Professional Documents
Culture Documents
The project approach is regarded as one of the most child-centred and appropriate teaching
strategies for young children (Fox & Schirrmacher, 2012). Within this approach children
engage in learning that is deeply personal and meaningful, as everything that is done within
the classroom stems from the children’s innate curiosty and desire to learn about the world
around them and how it works (Fox & Schirrmacher, 2012; Beneke, Ostrosky & Katz, 2019).
The project approach is also responsive to any ideas and questions children may have, as they
are encouraged to ask questions and make decisions that guide the direction of their project
(Fox & Schirrmacher, 2012). From engaging in these investigations children will learn how
to work collaboratively with their peers, and will develop confidence in their ability to
“figure things out” (Beneke et al., 2019, para. 6), which will ulimately encourage them to
take more risks and tackle even more difficult problems in the future. The project approach
also provides children with numerous opportunities to use and build upon their strengths as
hypothesizing, and explaining (Beneke et al., 2019). A key advantage of this approach is also
that there is no time frame for the completetion of the project as it is purely based on the
needs and interests of the children, meaning that all children, regardless of ability, will be
able to achieve success (Fox & Schirrmacher, 2012; Beneke et al., 2019). Above all, using a
project approach to learning enables children to become curious, purposeful and thoughtful
REFERENCES
Beneke, S., Ostrosky, M., & Katz, L. G. (2019). The Project Approach for All Learners: A
Fox, J. E., & Schirrmacher, R. (2012). Art & creative development for young children (7th