Emergent Project: Power, Force, and Motion
Planning for an emergent study represents the other end of the road-trip analogy, a “bottom-up” process. This type of planning focuses on identifying starting points for the exploration of an idea or topic, developing insightful observations via teacher-child interactions, documentation about what is happening, and expanding the plan accordingly. The teacher consistently asks:
- What did I see?
- What does it mean?
- What does it tell me about the childrens needs, interests, knowledge, and skills?
- What might happen next or how can I help children to further the inquiry/exploration? (Chaille, 2008; Gestwicki, 2011 Helm, 2007)
Planning for an emergent project generally proceeds as follows:
- Observe/identify an interest through exploratory activities, active listening, focused discussions, and representation of childrens initial ideas about their thinking.
- Choose a tentative topic.
- Provide materials and resources to support multiple possibilities for directions the inquiry might take.
- Document what happens.
- Organize and reflect on documentation.
- Adjust future planning to adapt to the direction of the inquiry.
- Account for learning standards as the project proceeds.