Project Approach For Preschool Children’s Authentic Learning: A Case Study

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Date
2015-01
Authors
SOOK GUN, NG
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Abstract
This study intended to investigate how the Project Approach can be used for preschool children‟s authentic learning. Project Approach refers to a long-term in-depth investigation of real phenomenon undertaken by a small group of children or a whole class. The main question posed for this study was “How can the Project Approach be used for preschool children‟s authentic learning?” The focus of this research question was based on the core elements that constituted the conceptual framework such as personal interest, cultural meaning, cultural tools, mutual participation and moral character development. An interpretive qualitative approach was chosen to explore and understand the implementation of Project Approach within a particular context. A case study design was employed to develop an in-depth contextual understanding of the processes and practices of the Project Approach. The data constructing the study were obtained through participant-observation and examination of records. The hermeneutic circle was selected as a way to establish the inter-subjective meanings from multiple data sources. Seven research questions were answered through the hermeneutic analysis. The results showed that the Project Approach can be used for the preschool children‟s authentic learning that focuses on personal interest by empowering the children to express opinions and to work without assistance; that focuses on cultural meaning by providing the children with real experiences to relate their pre-existing knowledge to the development of new understanding; by using cultural tools to extend the children‟s mental abilities; that focuses on mutual participation through co-constructed learning; and in a moral character development context that facilitates the children‟s moral character development. Additionally, the results showed that the teachers who were new to the Project Approach faced some challenging issues while implementing their first project. Four important features were identified to meet the challenges that emerged throughout the implementation of the Project Approach for preschool children‟s authentic learning in a moral character development context, namely teachers‟ beliefs, appropriate pedagogical methods, flexible roles among the teachers and children, and consistent pattern of expectations. In conclusion, the implementation of this four-phase Project Approach was found to be appropriate to provide authentic learning to children. The theoretical implication indicated that the children were able to reach the level of potential development when the teachers worked together with them through a collaborative project. The methodology implication showed that the two-case case study design and the six-stage hermeneutic analysis procedure provided systematic and explicit research framework which was a good guide especially for the researcher who is new to this field. The practical implication reflected that the implementation of the four-phase Project Approach incorporated a Preliminary Phase, the utilisation of the supplementary activity, and the awareness of the teachers. These were the aspects to ensure the Project Approach to be effectively implemented even by teachers and children who are used to practising direct instruction and are inexperienced in carrying out project work. Although this study provides a comprehensive understanding of the implementation of Project Approach, a constant re-formulation of further interpretation and understanding that involves a broader context and wider range of participants is needed.
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Project Approach For Preschool Children’s , Authentic Learning: A Case Study
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