CHAPTER 6: The Camera Project: Preschoolers Engaged and Learning
CHAPTER 6: The Camera Project: Preschoolers Engaged and Learning
It is a detailed description of the Camera Project, which was carried out in a prekindergarten classroom. There is a list of detailed aspects related to the project; it is a very interesting experience knowing how the children were involved in a series of activities in order to find their own questions and answers about the camera.
The functions of the camera, its different parts, the different kinds of cameras, the models, colors, fashion and the evolution of this invention. This chapter also describes the way parents were involved in the project and how important their contributions were. The chapter also talks about the way the teachers arranged the classroom; the planning for the activities, and the creation of a web page to organize the information.
The fact that called our attention most, is how the children represented the knowledge they were acquiring: they did drawings and paintings, participated in the web page, propose their own subtopics, built some related things, and suggested some questions to go deeper.
Another relevant aspect is the evolution of the project and the children’s reaction to it, they show an increasing interest in the different stages of the project, but they were also capable to say in a their special manner the exact moment to stop it: their interest were decreasing, it was like saying: it is enough, we really learnt what we needed. This is so important for teachers to know when is the exact moment to “move” to another project, activity or topic. It is for that, we as teacher must be very good observers in order to discover what are the real interests of our students, the appropriate moment to begin to work on them and also the exact moment to change it.
It is a detailed description of the Camera Project, which was carried out in a prekindergarten classroom. There is a list of detailed aspects related to the project; it is a very interesting experience knowing how the children were involved in a series of activities in order to find their own questions and answers about the camera.
The functions of the camera, its different parts, the different kinds of cameras, the models, colors, fashion and the evolution of this invention. This chapter also describes the way parents were involved in the project and how important their contributions were. The chapter also talks about the way the teachers arranged the classroom; the planning for the activities, and the creation of a web page to organize the information.
The fact that called our attention most, is how the children represented the knowledge they were acquiring: they did drawings and paintings, participated in the web page, propose their own subtopics, built some related things, and suggested some questions to go deeper.
Another relevant aspect is the evolution of the project and the children’s reaction to it, they show an increasing interest in the different stages of the project, but they were also capable to say in a their special manner the exact moment to stop it: their interest were decreasing, it was like saying: it is enough, we really learnt what we needed. This is so important for teachers to know when is the exact moment to “move” to another project, activity or topic. It is for that, we as teacher must be very good observers in order to discover what are the real interests of our students, the appropriate moment to begin to work on them and also the exact moment to change it.
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