Teacher's role in formation of emergent curriculum inspired by Reggio Emilia Approach for the children between ages of 7 and 8

Speaking of curriculum, very often we think of some exact, preplanned curricula determined for each class before the class begins. Such a curriculum either may be teacher-proof, i.e. one provided by a group of specialists for a large number of pupils in a way that teachers have to follow instructions it predicted, or some school teachers and principals might have played some role in its preparation. In either case, such curricula may be classified as preplanned ones.However, this study is not concerned about preplanned curriculum approach, and concentrates on a completely different one. In the new approach called Emergent Curriculum, all the beneficiaries including pupils, teachers, parents and society all of whom are considered protagonists play some role. As its name suggests, final curriculum has to be maintained after execution not before it. Apparently the new approach is entirely different from the one being taught in schools and may give rise to some serious questions. Thus this paper is to demonstrate some of the findings of a qualitative research in this field. The new approach addresses all of the elements of teaching-learning process. This paper, however, pays attention to the role played by teacher as well as project approach in Emergent Curriculum