Chapter 2: Getting Started

Comentarios

  1. Liliana Ojeda20 de agosto de 2016, 17:43

    CHAPTER 2 GETTING STARTED LAUNCHING THE PROJECT, by Liliana Ojeda P.
    In this phase 2, the topic of the investigation is selected through a process of discussion with the children and the teacher’s provocations concerning possible subtopics. The teacher also evaluates the feasibility of the topic in terms of local resources and opportunities. The topic is selected based on a series of criteria including the social context of the children, their interest, suggestions, etc. The teacher arrange the classroom in a especial way in order to permit the young investigators to work on their project. Teachers also organize some walks around the school, the park and other places to allow the students to collect information and have significant experiences.
    It is really interesting how investigation process can initiate in the very early age of the students. It is thought that only high scholar children could investigate, but the experiences written in this book are very significant and show how the investigation process can begin since kindergarten.
    Teaching the very young children to work based on investigation can develop very important skills and levels of advanced thinking that it is so difficult to develop using the antique ways of teaching.

    ResponderEliminar

Publicar un comentario

Entradas populares de este blog

CHAPTER 5 CONCLUDING THE PROJECT

Imagen
In this chapter they present a variety of methods of documentation and a framework for evaluating  the project and extending and expanding the approach in future projects. They talk about the culminations proccess, when the young investigator summarize ahet has been learnde. It is very important because students made personal this knowledge. Students can share they projects and learn from other's work. They can also visualized what did they learn duringthe phase II  and III. See Figure 5.1 Drawings of course, especially for the younger children, can be very helpful in enabling them to tell what they have learned. Students realized that they know more now. They say that a role-play could be  meaningful as a final phase or culminating event. They presented different examples of projects with different meaningful culminating activities. We found the project below interesting. They continue saying that culminating activities involve more than just the...
Leer más

Chapter 8: Issues in Guiding Projects with Young Children

Chapter 8: Issues in Guiding Projects with Young Children The chapter 8 presents a discussion of required curriculum and other issues in implementing the project approach. It addresses the issue of using the project approach to meet required curriculum goals or academic standards. It also addresses how early literacy experiences and other academic skills can be strengthened during project work. Project work includes involving parents, employing technology, and using the project approach with specific populations, including children with special needs and second-language learners. The chapter also presents ways in which administrators can support project work. This chapter also addresses some of the main issues related to implementation of the project approach, depending on the philosophy of the school and other issues concern curriculum requirements, achievement standards, and integration of early literacy; involvement of parents in projects, and the use of technology in projects....
Leer más

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 we...
Leer más