An autoethnographic journey of an early childhood educator's experience with implementing an emergent curriculum

This thesis / dissertation was completed and submitted at Nipissing University, and is made freely accessible through the University of Toronto’s TSpace repositoryThis study employs the self-reflective method of autoethnography to shed light on the challenges of one early childhood educator?s experiences with implementing an emergent curriculum, past and present. A reflective journal captured past and present experiences that were prompted by the reading of three professional documents. Double-entry journals are used to illustrate excerpts that prompted specific journal reflections. Themes arising from the journals included discussions about scheduling tensions, the pressure of time, micromanagement of the educator, inconsistent messaging and questioning what defines quality. Discussions of these themes resulted in several key understandings related to flexibility, taking a reflective stance, time for planning and reflection and valuing early childhood educators. Implications for professional practice are discussed, as well as the importance of considering quality from different viewpoints.M.Ed