The Project Approach to Learning
The project approach provides a developmentally appropriate, engaging, active, and meaningful method for learning. The project is an in depth study, over an extended period of time, of a topic that is of high interest to the children. This authentic approach to learning enables children to learn skills and concepts as they answer questions about a topic. Because the children are highly interested in the topic they become emotionally invested in the learning process. They develop investigative, observational and problem solving skills as they explore varied primary and secondary sources of information. Through this process children not only experience satisfaction and pleasure as they learn about the topic and acquire new skills, they also learn more about how to learn. As teachers guide the children through exploration and discovery, they are mindful of the state and community Early Learning Standards. These standards help teachers plan experiences offered and assess the learning that has taken place. Teacher's anecdotal notes based on observations and reflection and children's work samples also contribute to planning and assessment.
Classroom multi-age grouping and the project approach to learning are very complimentary. Becoming involved in a project allows children of all developmental levels to be engaged and successful. A 3 year old may make an observational drawing of a ladder from a fire truck while an older 4 year old may make an observational drawing of a firefighter sliding down the pole.
This is a snapshot of this approach in action in one of our classrooms:
In late December the teachers in the Blue Room noticed high interest among the children in the use of telephones, mail, and making books. In January, after the winter break, a communication project was launched with an in depth look at mail. The class worked through each step of the mail process; the paper, envelope, address, stamp, mailbox, and post office. The post office was contacted for a tour and family experts were invited to visit the classroom. The library provided subject related videos and non-fiction age appropriate books. The children mailed their work to friends in other classrooms. The range of work varied from scribbles on paper smooshed into an envelope to letters and some words, written on paper that was neatly folded and placed in an envelope. The class also sent a large envelope through the mail so it could come back to them. The children were exposed to the importance of addresses and some children worked toward learning their address.
Classroom multi-age grouping and the project approach to learning are very complimentary. Becoming involved in a project allows children of all developmental levels to be engaged and successful. A 3 year old may make an observational drawing of a ladder from a fire truck while an older 4 year old may make an observational drawing of a firefighter sliding down the pole.
This is a snapshot of this approach in action in one of our classrooms:
In late December the teachers in the Blue Room noticed high interest among the children in the use of telephones, mail, and making books. In January, after the winter break, a communication project was launched with an in depth look at mail. The class worked through each step of the mail process; the paper, envelope, address, stamp, mailbox, and post office. The post office was contacted for a tour and family experts were invited to visit the classroom. The library provided subject related videos and non-fiction age appropriate books. The children mailed their work to friends in other classrooms. The range of work varied from scribbles on paper smooshed into an envelope to letters and some words, written on paper that was neatly folded and placed in an envelope. The class also sent a large envelope through the mail so it could come back to them. The children were exposed to the importance of addresses and some children worked toward learning their address.
In February, the class moved on to the telephones as a form of communication. At the same time a teacher introduced a finger spelling, sign language chart. The children became so excited about learning that the teachers were challenged to keep up with the pace that the children were setting. In learning about telephones the children made observational drawings, took apart a few telephones, and added telephone terms to their vocabulary. They answered the big questions; "What is a telephone?" "Why do we use telephones?" "How do we use a telephone?" What different kinds of telephones are there?" and "How does a telephone work?"
Of course, understandings varied depending on the developmental level of the child but all of the children were involved in the exploration at their own level. Many children learned their phone numbers and called their homes from school to experience how a telephone works. This was a great bridge between home and school that involved the families in what was being learned. As the class studied the parts of telephones, children took turns reporting their findings to the rest of the class. This reporting gave teachers insight into what the children knew and what they were learning. The class compared different kinds of telephones and how they are alike and different. Representatives from the telephone company, cell phone company, and assistive technology company were invited to come to our class to help the children answer their questions. As the children learned, they made life-like models of telephones, referring to their observational drawings as well as other resources to add important details.
Meanwhile, the children's interest in sign language continued to expand. Most of the children learned the ABC's and learned to finger spell their names. They moved on to words, sentences, and songs. The teachers contacted community experts to help the class learn songs and to share technology that supports the hard of hearing. Sign language books and videos also helped in the learning process. The more the children learned, the more they shared with their families. Parents soon began asking for mini lessons from the teachers because their child was using sign language at home.
Of course, understandings varied depending on the developmental level of the child but all of the children were involved in the exploration at their own level. Many children learned their phone numbers and called their homes from school to experience how a telephone works. This was a great bridge between home and school that involved the families in what was being learned. As the class studied the parts of telephones, children took turns reporting their findings to the rest of the class. This reporting gave teachers insight into what the children knew and what they were learning. The class compared different kinds of telephones and how they are alike and different. Representatives from the telephone company, cell phone company, and assistive technology company were invited to come to our class to help the children answer their questions. As the children learned, they made life-like models of telephones, referring to their observational drawings as well as other resources to add important details.
Meanwhile, the children's interest in sign language continued to expand. Most of the children learned the ABC's and learned to finger spell their names. They moved on to words, sentences, and songs. The teachers contacted community experts to help the class learn songs and to share technology that supports the hard of hearing. Sign language books and videos also helped in the learning process. The more the children learned, the more they shared with their families. Parents soon began asking for mini lessons from the teachers because their child was using sign language at home.
