Parents’ accounts of young children with individual educational needs transitioning from the emergent curriculum to formal learning

Abstract

Several research studies have unpacked the 'emergent curriculum' in the early years (EY) from different angles (Antara, 2021; Biermeier, 2015). However, there seems to be a gap, locally and internationally, when it comes to parents’ perspectives and the impact of an emergent curriculum approach on children with individual educational needs (IEN). In Maltese state schools, the emergent curriculum was implemented in Kinder 1 (3- to 4-yearolds) in 2018, with children progressing to Kinder 2 (4- to 5-year-olds) in 2019, following the same child-centred, inquiry-based and play-based curriculum (Eurydice, 2022). However, this curriculum is not yet implemented in Year 1 classes (age 5) in 2020-2021. Hence, five- to six-year-olds experience a formal and traditional approach to learning in Year 1, grounded in a subject-based, prescriptive and standardised curriculum. Given this scenario and the identified gap in knowledge, this study sought to give voice to parents to create new understandings of how young children with IEN are experiencing the transition from an emergent curriculum to formal learning. The qualitative research study was carried out with six parents of children with IEN, using in-depth interviews to gain valuable insights. Thematic analysis was used to identify five emerging themes and develop the research findings. Key findings show how beneficial the emergent curriculum can be for young learners with IEN and the positive and negative experiences they faced. These include high levels of engagement during activities in Kinder 2 and feelings of frustration in Year 1. Implications for policy, research and practice are discussed.