We all kind of tired of the same old theories – Piaget; Vygotsky, Skinner. That’s why I am quite excited when I discover someone new, who added a valuable contribution to early childhood education and care and our profession.

Meet David Hawkins! An educator and researcher, David Hawkins is known for his work on the theory of “messing about” and “tinkering.” His ideas about the importance of hands-on, experiential learning have had an impact on emergent curriculum approaches.

Here is a summary of key areas Hawkins was influencing.

1. Play-Based Learning: Hawkins advocated for the central role of play in early childhood education. He believed that play is a natural and powerful way for children to make sense of the world around them. Through play, children experiment, imagine, and develop social and cognitive skills. Well, here I agree – nothing compares to free play and play is the context for learning.
2. Theory of “Messing About” and “Tinkering”: Hawkins is perhaps best known for his ideas about “messing about” and “tinkering” as essential forms of learning for young children. He believed that children learn best when they are actively engaged in hands-on activities and exploratory play. This approach encourages curiosity, problem-solving, and the development of critical thinking skills. I really love the idea of messing about and tinkering and here is an example of how we do it with children. The key here is that the exploration is unscripted and is very spontaneous. It looks really messy (like REALLY messy)
3. Learning Environments: Hawkins emphasised the importance of creating rich and stimulating learning environments for children. He believed that the physical space and materials available to children should invite exploration and discovery. Learning environments should be flexible and responsive to children’s interests. Again, as a teacher and teacher’s educator, I support the concept of rich stimulating environments wholeheartedly!
4. Educator as Facilitator: In Hawkins’ view, educators should take on the role of facilitators rather than directors of learning. They should observe children’s interests and activities, ask open-ended questions, and provide support and resources to extend children’s exploration. I also agree with this point, as we are no longer sages on stages; we are mediators; facilitators and reflective thinkers who help children to learn something new every day.
5. Influence on Emergent Curriculum: David Hawkins’ ideas have had a significant influence on the emergent curriculum approach in early childhood education. This approach, which values child-initiated learning and flexibility in curriculum planning, aligns with Hawkins’ belief in the importance of following children’s interests and curiosity.
6. Author and Speaker: Hawkins wrote several books and articles on topics related to early childhood education, including “The Roots of Literacy” and “The Informed Vision: Essays on Learning and Human Nature.” He also lectured and conducted workshops to share his ideas with educators and researchers.

Now, what is an emergent curriculum? Simply put, it is a curriculum that is based on children’s interests, it is child-focused and very open – ended.
It’s all about starting with what excites the kids. Teachers observe, listen, and engage with children to uncover their interests, questions, and passions. These observations are like treasure maps, guiding educators to create experiences that feed young minds.
Flexibility is the name of the game. There’s no one-size-fits-all lesson plan. Instead, teachers adapt, pivot, and improvise, making learning feel like an exciting adventure rather than a chore.
The classroom is transformed into a rich, interactive environment. It’s a place where children explore, experiment, and collaborate. You’ll find art supplies, science experiments, books, and intriguing materials that spark creativity.
Emergent curriculum isn’t just about academics. It teaches life skills, like problem-solving, communication, and resilience. Children learn by doing, whether it’s building a fort or cooking a pretend feast.
Parents are partners in this journey. They’re invited to share their insights, and together with teachers, they create a supportive community that values each child’s unique gifts.
In the end, emergent curriculum is a celebration of the innate curiosity and potential within every child. It’s a lively dance of exploration, discovery, and joy that lays the foundation for a lifelong love of learning.
The emergent curriculum approach in early childhood education does not have a single founder or originator. It evolved over time through the work of various educators and researchers who recognised the importance of child-centred, play-based learning. Apart from David Hawkins, the other key researchers who have contributed to the development of this approach include:

1. Loris Malaguzzi: While not a founder of emergent curriculum per se, Loris Malaguzzi was instrumental in the development of the Reggio Emilia approach to early childhood education, which emphasizes child-directed learning, collaboration, and the importance of the environment. This approach has influenced the concept of emergent curriculum.
2. Vivian Paley: An early childhood educator, Vivian Paley’s work on storytelling and narrative play in the classroom has contributed to the idea of letting children’s interests and stories guide the curriculum.
3. Lilian Katz: Lilian Katz is known for her work in early childhood education, particularly in the areas of developmentally appropriate practices and the importance of child-initiated learning. Her research has been influential in shaping the philosophy of emergent curriculum.

What do you think about this new approach? Is it inspiring? How?

To learn more about this amazing approach/theory click on this link https://www.hawkinscenters.org/