The project approach more specifically encompasses a philosophy and a set of strategies for guiding children through in-depth investigations of topics that connect to real life. Projects support learning objectives and are used“ alongside explicit instruction and as a means of achieving curricular goals”( The Educators Institute at Duke School, n. d.; see also Katz et al. 2014 and Helm & Katz 2016). They are rarely viewed as a curriculum unto themselves; rather, projects are planned and enacted in conjunction with broader curricula and learning goals( The Educators Institute at Duke School, n. d.; Mitchell et al. 2009). Implementation of the project approach typically follows three flexible phases: Beginning the project, developing the project, and concluding the project( see“ The Three Phases of the Project Approach” on this page.)
Central to projects are principles of child-driven inquiry and opportunities for deep learning through authentic experiences.
In the early childhood education field’ s past and present, other approaches have been developed that share many of the tenets of project work; these include Reggio Emilia, Montessori, and Waldorf philosophies( Edwards 2002; Aljabreen 2020). Although these approaches are all steeped in constructivist principles and consider children’ s inquiries, interests, and diverse ways of learning, they differ in their emphases and specific forms of pedagogy. At the heart of these approaches is their emphasis on child-centered learning, the role of the teacher as a facilitator, and connecting to meaningful experiences and topics. For specific examples of project work in action, see“ Focusing on Projects in the Pages of Young Children” on page 88.
The Three Phases of the Project Approach
The project approach consists of three phases( Helm & Katz 2011; Martalock 2012; Alfonso 2017). Each is briefly described below.
Phase One: Beginning the Project The goal for this phase is to identify a topic related to both the children’ s interests and the curriculum. The topic may come from the children or the teacher. Good topics offer children opportunities to conduct research, observe, engage in handson experiences, and interact with experts. During this time, teachers work to assess both what children already know and what they want to know about this topic.
Phase Two: Developing the Project Children investigate the focus topic and seek out answers to questions posed during phase one. Teachers typically support these investigations by facilitating varied learning experiences, including hands-on explorations, readings, connections with outside experts, and appropriate field trips, among others. Teachers document data and learning.
Phase Three: Concluding the Project This phase marks the close of a project through a culminating event that highlights the children’ s learning during the project. Children communicate and share their work with others, such as family members, community members, or peers.
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