NotesFAQContact Us
Search Tips
ERIC Number: ED324107
Record Type: RIE
Publication Date: 1989
Pages: 9
Abstractor: N/A
Reference Count: N/A
Why the Project Approach.
Feng, Jianhua
This paper analyzes the rationale for the project approach to educational programming from the cognitive-developmental perspective. It is argued that in many ways, the project approach reflects the cognitive-developmental view; that it is a convergence of Piaget's constructivism and Dewey's progressivism. Like any approach, the project approach is a way of teaching, learning, and thinking about children, learning, and knowledge. The project approach views the child as active, individual, and whole. Children are unique in terms of experience, perceptions, understandings, and interests. This uniqueness should be the school's starting point in fostering continuous growth and development. To understand the physical environment and know the functions of things, children should have hands-on experience in interacting with and manipulating objects. Learning that is focused on both the physical and social environment involves knowledge, skills, disposition, and feelings. It is concluded that what is required in preschool and kindergarten is an intellectually oriented approach in which children interact in small groups as they work together on a variety of projects which help them make sense of their experience. (RH)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A