A project is an in-depth investigation of a topic worth learning more about. Projects provide contexts in which children’s curiosity can be expressed purposefully, and that enable them to experience the joy of self-motivated learning. “The goal of a project is to learn more about the topic rather than to seek right answers to questions posed by teachers.” (Katz) William Heard Kirkpatrick, professor at Teachers College, encourages projects with “purposeful activities.” “When children are allowed to choose what to explore, they become intrinsically motivated-more tan happy to work hard and strive for the highest quality.” (Wolk 1994) Teachers don’t always know what direction a project will take or what aspects of a topic will interest a particular group.
Some units or learning experiences look like projects; however, unless the elements of child initiation, child decision making, and child engagement are present in a learning experience, it is not a project. “There is a fine line between supporting children’s investigation and teacher-directed inquiry; between supporting children’s learning and taking over the learning experience. One of the most challenging tasks in teaching is to learn how to recognize that line and how to avoid crossing it.” (Helm & Katz, 2001)
Why use the project approach? Among its many advantages is how it appears to strengthen young children’s motivation to master a wide variety of skills. Classes that offered ample opportunity for child-initiated, as opposed to teacher-directed activity showed the greatest mastery of basic reading, language, and mathematic skills. Boys may especially fare better in school in the long run when they have experienced a preschool that emphasizes self-initiated learning (Marcon, 1992; Miller & Bizzell, 1983.) Most projects involve a wide variety of types of problem solving. They provide a natural provocation for learning and using mathematical and scientific thinking. “Projects help students succeed because they allow them to use all their “intelligences,” just as the “projects” of normal day-to-day living do. (Gardner, 1992) Wolk states, “The most important rationale for learning through projects is that they serve as an outlet for every child to experience success. (44)
The Structure of a Project
Projects generally consist of three phases. The first phase of a project is when a topic emerges, the teacher evaluates the suitability of the topic and the project begins. The event or experience that sparked the interest in a particular topic is called a catalytic event. Many times, teachers will create a web of all the things students already know about the chosen topic. It can also be helpful to create a list of questions the students have about the topic.
Phase two is when the project develops. The main features of this phase are the in-depth study of the topic, the students’ efforts to seek answers to their questions, and identifying new questions. Possible field-sites are selected and expert visitors are invited to assist in the inquiry process.
The third and final phase of the project occurs when interest in the project begins to wane. A culminating activity can be arranged in order for students to share the work of the project with others. Culminating activities can vary. The class could make a book, create a display, make a movie, or complete some kind of construction that can be shared with others.
Teacher Responsibilities During a Project
Creating an environment where students feel comfortable and a respected member of the learning community is an important responsibility of the teacher. Once the safe environment is established, the teacher has to become adept at really listening and observing his/her students. When a topic surfaces that might become a project, the teacher might create a web with his/her students in order to learn about their interests and see where they would like their learning to take them.
A teacher using the Project Approach might then make an anticipatory planning web. This enables the teacher to brainstorm possible avenues the students might take in their research of the topic and therefore help him/her be ready. The teacher would include resources, field sites to visit, experts that might visit the classroom and materials that might be needed on the web. At this point, knowing your grade level standards is important. You will be amazed how many standards can be not only addressed, but mastered. When the learning is authentic and of interest to the child, learning soars.
If the teacher deems the topic appropriate for a project, other responsibilities follow. Teachers will provide many books related to the project for children to use during their research, find appropriate web sites, and look for purposeful writing experiences for the children to engage in so as to maximize the literacy skills.
Documentation of the learning going on during the project is another task that the teacher performs and/or facilitates. Digital photos, scribing conversations, observation drawings, and reflection journals are just a few of the ways teachers document and assess the learning going on during the project.
The teacher’s role is “much more of a facilitator, guide, and resource than that of a teacher. You need to constantly be moving from student to student – watching, listening, asking or answering questions, challenging, offering suggestions or lending a hand.” (Wolk, 1994)
Resources
Harris Helm, Judy, and Lillian Katz, Young Investigators The Project Approach in the Early Years, New York: Teachers College Press, 2001)
Katz, Lillian G.; “The Project Approach”, ERIC Digest, ((1994), Available from: http://ericeece.org
Project-Based Learning: Pursuits with a Purpose, Wolk, Steven; Educational Leadership, p. 42-45, Nov. 1994
Schuler, Dot, “The Project Approach: Meeting the State Standards” ECRP Early Childhood Research & Practice Volume 2, Number 1(2001) Available from: