Curriculum Disciplinarity in Early Childhood Emergent Curriculum

William Pinar has posed a challenge to advance curriculum studies as discipline through the introduction of curriculum diciplinarity. This has implications for the way new scholars in the field of curriculum studies should be prepared in order to make future contributions in curriculum studies. Based on the concepts of curriculum disciplinarity-verticality, horizontality, and diagonality-in this study I explored curriculum scholars who employed the arts to understand curriculum, and identified my interpretations―pedagogical documentation for diagonality in early childhood education. The study is critical in that it attempts to interpret emergent curriculum from an artistic perspective.