6–7-Year-Olds: It can be done

7 Integrating Emergent Curriculum with a Prescriptive Subject-Based Syllabus: Strategies for Effective Bridging (6–7-Year-Olds)

8 Concluding Insights and an Invitation