ERIC Number: ED368459
Record Type: RIE
Publication Date: 1993-Nov-12
Reference Count: N/A
Historical Roots of the Project Approach in the United States: 1850-1930.
DuCharme, Catherine C.
This paper contends that the historical roots of the project approach in the United States can give strength to early childhood educators today, offering insight and models for the implementation of child-oriented curriculum. The project approach to teaching and learning evolved as a result of the educational ideas of Friedrich Froebel, William James, G. Stanley Hall, Francis Wayland Parker, John Dewey, and William Heard Kilpatrick in the 19th- and early 20th-century. Froebel maintained that the purpose of school is to enable children to become cooperative and helpful in living, that the root of the educative process lies within the child's instincts and spontaneous activities rather than in the presentation of external material, and that the school is a mini-community reflecting the larger, maturer society. The ideas of Froebel, James, Hall, Parker, Dewey, Kilpatrick and others are discussed in detail, especially in their relation to the kindergarten movement, the nature study movement, the Herbartian movement, and the laboratory schools movement in the 19th- and early 20th-century. Contains 58 references. (MDM)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Dewey (John); Froebel (Friedrich); Hall (G Stanley); James (William); Parker (Francis)
Note: Paper presented at the Annual Convention of the National Association for the Education of Young Children (Anaheim, CA, November 10-13, 1993).