For her MEd research, Brenda documented and wrote about an emergent curriculum project called Children's Conversations About the Sun, Moon, and Earth, which was later published, in part, inEmergent Curriculum in the Primary Classroom (Wien, 2008, pp. 82-95). This project began with a story read aloud and then extended into a four month long investigation in her public school kindergarten class. In Brenda's words, and in the pedagogical documentation included in this chapter, it is possible to hear how children's questions and theories were stimulated, revealed, negotiated, revisited, reformulated, and communicated within their project. The documentation panels celebrated the work of the children and made visible shifts in the children and teacher's thinking over time. Brenda makes significant concepts and elements of emergent curriculum visible in this work.
Brenda's current PhD research interests are focussed on self-regulation, literacy, and emergent curriculum in full-day kindergarten classrooms. She attends and participates in presentations and workshops held throughout Canada and internationally. Brenda also travelled to Reggio Emilia, Italy and was thrilled to be part of the Canadian Study Group in 2011.
Jacobs, B. (2008). Children's conversations about the sun, moon, and earth. In C.A. Wien (Ed.).,Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia approach in schools (pp. 82-95). New York: Teachers College Press.
Jacobs, B. & Jacobs, L. (2010). Multidisciplinary paths to family justice in Ontario: Professional challenges and promising practices (Final Report). (Law Commission of Ontario Family Law Reform Project http://www.lco-cdo.org/en/content/family-law-reform)
Jacobs, B. (co-presenter), Reggio-inspired pedagogical documentation as a framework for research. Panel Presentation: International Innovations in ECE: A Canadian Form on Early Childhood Frameworks, University of Victoria, B.C., July 2012.