Project Approach Curriculum

Five structural features of a project approach.

Dr. Chard’s project approach curriculum centers around child directed investigation and their problem-solving skills with teacher’s facilitation (Chard, 2014). Children are able to participate in hands-on learning through the different phases in the curriculum, with teachers acting as facilitators in children’s learning journey. Vygotsky’s Zone of Proximal Development supports this approach where children learn new concepts and solve problems to reach their maximum potential with teachers as facilitators (McLeod, 2018).

A project approach focuses on topic of interest led by children’s choice on what they want to know and what they would like to find out. It focuses on in-depth studies of real world topics and garnering content-knowledge (Katz & Chard, 2000). Ideal topics for a project approach should be of interest to children, provides hands-on experience through field work and opportunities for them to investigate their curiosity actively. As children take on the role of active participation, initiative and responsibility in their own investigation, the teacher’s role in a project approach is to plan the project stages and field trips, support and observe children’s learning, document the learning process and experiences as well as evaluate teaching process for self-reflection and analysis.

There are five structural features of a project approach (Chard, 1998). (1) Discussion, where children share their prior knowledge and/or experience about a chosen topic. (2) Fieldwork, children take their learning outside the classroom during a field trip or conduct interviews with a guest speaker to the class. (3) Representation, children experience the opportunity to construct their understanding and ideas through drawing, dramatization or writing. (4) Investigation, children are encouraged to raise questions to acquire new information about the topic on the basis of their prior knowledge. (5) Display, children are able to evaluate their work through the representation and display of their work. It is also an ongoing record and documentation of the entire project. Each feature ensures that children are engaged in their research and sharing of their understanding regarding the chosen topic.

There are three phases when adopting a project approach curriculum (Chard, 1998). Phase one is the beginning of the project. It is the time where children are able to review their knowledge and interest to determine a topic based of their interest and curiosity. An overview letter about the project is also sent to parents at this phase. Phase two is project development where most of the investigation and research is being done. Children get to experience fieldwork or hold interviews with topic related people (e.g. topic about community helpers, children can visit an old-age home and interview the social worker there). This is also the phase where children get to construct a representation of their ideas and participate in classroom discussions. The final phase is the conclusion, where all the information gathered in phase one and two are consolidated for children to share and present what they have learnt through documentations which was done throughout the entire project.

A project approach holds many benefits as it meets the standards for developmentally appropriate practices which promotes children’s holistic development (NAEYC, 2009). It promotes opportunities for parental involvement and children are able to apply and use their knowledge and problem-solving skills in the context of learning into real life situations and challenges.

References

Chard, S., 1998. Project approach: making curriculum come alive. New York: Scholastic.

Chard, S., 1998. Project approach: developing curriculum with children. New York: Scholastic.

Chard, S., 2014. The project approach: A study guide. [Online]

Available at: http://projectapproach.org/wp-content/uploads/2014/10/Project-Approach- Study-Guide.pdf [Accessed 30 April 2018].

Feeney, S., Moravcik, E., Nolte, S. & Christensen, D., 2010. Who am I in the lives of children?. 8th ed. New Jersey: Pearson Education.

Katz, L. G. & Chard, S. C., 2000. Engaging children's minds: The project approach. 2nd ed. Stamford, Connecticut: Ablex Publishing Corporation.

McLeod, S., 2018. The Zone of Proximal Development and Scaffolding. [Online] Available at: https://www.simplypsychology.org/simplypsychology.org-ZPD.pdf [Accessed 30 04 2019].

Ministry of Education, 2012. Nurturing early learners: A curriculum framework for kindergartens in Singapore. [Online]

Available at: https://www.nel.sg/nel/slot/u566/Resources/Downloadable/pdf/kindergarten-curriculum-framework.pdf [Accessed 30 April 2019].

NAEYC, 2009. Developmentally Appropriate Practice in Early childhood programs serving children from birth through age 8. [Online] Available at: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf [Accessed 1 May 2019].

NAEYC, 2009. 3 core considerations of DAP. [Online] Available at: https://www.naeyc.org/resources/topics/dap/3-core-considerations [Accessed 30 April 2019].