What does it tell me about the childrens needs, interests, knowledge, and skills?

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:

1. Observe/identify an interest through exploratory activities, active listening, focused discussions, and representation of childrens initial ideas about their thinking.
2. Choose a tentative topic.
3. Provide materials and resources to support multiple possibilities for directions the inquiry might take.
4. Document what happens.
5. Organize and reflect on documentation.
6. Adjust future planning to adapt to the direction of the inquiry.
7. Account for learning standards as the project proceeds.
   

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