OURPROUDHERITAGE
Approaches to Projects
Lessons from Two Key Figures in the Past Century
Patricia A. Crawford and Barbara Kimes Myers
Early childhood educators work in a wide variety of settings and with a range of curriculum models and expectations. Intentional teachers draw on their knowledge of child development as well as the interests, experiences, and contexts of children to help them master meaningful learning goals( Bredekamp & Willer 2022). For over a century, projects or project-based work, including the project approach, have been commonly used approaches to curriculum planning and pedagogical implementation( Kilpatrick [ 1918 ] 2018; NASEM 2024). Central to projects are principles of childdriven inquiry and opportunities for deep learning through authentic experiences( Baines & DeBarger 2021).
We( the authors) have served for many years as teacher educators at the university level and have taught in preschool, kindergarten, and primary grade settings. Barbara( second author) also studied and worked closely with Lilian G. Katz, a key figure in the history and development of the project approach in early childhood settings. These experiences have convinced us that the project approach is appropriate and helpful in a wide range of early childhood educational settings. In this article, we explain the components of projects, recognize two thought leaders who contributed to the project approach, and describe how the approach can be incorporated into early childhood educators’ professional toolboxes today, especially for those who serve children in preschool, kindergarten, and primary-grade settings.
Key Components of a Project
Projects are a common part of daily life. Activities as diverse as planting and effectively caring for a garden, redecorating a room, and coordinating a community recycling program can all be considered projects. Some projects are brief, others long term; some are simple, others are elaborate. They may be driven by mere curiosity or by the need to solve a particular problem. Most projects involve the perceived need to answer a question or to go deeper in pursuing an area of interest or passion. Engaging in projects can support individuals to gain knowledge, refine or change currently held ideas, and develop new skills to help navigate everyday situations. Project work also offers opportunities to connect with others and contribute to meeting realworld needs.
In the context of early childhood education, projects have a specific form and occupy a unique space( Spodek & Saracho 2003). More broadly, high-quality curricula and pedagogical strategies are needed: Ones that actively engage children in content, in-depth inquiry, and the development of skills that foster important developmental and learning goals. In general, educational projects are geared toward these ends since they are in-depth investigations driven by children’ s interests and aligned with curricular goals( Katz 1994; Katz et al. 2014; Baines & DeBarger 2021).
86 Young Children
Fall 2026