Proponents state that knowledge of the children is the key to success in any emergent curriculum (Cassidy, Mims, Rucker, & Boone, 2003; Crowther, 2005).
Teachers who employ emergent curriculum understand that the trajectory of learning happens as a consequence of the children's genuine interest, response, and connection to the subject (Crowther, 2005; Jones & Reynolds, 2011, MachLachlan et al., 2013).
The facilitator role for the teacher involves careful observations of the children and their play as well as flexibility and creativity in order to develop learning opportunities that align with their interests (Cassidy et al., 2003; Crowther, 2005; Jones & Reynolds, 2011; Stacey, 2009a/2011b; Machlachlan et al., 2013; Wein, 2008; Wright, 1997).
In these emergent curriculum settings, teachers will often implement some educational initiatives For example, learning is viewed as a process-oriented experience where children are praised for their effort rather than the final product (Stacey, 2011; Wright, 1997).
Additionally, children in these settings are given options and choice about how they wish to spend their time, choose their activities and utilize learning centres (Stacey, 2009).
Because the emergent curriculum is continually changing, developing and growing, teachers need to allot time to reflect on their observations and strategies implemented (Stacey 2009a/2011b).
Teachers are also individuals with interests and passions, and sharing these with the class can provide a great opportunity to model knowledge and enthusiasm (MachLachlan et al., 2013).
To help facilitate this, teachers follow the children's lead, expand on their interests, provide meaningful and developmentally appropriate materials, and promote independent learning skills (Crowther, 2005; Stacey, 2009; Wien, 2008).
The teacher may be at different levels of this planning cycle for multiple activities or learning outcomes at once (Cassidy et al., 2003; Crowther, 2005; Jones & Reynolds, 2011; Stacey, 2009a/2011b; Machlachlan et al., 2013; Wein, 2008; Wright, 1997).
In emergent curriculum settings, there should be opportunity to: Teachers see learning as a process through which children first engage in exploration and physical action which then leads to mastery of skills (MachLachlan et al., 2013).
Some researchers argue that this method of planning is more effective for learning because it relies on the intrinsic motivation of students, therefore facilitating increased engagement with the material (Stacey, 2011).
Students are also given opportunities to experience materials in different ways, such as quiet reading corners and dramatic play areas (Stacey, 2011) "Reggio Emilia" schools are an example of early childhood services that use an emergent approach.
Some strategies teachers can use for this are: These approaches can help students develop pride in their work, show off skills to parents/guardians, and display their interests (Crowther, 2005).