LAI 506
Foundations of Early Childhood Education
THE PROJECT APPROACH:
An Overview
"Several decades of research clearly demonstrate that high-quality, developmentally appropriate early childhood programs produce short- and long-term positive effects on children's cognitive and social development" (naeyc)
The Project Approach is not a stand-alone educational program. Rather,
project-based learning is used alongside systematic instruction and as a means of achieving academic goals (Katz & Chard, 2000). Instead of project work serving as the entire curriculum model, it complements and enhances other facets of the curriculum, which in turn encourages children’s development and learning.
A project is a thorough investigation conducted by students of a topic that is worthy of their time, attention, and effort (Katz, 1994). Each project has 3 phases:
Inherent processes of the Project Approach are achieved when the teacher begins to inspire children to:
(1) come up with their own questions about their chosen topic.
(2) make predictions about possible answers.
(3) brainstorm ways to test their hypotheses.
(4) work with the teacher to settle on ways in which they might represent their research and findings.
(5) take time to solve their own conflicts through experimentation and trial and error.
(Clark, 2006)
IMPLICATIONS FOR ECE POLICIES
An example of applying the Project Approach outside of an academic setting:
1- Launching: Students and their teacher(s) choose and discuss a topic of interest to explore
2- Developing: Students conduct detailed investigations and then describe their findings (ex: charts, maps, diagrams, drawings, writing)
3- Concluding: teachers and students come up with ways to present their work and findings to an outside audience. Both teachers and students evaluate the process through reflection.
(Clark, 2006)