An emergent curriculum for the early years in Malta : stories of professional and pedagogical transformation [Book review]

Abstract

This timely volume by Bonello, Baldacchino, and Dalli makes a significant contribution to the growing international literature on emergent curriculum and child-centred pedagogies. Situated in Malta— a context where early childhood education has historically leaned towards more prescriptive curricula—this book documents a bold effort to reimagine practice by foregrounding children’s voices, interests, and agency. The book aims to examine how early years educators across diverse Maltese settings (0–7 years) have negotiated a shift from traditional, teacher-led approaches to an emergent curriculum model. Drawing on seven richly described case studies, the authors illustrate what such a transition entails in practice: from reorganising classroom spaces and daily routines, to fostering professional autonomy and reflective practice. Each chapter situates the narrative within a particular age group or educational stage, highlighting context-specific opportunities and constraints. [excerpt]