Date of Award
Spring 5-1-2017
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
First Advisor
Margaret Blachly
Abstract
This paper explores the relationship between emergent, child-driven learning and the structured curricula of a special education program. Relying on current research and theory as driving forces, the author designed and implemented a series of math lessons with a small group of kindergarten students in a self-contained, special-education setting. The paper begins in narrative form, detailing the author’s journey to her current line of inquiry. Empirical research and educational theory about both emergent, child-driven learning and math instruction are then summarized. The following two chapters chronicle the author’s work with her students. These chapters are presented as both narrative documentation and retrospective reflection. Finally, the author synthesizes her year’s work. Stemming from the research and these teaching experiences, the author draws several conclusions about the inherent value of emergent learning, the relevance of structured, content-driven curricula, and—of paramount significance—the vital and unparalleled role of the teacher as the creator and facilitator of meaningful learning experiences. The paper concludes with a statement on progressive education and the role of current early childhood special educators.
Recommended Citation
Bayer, L. (2017). "See, Two Yellows Make a Rectangle!": Constructing Meaningful, Emergent Learning Moments in a Structured Special Education Program. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/184
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Methods Commons, Special Education and Teaching Commons
Comments
Early Childhood Special and General Education