Three Phases of the Project Approach
The following are descriptions of the three project approach phases: Getting started, investigating, and concluding the project( Educators Institute at Duke School, n. d.; Helms & Beneke 2003; Katz et al. 2014; Broderick & Hong 2020; Snider et al. 2023).
Phase One: Getting Started
Educators discuss a specific topic with children to gather information about what they know and are interested in learning and record what children share( for example, on a web). Then they observe children engaging in play, activities, and discussions related to the study topic and document instances when children express interest and curiosity. Based on the information educators have observed and gathered, they consider the concepts and skills children will need to learn before researching and investigating the project topic.
Phase Two: Investigating
Educators create provocations using materials and experiences to deepen children’ s thinking, engagement, and inquiry about the project topic. During these experiences, children explore, collect, and analyze topic-related content, and they work to answer research questions. Children share their findings using various methods( visual representations, role-playing, writing) and experiences( whole-group discussion and sharing ideas on a class web).
Phase Three: Concluding the Project
Children and educators revisit research questions to understand what the children learned and what remains to be learned. Educators support children in reflecting upon their initial ideas, hypotheses, or predictions to help them see how their knowledge has changed. Then they scaffold and support the children’ s application of skills and knowledge as they plan and create the culminating event. As children work to disseminate their findings, educators continue to observe, assess, and document their learning.
hands-on nature of the project approach can provide equitable, high-quality learning experiences for all children and can promote their problem solving, deep thinking, and collaboration( Katz et al. 2014; Helm et al. 2023).( See“ The Three Phases of the Project Approach” above and“ Additional Resources” for more information.) Educators who include projects as part of their curriculum can intentionally align instruction with overarching learning goals. They can support children’ s development of questions and predictions, encourage them to solve real-life problems through collaboration, and provide authentic ways for them to share their learning with others( Mitchell et al. 2009).
Using a Project on Frogs to Enrich Curricular Experiences
One summer morning in June, preschoolers from several classes, including Ms. Evelyn’ s and Ms. Kelly’ s, run outside for outdoor play. From far away, it looks like it is raining on the large, tree-filled playground, but when the children get closer, they find frogs jumping everywhere. Some children respond by stomping on them while others look on, begging them to stop.
While this event was troubling, Ms. Evelyn and Ms. Kelly could recognize the children’ s reactions through a lens of practice. Although they had not previously discussed death with the children, they had provided time and space for conversations about sensitive
48 Young Children
Summer 2025