Now in its third edition, this book shows teachers how to incorporate the Project Approach into early childhood curricula, engaging children intellectually and heightening their capacities for thinking, hypothesizing, reasoning, and expressing their natural curiosity. Why has the Project Approach proven to be so successful for engaging young children intellectually and supporting their capacities to think, predict, hypothesize, reason, and express their natural curiosity? Simply put, because project work provides meaningful contexts in which young learners can readily apply and grasp the usefulness of their growing academic skills. This book provides a brief history and overview of the Project Approach and a thorough explanation of how to implement this method for best effect in a wide range of educational contexts. Intended for those who work with young children as well as caregivers and students in training to do so, readers will understand how to apply this approach in order to gain the interest of children and facilitate their mental growth. The book's chapters articulate the process and benefits of the project approach, identify and detail the three typical phases of project work, and provide specific suggestions for implementing each stage. The importance of documentation of the children's work to record the story of their investigation and findings is also discussed.
This fourth edition has been expanded to guide today s teachers through the process of conducting meaningful investigations with young children. It begins with a new chapter which summarises insights from mind-brain education research, showing how experiences firmly rooted in children s curiosity and interest build intellectual capacity.
Now in its third edition, this book shows teachers how to incorporate the Project Approach into early childhood curricula, engaging children intellectually and heightening their capacities for thinking, hypothesizing, reasoning, and expressing their natural curiosity. Why has the Project Approach proven to be so successful for engaging young children intellectually and supporting their capacities to think, predict, hypothesize, reason, and express their natural curiosity? Simply put, because project work provides meaningful contexts in which young learners can readily apply and grasp the usefulness of their growing academic skills. This book provides a brief history and overview of the Project Approach and a thorough explanation of how to implement this method for best effect in a wide range of educational contexts. Intended for those who work with young children as well as caregivers and students in training to do so, readers will understand how to apply this approach in order to gain the interest of children and facilitate their mental growth. The book's chapters articulate the process and benefits of the project approach, identify and detail the three typical phases of project work, and provide specific suggestions for implementing each stage. The importance of documentation of the children's work to record the story of their investigation and findings is also discussed.
The chapters in this volume are divided into three sections. In the first section, the authors provide a framework for the reader by setting ethnography in context. Chapters cover definitions of ethnography, its basic underlying principles, and propose ways in which it can be useful to education. The second section presents a range of ethnographic studies. The research presented defines by illustration some essential characteristics of ethnography. Chapters in the third section reflect on the different themes, issues, and concerns of the field of ethnography and education in general, and of the articles in the volume in particular. The central themes are continuity vs. discontinuity in children's lives; the role of folklore in education; researcher/ educator collaboration; and micro vs. macro levels of analysis. Children Reading and Writing: Structures and Strategies
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