Project approach by carla
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The document describes a project-based learning approach used in an early childhood development (ECD) classroom. It details how a topic on bamboo led the children to become interested in pandas, which then led them to questions about China. The phases of investigating China included reading books and enhancing the classroom with Chinese prints, currency, and flags. Children visited the zoo, made fans and clay objects, used technology, and had sensory experiences. They represented their learning through art and sketching. The approach allowed children's interests and questions to guide open-ended learning.
Project approach by carla
- 1. China in the GanonThe Project Approach in ECD
- 2. What is a Project?In-depth investigation of a particular subject. Teacher selects the topic of study based on the children's interests.
- 3. How is a topic selected?Observing and listening to the children, while playing and interactingExamples from GHA: South Africa, Dogs, Bats, Animals
- 4. Phases of the Project1: Assess knowledge, formulate research questions, engage families, plan investigation2: Topic web, experts, field trip, research with authentic materials, representation3: Culminating event, children tell story of the learning, personalization of the knowledge (through various “languages”)
- 5. This year’s projects in Ganon
- 6. BambooSchachQuestions about bambooBamboo in the play areaItems made from bambooSketchingWhere is it grown?YouTube videosPandas eat bambooNoticed that the conversations and interest were now focused on Panda BearsKids started bringing in books about Pandas, toy pandasUsed the bamboo in our classroom to build a “forest” for their toy pandasDuring freeplay they pretended they were Pandas
- 7. PandasBooks and photos of PandasComputer lab, SMARTboardClayInvited an “expert” on PandasPrivate panda tour at the zooDuring this time of course it was mentioned that Pandas in the wild only live in China……They began talking a lot about ChinaProvocation with Chinese umbrella, some magazines and they started asking some questions On to China…
- 8. ChinaBooks, photos, info at computer labRead a lot of children’s stories based in ChinaMade our own “rice paddy”Skype FansSilkCalligraphy Chai Peking?Book makingDads’ MorningJust getting started…Who know what tomorrow may bring?
- 9. The investigation:What does the learning look like?
- 10. Children’s ideasZELLIK - They people's eyes turn down and they speak differently. Their writing is funny. They eat with chopsticks.SHAYNA - Chopsticks are made from wood, not metal like forks.SIMON - They eat different food like a lot of carrots and seaweed. (In response, Zellik also said he knew they ate seaweed.)
- 11. Children’s questionsJOSIAH - How many kids go to school there?ZION - Do only China people live there?ELLA - How many people live in China?MATAN - How big is China?RACHEL - Is it near the ocean?SHAYNA - Is China bigger than Texas and do they have different kinds of taxis there?MANNY - How many cars in China?ZELLIK - How many roads are there and how many traffic lights?KAREN - Is there a Jewish Day School?SIMON - Do they have restaurants?MIKEY - How do they write their letters?
- 12. How did we learn about China?Books
- 13. How did we learn about China?Books
- 14. How did we learn about China?Enhancing the environment with Chinese print
- 15. How did we learn about China?Studying currency
- 16. How did we learn about China?Drawing characters and making flags
- 17. How did we learn about China?Field work at the zoo
- 18. How did we learn about China?Field work at the zoo
- 19. How did we learn about China?Field work at the zoo
- 20. How did we learn about China?Field work at the zoo
- 21. How did we learn about China?Making fans
- 22. How did we learn about China?Clay
- 23. How did we learn about China?Technology
- 24. How did we learn about China?Sensory experiences
- 25. How did we learn about China?Representational art
- 29. How did we learn about China?Sketching
- 30. Sketching
- 32. Why the project approach?From the teacher’s perspective