| Summary: | 碩士 === 國立屏東教育大學 === 幼兒教育學系 === 100 === This study aims to investigate the process of the project approach and the application of the principles of whole language in project approach. Emphasis is placed on exploring the difficulties during the application of project approach as well as parents’ perceptions of project approach. Data was gathered for analysis through the methods of observation, video recording and questionnaire.
The present study was conducted using qualitative approach. Twenty-three children students participated in this study, including 19 five-year olds and 4 who were less than five. The procedure of the study comprises four phases. First, the developmental process of the project approach. Second, children’s experience during the implementation of the project approach. Third, teachers’ experience during the implementation of the project approach. Fourth, parents’ perceptions of the project approach. The findings of the research study are as follows:
First, the developmental process of the project approach
1. Topics of the project should be based on young children’s interest and life experience.
2. According to the topics, fieldwork should be arranged and experts in the related field can be invited for broadening children’s vision.
3. The preparation, achievement performance, and reflection aim to allow children to experience learning through work. They also help to provide parents with the opportunity to see how their children are learning. .
4. It is real and touching to see display of work created by young children towards the end of the project.
Second, children’s experience during the implementation of the project approach.Through activities of sharing, exploring, and the sharing through reading and writing, children are immersed in various language experiences. Their proficiency in listening, speaking, reading, and writing are simultaneously promoted through activities such as discussions and text recording.
Third, teachers’ experience during the implementation of the project approach Teachers should provide a learning environment for exploring and experiencing. Followed by discussions, both teachers and students can work together to transform a traditional classroom into an environment that allows young children to use their imagination. Teachers should base on the development of the topical curriculum to draw up the course plan in advance. During the process of discussion, young children should be provided with plenty room for thoughts from teachers’ asking questions and encouragement. Accordingly, when encountering challenges such as difficulties in the skills of expression, order control, teaching mix-age class, and the deficiency in resources and ability, teachers should try to pursue breakthrough for improvement and development.
Fourth, parents’ perceptions of the project approach.The perceptions of the project-based teaching are polarized between two types of parents. There are parents who play emphasis on children’s cognition, such as their development in mathematics and phonics. The other type of parents regard “learning happily” as the most important thing for children. Parents who value cognition development worry that their children may lose at the starting point and fail to get adapted to life as an elementary school student after graduation. Accordingly, teachers of young children should take the initiative in communicating with parents, persuading them to believe that young children’s ability is enhanced in an environment where kids trust, help, and respect one another.
The above suggestions are proposed for practicing teachers to refer to when they consider adopting the project approach for the teaching of young children.
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