ERIC Number: ED470906
Record Type: Non-Journal
Publication Date: 2000-Nov
Reference Count: N/A
Using the Project Approach in Early Childhood Teacher Preparation.
Students preparing for a career in working with young children can benefit from working on meaningful activities and projects. This paper discusses ways to engage early childhood teacher education students in activities and projects that model the use of these methods in the classroom. The paper describes as an example a long-term project undertaken in an early childhood education course. The project began with students participating in choosing a topic they were interested in researching: all-day compared with half-day or every-other-day kindergarten. Students helped to design survey and interview instruments. They sent surveys to every kindergarten teacher in the state, distributed parent questionnaires, and interviewed children at participating schools. They entered the data into spreadsheets and helped to analyze the results. The project developed over time, culminating in a presentation at the university undergraduate research showcase. Students gained firsthand experience in taking part in a project. They saw the difficulties, challenges, and rewards of using the Project Approach. The paper notes that by using meaningful activities and projects in teacher preparation, students may gain a better understanding of these approaches and may be more likely to use them in their own classrooms. (Contains 19 references.) (Author/HTH)
Descriptors: Classroom Techniques, Early Childhood Education, Higher Education, Outcomes of Education, Preservice Teachers, Teacher Education Programs
For full text: http://ericeece.org/pubs/books/katzsym/jacobs.pdf.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A