The Project Approach to Learning and Curriculum
The Lowry Center incorporates principles of project-based learning at various levels throughout the center and the various programs.
The Project Approach refers to a way of teaching and learning, as well as to the content of what is taught and learned (Katz & Chard, pg. 3). Projects provide the backbone of the children’s and teachers’ learning experiences. They are based on the strong conviction that learning by doing is of great importance and that to discuss in groups and to revisit ideas and experiences is the premier way of gaining better understanding and learning (p. 7). Projects are based on the children’s interests and their familiar knowledge.
The five major aims of the project approach are:
1) Intellectual goals and the life of the mind
· Provides a developmentally appropriate curriculum which means to provide children with engaging learning experiences that will deepen the child’s understanding
· Improving the child’s understanding of the world around them and strengthening their dispositions to go on learning
2) Balance of activities
· Project work should complement and enhance what children learn from spontaneous play as well as from systematic instruction.
· The teacher takes her lead from the children.
· Small group work is typical.
· Teachers check in and find out if interests have changed or evolved.
3) Fieldwork / Work Time / Implementation
· The teachers would provide developmentally appropriate activities. [Example: The interest was cars – some things could be provided -car books, magazines, newspaper car ads, boxes to create cars, different sized cars to sort, car washing, etc.]
· Work Time is a time for the teacher to observe the children’s learning experiences and skills, engaging the children to find out ways to add more to their own knowledge construction. It is also a time for teachers to observe and make plans for the next work session.
· Areas of learning are integrated - Math, Science, Literacy, Music, Movement, Social skills, etc.
4) Review / Recall
· This time usually happens at the end of a session or activity.
· Many techniques could be used to implement recall – journals, writing down child quotes, using games, using songs, etc.
5) Display / Share
· Children’s work can be displayed in center areas or placed in portfolios
· Documentation of child’s work with photos and explanations
Conclusions
Through the project approach, children are able to express their interests, expand their knowledge with developmentally appropriate activities and develop a sense of oneself and others around them.
The above information was taken from: Engaging Children’s Minds: The Project Approach, by Lillian Katz & Sylvia Chard. For further information on Project Approach see: The Project Approach, (Book Two) by Sylvia Chard, Ph.D. Young Investigators: The Project Approach in the Early Years, by Judy Harris Helm & Lillian Katz.