Early learning teachers may use webbing as planning and programming process. Webs are schematic maps that are being created to support curriculum directions. Children become contributors of the creation of webs. Webs support early learning teachers in the brainstorm and record ideas in an organized way. Katz and Chard (2000) recommended webbing as a support process to emergent curriculum. If early learning teachers use webbing to brainstorm ideas related to a particular topic it might be limited. For example, if early learning teachers observed children collecting pinecones, putting them in baskets and transporting them from one area to another it may not be that pinecones are what the children are interested in. It might be short sighted to put only pinecones at the centre of the web.
In the search for what is meaningful webbing is a good tool for brainstorming. Let’s web together! After observing the children collecting pinecones where do you think this may experience might lead?
Use the comment box below to add your ideas of what you would do to support the children’s growing interest in pinecone collection.