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Description
The rapid spread of the pandemic called CoVid-19 in February 2020 impacted learning in schools both globally and within the U.S. context. To prevent possible spreading between children, schools were forced to close their doors (Jernigan, 2020; Underwood, 2020). Face-to-face instruction came to a sudden stop and teachers were challenged to restructure their classes and accommodate virtual learning platforms. The unique attributes of CoVid-19 have put teachers in a position to reflect on their teaching practices and reframe teaching methods to accommodate virtual learning formats. The challenges teachers faced due to the crisis of CoVid-19 are the motivation for this study. The purpose of this practitioner inquiry-based study was to examine how teachers utilized pedagogical practices and incorporated key aspects of an emergent curriculum design within a virtual learning context to create meaningful experiences and support learning for preschool-aged children. The following research questions guided the study: (1) To what extent can teachers stay true to the principles and pedagogical practices of emergent curriculum in a virtual classroom setting? (2) How are teachers using technologies to support children’s learning in preschool classrooms? (3) In what ways are these pedagogical techniques facilitating and/or hindering connections and interactions? Data included teacher reflection journal entries, transcribed observations virtual meetings, curriculum planning documents and children’s work. Findings included that with the use of principles and pedagogical practices of an emergent curriculum, including inquiry cycle techniques and a reflective disposition, teachers were able to navigate the use of technology with preschoolers in a virtual context. A co-constructed curriculum, zoom meeting group sizes, and positive one-on-one interactions helped build and sustain a virtual classroom community. Collaboration was vital in implementing an emergent curriculum and the virtual context provided more time for collaborative planning meetings and introduced teachers to new methods for sharing ideas, developing plans, and working together. The process and products of documentation were crucial in a time when the benefits of in person learning were taken away and documentation was essential for communication and curriculum planning.
