Projects FAQ
I have received several emails from people requesting information on how I do inquiry-based projects, so I've decided to put together this page to answer questions about how I do this in my classroom. I am by no means an expert-- I'm still very much a "newbie" at implementing projects and emergent curriculum. Please do not accept this page as a how-to for the project approach or emergent curriculum, because I have so much to learn. I am not experienced enough in this philosophy to instruct anyone in how to do this. This page is nothing more than an explanation of my experiences.
If you are interested in doing projects, I strongly recommend reading books and articles about the Project Approach and Reggio Emilia. The Project Approach website is also very helpful.
Frequently Asked Questions
How and why did you start doing the project approach?
For about 5 or 6 years, I taught using themes. I noticed that a certain theme would be fantastic one year, and the next year that same theme would be a flop. I often wondered why this happened, but it was probably because with pre-planned themes, you play "hit or miss" with the children's interests. I had heard of the project approach and emergent curriculum before, but always thought it wasn't really possible-- it would be too difficult, too time consuming, and it wasn't realistic to try to do in the classroom.
At the end of the school year in 2006, I started thinking I needed a change. Themes just didn't seem to be working that well, and I was bored with them. I felt that too often we missed a fantastic book simply because it didn't fit in with a theme. Or, we read too many mediocre books only because they did fit with a theme. I also realized that we missed out on some wonderful activities, but could never fit them in because they weren't thematic. The children had great ideas and requests for activities, but we just never got around to doing those activities. After learning about emergent curriculum and Reggio Emilia from an online friend, I decided to read some books about it and find out all I could. I was fortunate enough to find two like-minded teachers, and we read the same books that summer and discussed them through email.
Do you ask children what they are interested in or do you gather that from observations of children in their conversations?
Sometimes a project is based on what I've observed the children doing, sometimes it's based on things I hear the children talking about or questions they ask. I pay close attention to the kids, and try to figure out what it is they are trying to do/ trying to learn, and then set up things that can help them accomplish that. There are times that I ask them what they want to do. I observe the children, take anecdotal records, record their conversations during our group meeting or while they are playing at centers. We have group discussions at "circle time", which is how I sometimes find out their interests.
I really want to try that this year and I am not sure where to begin.
I start a project by observing the kids and listening to the things they talk about to find out what they're interested in. Then we have group discussions so I can find out what it is they want to know about something. I listen to the children at center time, group time, even walking to lunch-- all the time. When I do that, a project seems to fall into my lap.
Beginning this approach in the classroom was like taking a plunge, like jumping off the high dive for the first time. Honestly, it was scary for me, because I didn't know if I could pull it off, but it was something I really wanted to do. The kids have so many ideas, and I never realized that before. It wasn't hard to come up with ideas for things for us to do, because the ideas come from the children.
How long does a project last?
One thing I had to learn was that it's not necessary to be involved in a project all of the time, and the size & time span of the project doesn't matter. Little projects are fine. I also felt the need to take breaks between big projects. I know how big or little a project should be by observing the kids. Sometimes, a project may last a couple of days, or it may last almost a year, or anything in between. I don't push a project if the kids lose interest.
If you do the project approach/ emergent curriculum, what do you do at the beginning of the year?
I start out the year doing the usual thing-- exploring materials, learning rules, etc. Once we get into the routine, we just do some general activities, pre-math, pre-literacy, art, etc. I have a notebook full of lessons to do with the materials we have in the classroom. A project happens when the time is right.
How did you approach it with the parents, other staff, principal? Do you have anything that you give to parents?
I'm fortunate to be at a school where I am trusted enough to be allowed to make my own decisions about what I do in the classroom. My school doesn't have a list of themes that have to be followed. We do have curriculum goals from our diocese (school system), and I was easily able to cover them through projects. I send out a weekly email newsletter to parents and my principal which tells everything we do each week. The newsletter is mostly made up of photos of the children working, with a sentence explaining each photo. In the newsletter, I explain that we are doing these activities because the children are interested in that topic or because they had an inquiry about something. I also make documentation panels to place in the hall outside our classroom, which show the children's learning.
What is the difference between projects and themes?
Themes are pre-planned and chosen by the teacher. The teacher sets the day the theme will begin and when it will end. The teacher plans the activities the children will do for that theme.
Projects are based on children's interests and inquiries. They begin when children are interested in a topic and last as long as the children are interested. The activities come from the ideas of the children themselves. If an idea for an activity comes from the teacher, it is based on the inquiries of the children, and is something that the teacher knows the children want do.
An example of an inquiry-based activity: The children have picked up green, yellow, and red leaves from outside to put in the science center and the next day, they notice the leaves have turned brown and dried up. They believe the leaves have died because they brought them inside. They think the leaves will come back to life if they are returned outside. The teacher has the children bring the leaves outside to tape to the window to be observed each day to see what happens. The teacher knows the answer, but rather than tell them, allows the children to experience it themselves.
An example of an idea that comes from the children: The children want to set up a pet store in the classroom. The teacher asks the children what the store will need. The children decide as the teacher makes a list of their ideas (dog house, pet food, etc). The children decide what materials they need to make the items and request them from the teacher.
Teachers often say they believe in "child-centered" learning, but pre-planned themes are not child-centered, because the teacher makes the decision about what the children will learn.
When you start a project, do you set up each of your centers to match the project?
No, but I never did that with themes, either. I believe there are three important things to consider when choosing a learning material: the children can learn from the material independently, the material is durable and aesthetically pleasing, and the material is displayed in such a way that it looks inviting. It doesn't need to match a theme or holiday, and it doesn't need to be "cute". When materials match holidays and themes, they can only be used in the classroom for a limited time. Materials that don't match themes or holidays can be used all year, and children can learn at their own pace.
I'd like to do the project approach, but it would cost too much money.
I can't recall spending any money on a project. We do use art materials, such as paper, paint, Model Magic, clay, etc., but no more than we always have, and we have a budget for that. Parents are encouraged to send in things that we can use.
Do you spend a lot more time on preparation for the project approach? Do you feel overwhelmed because you do not know ahead of time what you'll be preparing? Do you find yourself scurrying to find ideas for the project?
No. I don't have to find ideas for a project because the ideas come from the children-- either their ideas directly or the idea comes from their inquiries.
Do you have some outcomes that you have to follow, specific concepts you are responsible to teach? Do you "fit them in" to whatever child-initiated topic you are studying with the kids?
I do have curriculum goals from our diocese (same thing as a school system), and I'm easily able to cover them. No, I don't "fit them in". Projects have a tendency to cover curriculum goals when you aren't even trying to. If you mark off the goals you cover as you go, you will be amazed at how many you cover while doing a project. We also cover goals through the materials throughout the classroom which children use during free choice centers, or sometimes during small group.
What book(s) did you read that got you started with these projects?
I haven't actually read any books about the "Project Approach". I have read books about Reggio Emilia, which do talk about projects. These are the ones I've read:
Resources
