Early Childhood

Curriculum Chapter 2
THE VALUE OF PLAY
Cooperating
Sharing of ideas
Communicating
Listening
Problem solving
Developing
Representing knowledge
Risk taking
Concentrating
Perseverance
Succeeding
Learning
Thinking flexibly
Questioning
Gathering information
Creating
Imagining
Innovating
Being independent
LEARNING CONTEXT
Project/Thematic Approach
Lilian Katz and Sylvia Chard (1989) have provided
early childhood teachers a framework upon which to
plan and create a learning environment that is vibrant
and relevant to children. The project approach is an
in-depth investigation of a topic, focused on finding
answers to questions. It is undertaken by small groups
of children, an entire class and, at times, an individual
child. This approach begins with identifying a topic or
question which children are interested in investigating.
Projects allow for content, knowledge and skills to be
integrated in a natural way. The length of time for study
and research may vary from a short period of one or two
days to several weeks of investigation.
The project or theme crosses curricular areas to
enhance many aspects of children’s development and
learning. The theme or topic becomes an organizer,
linking centers, knowledge, skills and experiences, as
well as the investigation content. The critical feature
is to enable children to make connections with prior
learning and motivate them to want more information.
Creating themes in isolation, or relying on plans saved
from previous years, does not build on children’s current
interests and abilities. Such automatic planning does
not respond to children’s individual needs and will not
be as engaging or successful.
Careful consideration in choosing projects or
themes provides children with opportunities to acquire
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new information, construct and extend their knowledge,
and develop understanding. Such learning contexts
allow children to master basic skills through engagement
with meaningful activities, and to strengthen social
skills of collaboration and sharing of ideas (Katz &
Chard, 2000). Children are expected to ask questions,
search for answers and connect prior information with
new learning, whatever their developmental abilities,
language issues, cultural interests, and prior experience
and learning may be. The most effective technique
for choosing projects or themes is by observing and
interacting with children. Teachers who spend time
listening to children, engaging them in conversation,
and interacting with their play will gather many project
or theme ideas.
Project and theme work allows children and
teachers to develop ideas and possible activities together.
Teachers may anticipate possible directions the study
may take, but flexibility and attention to the ideas of the
children are far more important than product-driven
activities. The project/theme approach provides a key
strategy for developing a plan for learning, rather than
for lesson planning.
THE PROJECT APPROACH FRAMEWORK
The Beginning Phase. Children and teacher select
and refine a topic to be investigated. Children discuss
existing ideas and information on the subject while
the teacher determines their level of knowledge and
particular interests in the subject. This phase concludes
with the children and teacher agreeing upon the
research questions to be explored. Learning as a group
and developing a sense of “we” is emphasized during
this phase.
The Second Phase. Children research and
make plans for gathering information and data on
the topic. Depending on the children’s ages and the
subject, possible investigation strategies include firsthand
observation and exploration; taking field trips;
interviewing family members and experts; taking
pictures and making videotapes; and visiting libraries.
Children work individually and in small groups on
related subtopics. They record and represent their
findings using various media and emerging skills,
e.g., painting, drawing, writing, dictating stories to
the teacher, constructing models, making sculptures,
measuring and graphing.
The Concluding Phase. To bring the
investigation to a conclusion, the children and teacher
debrief on what has been learned and accomplished.
Children organize information gathered and present
reports, including exhibits, to their classmates, children
from other classes, families and other interested persons.
This process clarifies and consolidates the knowledge