project for child education

• High contrast
• Press Centre

Search UNICEF

Education programmes, discover unicef's work worldwide..

← Back to Education

UNICEF works day in and day out, in some of the world’s toughest places, to protect children’s rights and safeguard their futures. On the ground in over 190 countries and territories, we reach more children and young people than any other international organization. Explore our education programmes, initiatives and partnerships.

Inclusive education

Girls' education

Education in emergencies

Early childhood education

Primary education

Adolescent education and skills

Digital Education

Strengthening education systems and innovation

Global partnerships and initiatives, reimagine education.

In a world facing a learning crisis, digital learning should be an essential service. UNICEF aims to have every child and young person – some 3.5 billion by 2030 – connected to world-class digital solutions that offer personalized learning.

Learning Passport

A TIME Best Invention of 2021, the Learning Passport enables high-quality, flexible learning for children anywhere, to close the learning poverty gap.

Generation Unlimited

If the largest generation of young people in history is prepared for the transition to work, the potential for global progress is unlimited. We enable young people to become productive and engaged members of society.

The Giga Initiative was launched to connect every school to the internet and every young person to information, opportunity and choice.

Education Cannot Wait

Education Cannot Wait is the United Nations global fund for education in emergencies and protracted crises. We support and protect holistic learning outcomes so no one is left behind.

EdTech Hub is a global research partnership that empowers people by giving them the evidence they need to make decisions about technology in education.

Global Partnership for Education

GPE is the world’s only partnership and fund focused on providing quality education to children in lower-income countries.

Global Education Cluster

The Global Education Cluster works towards a predictable, equitable and well-coordinated response addressing education concerns of crisis-affected populations.

United Nations Girls' Education Initiative

Through evidence building, coordinated advocacy and collective action, the UNGEI partnership works to close the gender gap in education.

All in School

In collaboration with the UNESCO Institute for Statistics, this initiative provides governments with actionable data to identify barriers that lead to exclusion and develop policies and programmes that put more children on track to complete their education.

Teachers wanted

Empowering teachers at the forefront of the learning crisis

Climate action for a climate-smart world

UNICEF and partners are monitoring, innovating and collaborating to tackle the climate crisis

The inspiring journey of Steward Francis

How education transformed the life of a South Sudanese child refugee

Youth voices at the forefront of climate conservation

Engagement platform provides space for youth climate activists

Straight from the experts

Breaking news and analysis from UNICEF's Education team.

The Project Approach to Teaching and Learning

What is the Project Approach?

The Project Approach offers teachers a way to develop in-depth thinking while engaging the hearts and minds of young children. Teachers take a strong guidance role in the process while children study topics with purpose and flexibility. Project work presents many opportunities for young children’s ideas to be valued, their creativity to be encouraged, their interests to be nurtured, and for their learning needs to be met.

In early childhood, projects can be defined as open ended studies of everyday topics which are worthy of being included in an educational program. Projects emerge from the questions children raise and develop according to their particular interests. Rather than offering immediate answers to the questions children ask, teachers provide experiences through which children can discover the answers themselves through inquiry at field sites and interviewing experts. For example, if the children wonder what shoes are made of or how are they made, the teacher may arrange a field visit where the answer to these questions can be provided by an expert, in this case a shoe factory, the shoe repair man’s shop, or a shoe store. Children also consult secondary sources of information such as books and the internet in the classroom and with their parents at home.

Project investigations promote in-depth understanding and cover a wide range of relevant subtopics. For this reason projects usually take several weeks to complete—and sometimes much longer, depending on the age and interests of the children.

The Project Approach, then, is the method of teaching children through project investigations. Because project work follows an unpredictable path based on the interests of particular children, a flexible framework to support teachers has been developed. This framework makes the inquiry more manageable: it shapes the development of the area of investigation. Teachers guide children through a three phase process from the beginning of a project to its conclusion. You may find the Project Planning Journal helpful in understanding and implementing project work. It’s from the book Young Investigators: The Project Approach in the Early Years by Judy Harris Helm and Lilian G. Katz.

What is the Structure of the Project Approach?

Phase 1: In the beginning of a project, the teacher builds interest in the topic through encouraging the children to share relevant personal stories of experience. As the children represent their current understanding of the topic; the river, cars, or dogs, for example, the teacher assesses the children’s vocabulary, their individual interests, misconceptions or gaps in current knowledge, and helps them formulate questions which they can investigate.

Phase 2: As the inquiry begins in earnest, teachers enable the children go on field visits, interview adults who are experts, such as waiters, farmers, or nurses, for example, according to the topic of study. Children also look at books, internet sites, videos, and so on. As they learn more about the topic they use many forms of representation to illustrate what they have learned and to share new knowledge with their classmates.

Phase 3:  Finally, the teacher guides the conclusion of the study and helps the children review their achievements. The children share their work with parents, another class, or members of the local community who have helped them in the process of the investigation. This final phase of the work includes the assessment by teachers of what the children have learned through the project. All children will have learned basic facts about the topic. Some children will have learned more about certain aspects of the topic such as the role of the adults, or the steps or materials used in the manufacture of an important item. There will be times when one child may have achieved individual learning goals such as developing confidence in a particular personal strength or learning to collaborate effectively with other classmates.

​Sharing what they have learned with others helps the children to review their achievements.

What are the advantages of the Project Approach?

When teachers encourage children’s curiosity and help them to ask questions, the study of local everyday topics becomes interesting and relevant to them. Young children’s learning is energized as they become part of a community of investigators and share the findings of their inquiry. Children apply skills and knowledge in their study of buses, shoes, trees, or grocery stores. They learn about the value of reading, writing, and numbers in the life of the adults around them. In the context of the project the children become apprentices in the pursuit of knowledge alongside their teachers. Teachers take a responsive role in developing the project. They coordinate different interests and support small group and individual inquiries as these emerge. Teachers who use the project approach report that students show great interest and actively participate. They ask questions and follow up their own curiosity with investigations.

Along with the motivation it provides, project work also integrates all areas of learning and aspects of child development. It offers many chances to practice problem solving and critical thinking—skills that build language, math and scientific understanding. In fact, it helps children gain confidence in themselves and their abilities and develops in them the disposition to strive for understanding.

How does the Project Approach align with curriculum requirements and standards?

This type of learning differs considerably from the preplanned lessons of a published curriculum. While project work supports the curriculum standards identified for testing, teachers do not teach to the test through project work. The emphasis is on the context in which learning is intrinsically motivated and engaging to young children.

Through careful observation and skillful planning on the part of the teacher, curriculum goals can be integrated into project work. The teacher anticipates where a project may go, and includes elements of the required curriculum in her plans. For example, the curriculum goal of data collection and analysis can be incorporated into a project on cars, if children decide to count and record the kinds of cars they see. The teacher records her plan and project documentation provides evidence of learning.

In addition to the aspects of the curriculum which relate directly to the acquisition of skills and knowledge, project work offers interesting opportunities for children to apply and practice what they have learned in other parts of their daily program in school. Intrinsic motivation enables children to learn through projects in personally meaningful ways. Children who excel in certain academic areas learn to offer leadership to their peers. Children who experience difficulty in some areas frequently learn from skilled or knowledgeable peers more easily than from adults.

In classrooms where the Project Approach is well implemented, teachers and parents report that children show increased achievement and confidence in talking about what they know and can do.

Curriculum goals, such as data collection and analysis, can be naturally integrated into project work.

How does the Project Approach fit with other teaching strategies?

Project work can be incorporated into learning centers, as well as into a typical daily schedule. For example, circle time can be used to discuss a current investigation or books on the subject can be placed in the literacy area.

However, with all its advantages, most early childhood professionals would agree that project work alone does not cover all the learning experiences that should be included in the curriculum. Children learn through many different experiences in school. For young children these experiences include sensory exploration, various kinds of play activity, observation, and practice. They learn some things through direct instruction, some through small group work, some through repeated trials and persistence, and some through collaboration and lively discussion with their classmates.

The Project Approach offers children the flexibility to develop interests, to work hard at their strengths, to share expertise and make personal contributions to the work of the classroom. The use of open-ended learning centers in a classroom can make for easier differentiation by teachers in their instruction as they help children to self-assess and challenge themselves appropriately in the classroom context.

Open-ended learning centers complement project work by allowing children to reconstruct their experiences.

What are the challenges of implementing the Project Approach?

The principle challenge for teachers is to know the children well and to be able to guide them effectively in their inquiry. It requires dedication and creativity to take full advantage of individual strengths and interests, engage parental expertise (for interviews, access to field sites, etc.), and seek out resources. The key to a successful project is the teacher’s daily classroom assessment; it guides the work towards optimal learning opportunities in responsive environments for all children. These challenges demand that the teacher’s own creativity be engaged in crafting with the children the stories of their learning through projects.

As with any teaching approach or method, positive results are only evident when the teaching is done well. It is easier to set up learning centers with activities, worksheets, and boxes of props which are the same each year. It is easier to read the same fantasy literature and have the children play the parts of the characters in dramatic play year after year. In project work, teachers depend on rich communication with the children to determine their interests and prior levels of understanding. A project on ‘pets’ for instance, may focus on different subtopics from one year to the next as different groups of children and their parents show interests, expertise, or gaps in knowledge. One year the direction might be how to care for pets’ everyday needs, another year the focus might be around pet health and the work of the veterinarian, while yet another might be the work that animals can do for human beings, such as service dogs, leisure pursuits and exercise, or work with the elderly or young people with autism or other challenges. Teacher’s responsiveness to children challenges them always to bring fresh thinking to project work.

Another challenge for teachers is to plan the work so that there is a unity and cohesiveness to each project which all the children can appreciate. As various interests are developed teachers have to keep the communication focused on the value of each group’s contribution to the knowledge and understanding of the topic by all the children in their classes.

Yet, teachers wishing to help students develop a life-long love of learning and understand the interconnected relationship of all things will find there are unique advantages to project learning.

Beghetto, RA & Kaufman, JC (2013). Fundamentals of Creativity. Educational Leadership , Vol. 70, No. 5, pp. 10-15.

Chard, SC (2009) The Project Approach: Six Practical Guides for Teachers. These guides are available as .pdf files at the following web site: www.projectapproach.org

Katz LG & Chard, SC (2000) Engaging Children’s Minds: The Project Approach , Greenwood.

is Professor Emerita of Early Childhood Education at the University of Alberta, Canada. She has worked at the University since 1989; for seven years as director of the elementary education laboratory school. Dr. Chard has taught at various levels from preschool through high school in England, and completed her M.Ed. and Ph.D. at the University of Illinois. Dr. Chard has written extensively about the Project Approach, including the book Engaging Children's Minds: The Project Approach , which she co-authored with Lilian G. Katz. Dr. Chard maintains a website and blog The Project Approach and lectures around the world.

Let's Stay in Touch

Request a Free Catalog:

Sign up for our weekly blog

THE PROJECT APPROACH

Managed by the Educators Institute at Duke School

ENGAGING CHILDREN'S MINDS

Building on natural curiosity to engage, problem-solve, and connect

Authentic Discovery

Problem-Solving

Extending beyond the classroom to each student's community

Shaping the next generation of problem-solvers

Natural Curiosity

Building on natural curiosity to enable interaction and connection

The Project Approach

Children have a strong disposition to explore and discover. The Project Approach builds on natural curiosity, enabling children to interact, question, connect, problem-solve, communicate, reflect, and more. This kind of authentic learning extends beyond the classroom to each student’s home, community, nation, and world. It essentially makes learning the stuff of real life and children active participants in and shapers of their worlds.

The Project Approach Study Guide

The study guide offers educators an overview of the Project Approach and guides them through the process of developing and implementing a project in the classroom. Readings provide both practical knowledge and a theoretical framework, while assignments offer a flexible, step-by-step approach that allows teachers to learn in the process of trying out their first (or second or third) project in the classroom.

The Guide is an adaptation of the online course as taught by Project Approach founder, Sylvia Chard. It is still a little like a course but designed for a teacher to study for him or herself.

Journal prompts with each of the seven sections offer opportunities for teachers to reflect on and refine their strategies, ideas, and practices. Establishing a regular journal writing routine is a fundamental part of project-based teaching as this is a process that evolves with reflection and experience.

• Complete My Donation
• Why Save the Children?
• Charity Ratings
• Leadership and Trustees
• Strategic Partners
• Media, Reports & Resources
• Financial Information
• Where We Work
• Hunger and Famine
• Ukraine Conflict
• Climate Crisis

Poverty in America

• Policy and Advocacy
• Emergency Response
• Ways to Give
• Fundraise for Kids
• Donor-Advised Funds
• Plan Your Legacy
• Advocate for Children
• Popular Gifts
• By Category
• Join Team Tomorrow

Every child deserves the opportunity to learn.

Save the Children works in the United States and around the world to reach those children who are missing out most on learning and education.

We help children get ready for kindergarten and learn to read by third grade — a major indicator of future success. We’re especially focused on reaching vulnerable children in rural America where early learning resources are scarce. Globally, we ensure that no child’s learning stops because they are caught up in crisis .

Your donation today supports our work to keep children healthy, educated and safe .

DONATE TODAY

Millions of children risk losing out on their education.

Hamza* has already had his access to education disrupted multiple times because of the conflict in Syria. Once his school closed due to COVID-19, he began trying to keep up learning at home. 

Save the Children is a global leader in child education.

• In 2022, we helped 2.7 million children experiencing inequality and discrimination to access education through integrated measures such as cash programming, child protection case management and behavior change. 

• We have  delivered quality education to over 273 million children in the last decade — more than any other global development organization.

•  We helped reduce the number of out-of-school children by one-third since 2000, resulting in 180 million more children getting the education they deserve.

•  In rural America, we help more children get ready for kindergarten than any other nonprofit organization.

•  We are working to make sure kids can learn during this crisis, with  more than 300K kids served  since the start of the pandemic. 

Learn more about our child education programs

Global Education

U.S. Education

Learn more about our work to ensure every child has access to a quality education and is protected.

Child Protection

Girl's Education

We understand the importance of education for girl children. With your help, we can educate girls who may not otherwise have the chance to learn — changing the course of their lives, their children’s lives and the future of their communities.

Across the U.S., the poorest children tend to have the fewest learning materials at home. And millions, especially in rural areas, lack high-speed internet and the digital devices necessary for distance learning.

FIND OUT MORE

Read More News and Featured Stories

International Day of Education 2024

International Day of Education: Explore its roots, impact, and upcoming 2024 initiatives. Get involved and make a difference in education worldwide.

Take Your Child to the Library Day 2024

Discover the joy of learning and reading on International Day of Education with Take Your Child to the Library Day 2024. Learn more here.

Women Creating Change in Ethiopia, One Business at a Time

During my recent travels to the Sidama and Oromia regions of Ethiopia, I had the privilege of speaking with graduates of Save the Children’s Young Women’s Leadership and Economic E...

Sign Up & Stay Connected

Thank you for signing up! Now, you’ll be among the first to know how Save the Children is responding to the most urgent needs of children, every day and in times of crisis—and how your support can make a difference. You may opt-out at any time by clicking "unsubscribe" at the bottom of any email.

By providing my mobile phone number, I agree to receive recurring text messages from Save the Children (48188) and phone calls with opportunities to donate and ways to engage in our mission to support children around the world. Text STOP to opt-out, HELP for info. Message & data rates may apply. View our Privacy Policy at  savethechildren.org/privacy.

Advertisement

Reflections on Project Work in Early Childhood Teacher Education

• Published: 03 February 2022
• Volume 51 , pages 407–418, ( 2023 )

Cite this article

• Mary Donegan-Ritter   ORCID: orcid.org/0000-0002-3351-1590 1 ,
• Betty Zan 1 &
• Allison Pattee 1  

755 Accesses

Explore all metrics

Project approach allows early childhood teachers to use both child-initiated and teacher-facilitated instructional methods. This article describes what we learned from a study focused on project approach professional development for early childhood teachers who later served as mentor teachers during a field experience for an introductory methods course. The mentor teachers saw their role as guides and supports for early childhood preservice teachers who were placed in teams in their classrooms to implement project approach. Interviews with mentor teachers and document reviews of preservice teacher reflection papers reveal that preservice teachers gained understanding about how child engagement can be fostered through project work and the importance of working as a team. Mentor teachers wanted university faculty to take a more active role in supporting team communication, make visits to the classroom and situate project work in a field experience with enough hours to get to know the children and fully develop each phase of the project. Implications for early childhood teacher educators seeking to incorporate project work in preservice field experiences are shared.

Similar content being viewed by others

Professional Experience and Project-Based Learning as Service Learning

Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education

Judith Morrison, Janet Frost, … Brian French

Teaching Beyond the Classroom: A Project-Based Innovation in a Language Education Course

Avoid common mistakes on your manuscript.

Since 1987, the National Association for the Education of Young Children (NAEYC) has led the field of early childhood education in the U.S. in defining what it means for early childhood educators to teach in ways that respect the unique developmental, individual, cultural, and linguistic needs of young children through position statements on developmentally appropriate practice (Bredekamp, 1987 ). Revisions issued roughly every decade (Bredekamp & Copple, 1997 ; Copple & Bredekamp, 2009 ; NAEYC, 2020 ) reflect the most up-to-date knowledge, understanding, and research. One of the guidelines in the most recent position statement is “Teaching to Enhance Each Child’s Development and Learning.” Included under this guideline is the statement that teachers need to create experiences for young children “that are cognitively and creatively stimulating, invite exploration and investigation, and engage children’s active, sustained involvement.” (NAEYC, 2020 , n.p.). NAEYC has also created a position statement concerning the professional preparation of early childhood (EC) teachers (NAEYC, 2019 ). Teacher education programs are guided to prepare early childhood teachers to use both child-initiated and teacher-facilitated experiences that are developmentally appropriate, meaningful, and challenging for young children, including those with special needs and cultural and linguistic diversities.

We are two full time early childhood (EC) education faculty members and one part-time faculty member who also serves as the director of a campus-based childcare center at a regional comprehensive university. For many years, we have been engaged in an ongoing process of preparing preservice teachers to support children’s inquiry. Several years ago, we identified project-based learning as exemplified by Helm and Katz ( 2016 ) as another way to guide our efforts to support EC preservice teachers in learning how to create and implement authentic, play-based, inquiry-focused learning experiences for young children. When we began to plan how to accomplish this in our students’ field experiences, we quickly realized that we would need cooperating teachers who shared our vision for engaging young children in project-based learning. We thought that field experiences in classrooms in which teachers engage young children in project work might offer a promising avenue for introducing preservice teachers to inquiry-based curriculum and interest-based learning, and that those teachers could provide us with a valuable perspective.

Our purpose in writing this paper is to describe our process and share the lessons we gained. We examined the following questions: (1) What are the experiences of mentor teachers in using project approach in their classrooms? (2) What is the role of the mentor teachers as preservice teachers implement project work in their classrooms? (3) What are benefits and challenges for preservice teachers using project work in early childhood classrooms?

We begin by briefly reviewing the project approach (Helm & Katz, 2016 ) and its use in inclusive early childhood settings and review the literature examining project work in early childhood teacher education. We review the central role of high-quality field experiences and the need to partner with cooperating teachers, followed by a review of research on the use of project work in EC teacher education. We then report on our efforts with five cooperating or mentor teachers who agreed to explore with us the incorporation of project approach in a field experience connected to an introductory methods course (for the purposes of this paper, we refer to these teachers as mentor teachers). We describe the professional development provided to mentor teachers, the changes that we made to an early childhood methods course, and how we redesigned our field experiences in order to incorporate project work. We share the reflections of the mentor teachers and the EC students they mentored. We conclude with what we learned that we hope may inform and guide EC teacher educators seeking to incorporate project work into field experiences. We use the terms project-based learning , project work , and the project approach interchangeably in this paper to refer to the approach in which teachers support young children to investigate topics in depth and over extended periods of time.

The Project Approach in Early Childhood Education

Internationally, there are a broad range of settings in which early childhood education and preparation take place (Hoot et al., 2016). Diverse curriculum approaches from abroad have inspired and influenced US early childhood education leaders to study how emergent project-based curriculum can be adapted for US programs. Although we draw heavily on the work that Helm and Katz ( 2016 ) have done in this country, we recognize that project-based learning has a long history. Advocated by John Dewey and William H. Kilpatrick in the progressive education movement, it was prominent in progressive schools in the 1950s and in the Open Education movement in the late 1960s (Spodek & Saracho, 2003 ) and was seen as a way to integrate content across disciplinary domains. Project work is similar to the curriculum model developed at Bank Street College of Education in New York City (Zimiles, 1997 ) and the model made famous by early childhood programs in Reggio Emilia, Italy (Edwards et al., 1993 ).

Project-based learning enables children to learn in authentic and meaningful ways through extended, in-depth investigations of topics that are based on child interests and worth learning more about (Helm & Katz, 2016 ; Katz & Chard, 2000 ). In project work, children’s questions and findings determine the direction and outcomes of the project. Teachers promote higher order thinking skills (i.e., reasoning, creating, problem solving and analysis) and concept development which are associated with higher quality instructional teacher–child interactions in early childhood classrooms (Curby et al., 2009 ). Project work promotes children's intellectual development by actively engaging them in observation and investigation of topics within their experience and environment (Katz & Chard, 2000 ). As children conduct field work and collect information on topics of interest to them, the teacher takes on the role of a facilitator, planning experiences to meaningfully integrate literacy and mathematics as tools to support each phase of the investigation.

Project work in early childhood classrooms does not replace existing curriculum approaches; instead, it offers teachers an opportunity to provide more child-initiated investigations of science and social studies content than is currently found in narrow skills-based curricula. Project work can address the increasing diversity of early childhood programs and promote inclusion. In projects, children with and without disabilities engage in learning experiences at their own level to meet their physical, social, and academic goals (Harris & Gleim, 2008 ; Harte, 2010 ). Projects allow teachers to create an equitable space that encourages social interactions and participation in culturally relevant and flexible activities, promoting the effective inclusion of children with disabilities into early childhood classrooms. Meaningful experiences with rich vocabulary benefit children, especially children from low-income families and dual-language learners (Hirsch & Moats, 2001 ). Teachers report that children with special needs have benefitted from participating in project work due to the hands-on nature of activities, selection of topics based on children’s interests, use of real objects, and everyday experiences (Beneke & Ostrosky, 2009 ).

Research has found that practicing early childhood teachers can engage struggling learners and address grade-level standards through project work. (Blank et al., 2014 ; Mitchell et al., 2009 ). In a study with three early childhood teachers enrolled in a graduate course on project work, Blank et al., ( 2014 ) identified that teachers needed administrative support as well as a personal willingness to embrace uncertainty and approach project work with a spirt of inquiry. Mitchell et al. ( 2009 ) conducted a case study of a first-grade teacher who collaboratively negotiated the project focus and implementation of a project with her students while integrating standards and following children’s interests. The teacher used visual webs to facilitate decision making about how to divide teaching responsibilities between the children and the teacher.

Alfonso ( 2017 ), a teacher in an inclusive preschool in New York City, conducted a self-study of her efforts to implement child-centered inquiry through the project approach within a school culture of structured, teacher-directed learning. She reported that the children were highly motivated to engage in their own investigations and that she felt empowered by the experience. However, she also reported that the experience of moving from teacher-derived curriculum to emergent curriculum was challenging without the support of a mentor teacher to guide her through her questions and concerns.

The Role of Field Experiences and Mentor Teachers in Early Childhood Teacher Education

Advocacy for high-quality field-based experiences has dominated the conversation about improving K-12 teacher professional preparation over the last 20 years, with calls coming from the New America Foundation (Bornfreund, 2010), the Council for the Accreditation of Teacher Education Programs (formerly the National Council for the Accreditation of Teacher Education (NCATE, 2008 ), the National Research Council (NRC, 2010 ), and the American Association of Colleges for Teacher Education (AACTE, 2018 ). The report of AACTE’s Clinical Practice Commission (AACTE, 2018 ) states that:

Clinical practice serves as the central framework through which all teacher preparation programming is conceptualized and designed. . . . course work complements and aligns with field experiences that grow in complexity and sophistication over time and enable candidates to develop the skills necessary to teach all learners (p. 22).

The report goes on to state that clinical partnerships between P-12 schools and teacher preparation programs are “the vehicle by which the vision of renewing teacher preparation through clinical practice becomes operational” (p. 22), and that “clinical practice intentionally connects course work and field work so that teacher candidates can experience, with support, the interplay between the two” (p. 35).

The National Association for the Education of Young Children (NAEYC, 2019 ) joins these P-12 professional organizations in calling for field-based experiences in early childhood. However, providing preservice EC teachers with high-quality field experiences in EC is beset by a host of challenges. As Frances O’Connell Rust writes in the forward to the Handbook of Early Childhood Teacher Education (Couse & Recchia, 2016 ), early childhood teacher education is complex, spanning infancy, toddlerhood, preschool, and the early primary grades. The wide variety of settings, the diversity of education and credentialing of the teachers in these settings, the difficulty in identifying high-quality placements, and the limited university resources for supervision are barriers to high quality field experiences (La Paro, 2016 ).

Little research has been conducted on field-based experiences specifically in EC teacher education (Baum & Korth, 2013 ; La Paro, 2016 ). Baum and Korth ( 2013 ) addressed the issue of the skill levels of EC cooperating teachers by conducting a survey of 62 EC teacher preparation programs across the U.S. They report that although almost all (95%) of the programs that responded rated training and support of cooperating teachers extremely important or very important and none rated it unimportant , only 28% reported that they provided cooperating teachers with any sort of training. Reported barriers to providing cooperating teachers with training on how to mentor preservice teachers included lack of funding, logistics, lack of control over professional development efforts, and selection of cooperating teachers.

Maynard et al. ( 2014 ) conducted a study of how early childhood preservice teachers describe their field-based experiences following a 12 week, 72 hour placement in an early childhood classroom enrolling infants, toddlers, preschool or kindergarten age children, which was part of methods courses. A qualitative inquiry of 34 students using interviews, journal writing and open-ended questions was conducted. Results indicate that communication in the form of questions, feedback, and advice contributed to preservice teachers feeling valued. Preservice teachers benefitted from receiving both support and freedom to focus on children and connect to course content.

Project Work and Early Childhood Teacher Education

Although not widespread, project work has been used as a vehicle for inquiry in EC teacher education. Moran ( 2007 ) conducted a study in which project work was used with 24 preservice teachers in an early childhood methods class. The preservice teachers worked in teaching teams consisting of three to four students to implement a project with a small group of preschoolers over the course of 6 weeks. The collaborative projects allowed the preservice teachers and children to socially construct knowledge within the shared experience of project work. Case studies of two of the teaching teams showed changes in the preservice teachers’ orientation to inquiry-based teaching, including increased awareness of the value of collaboration and shared responsibility in making curricular decisions, early efforts at reflection-in-action, and use of documentation to demonstrate and make visible children’s learning.

Eckhoff (2017) conducted a study of 42 EC preservice teachers who were engaged in project work around a life-science project over 6 weeks as part of their 11-week EC science methods class. The preservice teachers worked with two classrooms of kindergarten children and two mentor teachers in a university professional development school. Eckhoff found significant gains in the preservice teachers’ understanding of inquiry-based science and science teaching efficacy.

Although mentor teachers play an important role in early childhood preservice teachers implementing project work in field experiences, they are largely missing from the limited research on project work in EC teacher education. Wastin, an early childhood preservice teacher and Han (a teacher educator) conducted an action research study (Wastin & Han, 2014 ) as the preservice teacher implemented a project on rain and the water cycle in a kindergarten classroom. Reflecting on the experience, the authors concluded that the success of the action research project and the experience for the preservice teacher were influenced positively by the mentor teacher’s flexibility, encouragement, and willingness to give the preservice teacher freedom to lead discussions and activities.

Young children benefit when early childhood teachers plan learning experiences and interact to promote executive functions, encourage reasoning and problem solving, and create emotionally positive, structured and stimulating classroom environments (Vandenbroucke et al., 2018 ). Classrooms that provide these high quality field experiences for preservice teachers can be difficult to locate across all early childhood age groups (NAEYC, 2009). In part, this may be due to the current mismatch between the context of today’s increasingly standards-driven schools and educator preparation programs striving to prepare preservice teachers to develop inquiry-based approaches that embrace uncertainty or dilemma (Blank et al., 2014 ). The past two decades have shown an increasing investment in publicly funded prekindergarten with accountability tied to standards that specify what children should know and be able to do (Graue et al., 2017 ). The use of packaged curriculum materials and scripted curricula creates a tension between early childhood teacher education programs that promote a child-centered focus on interest-based learning and field experience classrooms that are more teacher-led, due in large part to academic escalation (Brown & Feger, 2010 ; Graue, 2008 ; Hatch, 2002 ). Preservice teachers are aware of the challenges to using inquiry-based approaches in contemporary classrooms (Eckhoff, 2017 ). Brown and Feger ( 2010 ) conducted a case study of three early childhood preservice teachers to explore how high stakes reforms affected their conceptions of themselves as teachers. The preservice teachers reported wanting to make learning meaningful, avoid teaching to the test, and minimize the impact of reform in their teaching.

Our early childhood teacher education program is part of a comprehensive regional university located in the United States in a small mid-western metropolitan area of approximately 100,000 people. The unified early childhood teacher education program prepares undergraduate students for state licensure to teach young children from birth to third grade, with an emphasis on teaching all children in inclusive settings. EC majors complete at least 100 hours of field experience with infants, toddlers, preschoolers, and primary-grade children in diverse programs prior to student teaching. Although we had strong relationships with local schools for field experiences, limited opportunities were available for preservice teachers to observe or participate in early childhood classrooms in which children were engaged in project work because few mentor teachers possessed the skills and confidence to do project work.

To address this need, the lead author applied for and received a university Summer Enhancement Fellowship for a project, Professional Development Partnership to Support the Implementation of the Project Approach in Preschool Classrooms . Sixteen local early childhood teachers were recruited from two area school districts, a campus childcare center, and a private preschool in which we placed students for field experiences. The grant covered the cost of planning and teaching the course and providing follow up classroom-based coaching in the fall. All teachers volunteered for the professional development (PD), and received low-cost licensing renewal credit for participating. (See Table 1 for Project Timeline.)

During the summer, a teaching team of two early childhood faculty and two doctoral students planned and conducted a one-week workshop on incorporating project work into early childhood classrooms. In the weeks before and following the workshop the participants were assigned to read the book Young Investigators (Helm & Katz, 2016 ) and engage in online discussions facilitated by the lead instructor. Follow-up PD carried over into the fall when participants implemented their first project in their own classroom. The university teaching team supported each teacher through on-site coaching meetings. In November, a showcase took place on campus in which participants gathered to present the documentation on their projects to each other and early childhood faculty.

Two EC teacher educators (the second and third authors) made changes to the introductory methods course, Early Childhood Curriculum Development and Organization, in order to include a project-based component. The existing course emphasized integrated curriculum and the value of play, and included a 15-hour field experience. Although project work was addressed through assigned readings, videos, and lectures about the nature of project work, students were not able to actually implement a project due to having other curriculum related assignments in their field experience; instead, they designed a hypothetical project. The instructors revised the course to put more emphasis on project work in both the university classroom and the 15-hour field experience and integrated curriculum areas into the project.

For the 15-hour field experience, the preservice teachers were grouped into teams of 3–4 students and assigned to one of the mentor teachers who participated in the PD the previous summer. The intent of the teams was to collaborate and build a team approach to implementing a project in their classroom and to create a presence of multiple days a week focusing on the project. Bi-weekly summary reports were expected to be shared with the university faculty, mentor teacher, and group members. Each student attended their field experience one day/week for 10 weeks, meaning that each team would have a presence in the classroom 3–4 days a week implementing discussions, activities and experiences that centered on topic selection and project implementation.

Preservice teachers spent the first 2–3 weeks in the classroom interacting with children during center time to develop relationships. Phase 1 of the project was identifying children’s interests that would be possible project topics. After a possible topic was selected and discussed with faculty, a plan was outlined and discussed to explore the topic as a viable interest. Students were expected during this time period to explore interests by conversing with the children about what they knew about the topic and might want to investigate as well as bringing in books and other materials related to the topic. Preservice teachers were then instructed about anticipatory webbing as a group of teachers and webbing with children to help identify children’s questions and narrow down a focus for the project. During this phase of topic selection, the preservice teachers were expected to engage in discussions, observe closely, and listen deeply to children’s ideas.

Phase 2, implementing the project, required that students communicate with each other and arrange to bring in an expert or plan a field site visit, bring in resources, plan for ways to integrate project across curriculum areas, making connections and completing course assignments on art and literacy.

Phase 3, the culmination, involved preparing for how they might summarize the project work that the students completed during their 10 weeks. Culminating the project could take the form of a slide show, documentation board, or classroom book to help preservice teachers plan ways for sharing the project work with the classroom, parent, and school community.

In the following section we describe how we conducted a study with mentor teachers who used project work in their classrooms, seeking their experiences with project work and their perspectives about their role facilitating project work with preservice teachers. We describe how the mentor teachers supported preservice teachers, the challenges both the mentor and preservice teachers faced, and their recommendations to our EC teacher education program to enhance the field experiences. The perspectives of preservice teachers about what they learned from their field experience using project work are shared. Our guiding questions were: (1) What are the experiences of mentor teachers in using project approach in their classrooms? (2) What is the role of the mentor teachers as preservice teachers implement project work in their classrooms? (3) What are benefits and challenges for preservice teachers using project work in early childhood classrooms?

Methodology

Participants.

Five participants in the summer Project Approach PD agreed to serve as mentor teachers for 15 undergraduate preservice teachers enrolled in the early childhood methods course described above. The teachers taught in three different preschool programs: two programs based in public schools and one campus-based childcare program. The teachers were White, female, and had between 7 and 25 years of teaching experience with young children. All possessed master’s degrees in early childhood education or early childhood special education. Two of the teachers worked for a school district that was engaged in PD on project-based learning to teachers in the elementary and upper grades. Two teachers worked in a pre-k through grade 5 building in which a kindergarten classroom was involved in a pilot study implementing project-like investigations. One teacher worked for the campus childcare center in which the director (the second author) had advanced training in project work and encouraged her staff to use projects in their classroom curriculum.

Data Sources

There were two primary sources of data for this study: interviews with each of the mentor teachers and student reflections.

Teachers who participated in the PD on project work and who had served as mentor teachers were contacted via email by the first author requesting their participation in the interviews. The first author interviewed each teacher after school for 30–45 minutes using a semi-structured interview protocol. The interviews were audio-recorded and immediately transcribed for content analysis. A semi-structured interview protocol was developed for the teacher interviews and can be found in Table 2 .

Student Reflections

The preservice teachers were assigned to work with one of the five teachers, working in groups of approximately 3–4 students, to complete their field experience. All the preservice teachers were White, female, third-year students majoring in early childhood education and only one had prior experience with project work. The instructors assigned each preservice teacher a Project Approach Final Paper in which they described what took place and reflected on their experience during each phase of the project. The final paper questions (see Fig.  1 ) required each student to describe what happened in each phase of the project, and to reflect deeply on their experience in each phase, discussing both factors that were outside of their control and factors that they had some control over. In the final paper, they were asked to write a response to “What did you learn about yourself as a teacher from this experience?”.

Project approach final assignment

Following each interview, the interviews were transcribed and the lead author read and re-read the transcripts, coding the transcripts according to our guiding question and identifying themes that emerged across the interview data. An exploratory content analysis was conducted in which an initial set of themes was generated (Creswell, 2007 ). Each interview was content analyzed by the first and second author through an iterative process in which similar codes were collapsed and emerging themes were identified. The third author read the transcripts and reviewed the themes serving the role of peer de-briefer to confirm, clarify, and question the themes (Lincoln & Guba, 1985 ). In the final stage of our study, the students’ written responses were de-identified and content analyzed by the first and second author to identify and verify the extent and the ways in which the preservice teachers perceived the role of the mentor teachers.

Our analysis of the interviews and student reflections revealed both benefits and challenges of using project work. Our discussion is centered around our three guiding questions: (1) What are the experiences of mentor teachers in using project approach in their classrooms? (2) What is the role of the mentor teachers as preservice teachers implement project work in their classrooms? and (3) What are benefits and challenges for preservice teachers using project work in early childhood classrooms? We share quotes that exemplify themes we heard from several participants.

How Mentor Teachers Used Project Work

Four of the five mentor teachers used project work in their classrooms following the PD, and they reported that this was due to their principals recently setting an expectation that the preschool teachers do projects once or twice a year. Topics that the teachers identified for projects included farms, bees, veterinarians, worms, snow, and water movement. They found the projects were useful in assessing child learning, particularly in the areas of literacy, science, social skills, and persistence. The main benefit they identified was that following child interest resulted in a deeper level of engagement. Echoing the reflections of Alfonso ( 2017 ) about how motivated and engaged her students were when implementing project work, one teacher explained:

I really feel the best thing is the kids are so engaged and so involved. I've seen kids who would never go to the art center but (during a project) made 10 observational drawings in one day of a snow blower and take those drawings and pictures and construct a snow blower. So just really using their interests and what they're interested in, to have them want to do things that they don't typically want to do…. And to them it's fun. I just think the engagement piece is the biggest thing.

Challenges identified by the mentor teachers were consistent with the findings of Blank et al. ( 2014 ). Teachers described not being able to plan ahead and the project going in unexpected directions, which resulted in them having to gather materials on short notice. Limited funding for transportation resulted in two teachers having to forego field work and instead locate experts to come into the classroom. One teacher did not do any project work on her own after the workshop, preferring to continue to use theme-based planning. She cited the stress and challenge of planning emergent curriculum, extra effort needed to get resources, and need for more training.

Roles of Mentor Teachers During Preservice Teacher Projects

The most frequently identified role that mentor teachers took was guiding preservice teachers in selecting topics that were worthwhile and appropriate for project work. Their knowledge of the children and their experience doing project work was invaluable to the preservice teachers who were still getting to know the children and had limited time in the classroom. Some of the mentor teachers shared their resources such as books, construction materials, and ideas for experts with the preservice teachers. Other mentor teachers limited their support to topic selection and left the rest to the students. Similar to findings of Maynard and colleagues ( 2014 ), we learned that support and freedom are both essential to early field experiences. In this study, encouragement and supportive feedback and willingness to answer questions were frequently cited by both the mentor teachers and preservice teachers. As Wastin and Han ( 2014 ) describe the implementation of project work during a field experience, “the importance of having a mentor teacher who is in support of this endeavor” (p. 10) is key. One mentor teacher described her support this way:

After choosing a project topic I gave them ways they could implement it into many different areas of the room and tie it in with our objectives. I have offered books, games and observational drawing, manipulatives and suggested field work locations, expert visitors and ideas for activities.

The preservice teachers confirmed that mentor teachers taking an active role in keeping the project going and giving ideas for curriculum integration were helpful to their project success.

We used our mentor teacher as a resource. She was able to tell us whether or not our ideas would be something these students would be able to participate in. I learned that using people with more knowledge and experience is important.

Mentor teachers expressed uncertainty about their role and how much support or direction to give the students. The mentor teachers realized that many of the preservice teachers’ schedules were busy and the field experience time in classroom was limited. Some of the preservice teachers had not developed a mode of communication that worked for all group members on the team. Because the mentor teachers were the constant in the classroom, they expressed a desire for more communication with the teacher educators and among the preservice teachers assigned to their classroom. The mentor teachers served a critical role in team communication and project continuity.

Benefits for Preservice Teachers

The most frequently cited benefit for the preservice teachers from doing project work was gaining experience communicating and collaborating with other adults including the mentor teacher and group members. As one preservice teacher wrote:

I learned that communication is KEY. Whether it is communication with other group members, teachers, or students it is important to always communicate your thoughts.

And another explained,

Another thing that I learned about teaching is that it is helpful to work on a ‘team.’ Many teachers today, within the same grades, work together each week on planning the curriculum. It was beneficial to me to collaborate with others to have multiple ideas and support from one another while working on the project approach. This showed me a glimpse of what teaching will be like for me.

Recognizing time constraints and identifying possible options for communicating via email, text, or a notebook is needed to promote ongoing communication between preservice EC teachers and mentor teachers in field experiences (Maynard et al., 2014 ).

Facilitating child-initiated learning was identified by a few preservice teachers as a benefit to learning to do project work. These preservice teachers realized that developing the ability to follow child interests requires flexibility and perspective taking. One mentor teacher pointed out that the rich and engaging learning that took place during the project served as a management tool. Later in their program the preservice teachers would revisit the ideas that the best guidance is a good curriculum. Their experience with deeply engaging children in project work illustrated this common wisdom.

Challenges for Preservice Teachers

Two teams of preservice teachers struggled with an assignment to use visual webbing with children to help plan their possible topic as well as learn more about the children’s questions. Webbing during phase 1 of project work requires considerable prompting (Wastin & Han, 2014 ) including asking open-ended questions, listening deeply, and summarizing main ideas, all of which were new skills for these preservice teachers. In their reflections, some described that the children were not focused on their questions, and it was the mentor teacher who helped them realize that the difficulty was likely due to them trying to web with children during a time in which the children were more interested in playing. How arrangement of the physical environment contributes to engagement was made clear to them when the mentor teacher recommended that they consider taking a small group of children to a quiet area to minimize distractions.

I thought webbing was the most difficult part of this phase. It was very hard to get questions out of the children. I did this during center time, so the children were very distracted and didn’t really care to talk to me. It was like pulling teeth trying to get some of them to focus on me and what I was asking of them. …This became very frustrating. I think webbing was difficult because the children didn’t care to talk because they were so interested in the brand-new center that was just set up. For the most part I think they just had too many distractions to focus on me or what I was asking.

Other preservice teachers who saw evidence of webbing by the mentor teachers in the classrooms for previous projects found it useful for planning with the other team members to consider possible directions the project might go, assessing children’s prior knowledge, identifying misconceptions, and documenting new knowledge and understandings.

I learned that (anticipatory) webbing as a teacher and webbing with the students is really beneficial and gives you a starting point of what to focus on and what to do with the children to make the project, or any lesson, successful and tied in to the project that you are focusing on throughout. I think that I will definitely use this through my teaching career in learning about things to do with the children.

The preservice teachers faced a time crunch to implement all the phases of a project during their field experience. Most of the preservice teachers identified not having enough time to implement phase three, culmination of the project. In response, the teacher educators adapted the assignment to include written reflections on what they would have done if they had had enough time. Interestingly, two of the mentor teachers extended the preservice teachers’ projects and planned a culminating experience.

In this reflection on our practice of incorporating project work into an early childhood methods course, we focused on the experiences of the mentor teachers in facilitating project work with preservice teachers and children in early childhood classrooms. We viewed the mentor teachers as the infrastructure that was needed to redesign the field experience in which project work was part of the methods course. Here we reflect on the lessons we learned and what we see as implications for early childhood teacher educators who want to use project work as a way to promote inquiry learning with their preservice teachers.

Lessons Learned

The change to using project work, a child-initiated inquiry approach, during field experience led to uncertainty among the mentor teachers concerning their role. The mentor teachers were accustomed in the past to taking more of a hands-off role with the preservice teachers from this particular methods class. The mentor teachers recommended greater clarity about what they were expected to do. They also reported that they wanted a better sense of what the preservice teachers were learning in the university course, along with a timeline of when different aspects of the Project Approach were being addressed. Project work, like other inquiry approaches, requires support and communication between teacher educators and mentor teachers. We realized that the mentor teachers need support, both as teachers and learners (Whitebook & Bellm, 2013 ). A few mentor teachers wanted the teacher educators to visit the preschool classroom and observe the project work in action. These findings suggest that early childhood teacher educators who want to introduce authentic experiences with project work must be prepared to devote more time to communication and consultation with the mentor teachers.

The preservice teacher teams struggled with finding ways to communicate with each other and the mentor teacher on a regular basis. Some relied on the mentor teacher to find out what took place while they were not in the classroom. Although it was expected that the preservice teachers would inform the teacher and their teammates about what took place and next steps, frequent breakdowns in communication occurred. One mentor teacher recommended the teams set up a google doc to manage their communication and project directions and findings. The consistent finding that preservice teachers struggle with communication in field experiences (Maynard et al., 2014 ) suggests that teacher educators be intentional and deliberate about their expectations concerning ongoing communication with mentor teachers and among team members.

Implications for Early Childhood Teacher Educators

The preservice teachers’ discomfort with leading discussions with children and constructing webs suggests that teacher educators provide a variety of experiences to support child-initiated learning throughout the teacher education program. These might take the form of university classroom activities in which preservice teachers engage in role plays of leading discussions and then debrief about what they learned, observing mentor teachers using webbing during group discussions with children, or watching a video of an experienced teacher interacting with children and identifying contributing factors like questions asked, environmental arrangement, and other strategies for digging deeper into children’s thinking (Helm, 2015 ).

Those early childhood teachers who take on the role of mentor teachers do so out of a sense of professional obligation and desire for growth, and those who do not cite a lack of confidence as a barrier (Walkington, 2005 ). Our experience with incorporating project work into preservice field experience reminded us that mentor teachers require support and ongoing communication from us on what is expected from them and from the preservice teachers. Strengthening connections to the university classroom can take a variety of forms including in-person classroom visits from teacher educators, web-based tools for team communication, and debriefing meetings between mentor teachers and preservice teachers and teacher educators using video conferencing tools.

Reflection Leads to Change

The question in our minds evolved over time from not whether project work could be used to prepare future teachers for facilitating child-initiated learning but at what point in the preservice experience would it be most feasible and effective. Interestingly, one of the mentor teachers asked if we considered moving project approach into the second early childhood methods course that preceded student teaching. In our preservice program we have two field experience opportunities prior to student teaching: the introductory methods course with a 15-hour field experience over 10 weeks and a pre-student teaching experience that is 40 hours over 10 weeks. Due to the frequently cited lack of time to complete all three phases of the project, we followed the mentor teacher’s suggestion and began incorporating project work into the 40-hour field experience that accompanies the more advanced early childhood methods course. This change made it possible for project work to be addressed throughout our teacher education program. The 40-hour field experience allows time preservice teachers to determine children’s interests and prior knowledge, more fully develop all three phases, and engage in authentic assessment tied to learning standards.

We found that project work enhanced our early childhood teacher education program.  However, it required teacher educators to communicate more frequently and work in collaboration with both the mentor teachers who provided ongoing support and the preservice teachers, to ensure continuity across the phases of project work. La Paro ( 2016 ) used Bronfenbrenner’s expanded system theory to consider how preservice teachers are influenced by the interactions they have with early childhood coursework, learning opportunities in the field experiences, and the expertise of mentor teachers.

Limitations and Future Directions

Our study has limitations because it was conducted with a small group of White teachers in an early childhood program leading to unified teacher licensure which may contribute to a lack of generalizability across EC teacher education programs. Our sample size was small and our participating mentor teachers worked in schools lacking in the richness of cultural and linguistic diversity.

Future steps for research are to examine the extent to which project work in an early childhood teacher education program carries over to preservice teacher’s future classrooms, ways to enhance the inclusion experience preservice teachers plan for children with diverse abilities during project work, and whether preservice teachers working alone, in pairs, or a small group impact the benefits of implementing project work. Identifying how higher education faculty can provide training for mentor teachers in order to enhance their professional development and strengthen partnerships to support the growth of preservice teachers are needed.

As we learned in this study of our practice, the role of the mentor teacher in facilitating the development of each phase of the project is essential. With collaborative support from teacher educators, mentor teachers are an important influence for preservice teachers who are developing skills in being part of a team and using projects as a curriculum approach for child-initiated learning.

Alfonso, S. (2017). Implementing the project approach in an inclusive classroom: A teacher’s first attempt with project-based learning. Young Children, 72 (1). Retrieved from http://www.naeyc.org/publications/vop/implementing-inclusive-classroom

American Association of Colleges for Teacher Education. (2018). A pivot toward clinical practice, its lexicon, and the renewal of educator preparation. Retrieved from https://aacte.org/resources/research-reports-and-briefs/clinical-practice-commission-report/

Baum, A. C., & Korth, B. B. (2013). Preparing classroom teachers to be cooperating teachers: A report of current efforts, beliefs, challenges, and associated recommendations. Journal of Early Childhood Teacher Education, 34 (2), 171–190.

Article   Google Scholar  

Beneke, S. & Ostrosky, M. M. (2009). Teachers' views of the efficacy of incorporating the Project Approach into classroom practice with diverse learners. Early Childhood Research & Practice , 11 https://files.eric.ed.gov/fulltext/EJ848843.pdf

Blank, J., Damjanovic, V., DaSilva, A. P. P., & Weber, S. (2014). Authenticity and “standing out”: Situating the Project Approach in contemporary early schooling. Early Childhood Education Journal, 42 , 19–27. https://doi.org/10.1007/s10643-012-0549-2

Bredekamp, S. (Ed.) (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 . National Association for Education of Young Children.

Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs (Revised Edition). National Association for the Education of Young Children.

Brown, C. P., & Feger, B. S. (2010). Examining the challenges early childhood teacher candidates face figuring their roles as early educators. Journal of Early Childhood Teacher Education, 31 , 286–306. https://doi.org/10.1080/10901027.2010.523774

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 . National Association for the Education of Young Children.

Couse, L. J. & Recchia, S. L. (Eds.) (2016). Handbook of early childhood teacher education. Routledge.

Creswell, J. (2007). Data analysis and representation. In J. Creswell (Ed.), Qualitative inquiry and research design: Choosing among five approaches (2nd ed., pp. 179–212). Sage.

Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2009). The relations of observed pre-k classroom quality profiles to children’s achievement and social competence. Early Education and Development, 20 (2), 346–372. https://doi.org/10.1080/10409280802581284

Eckhoff, A. (2017). Partners in inquiry: A collaborative life science investigation with preservice teaches and kindergarten students. Early Childhood Education Journal, 45 , 219–227.

Edwards, C., Gandini, L., & Forman, G. (1993). The hundred languages of children . Ablex Publishing.

Google Scholar  

Graue, E. (2008). Teaching and learning in a post-DAP world. Early Education and Development, 19 (3), 441–447. https://doi.org/10.1080/10409280802065411

Graue, M. E., Ryan, S., Nocera, A., Northey, K., & Wilinski, B. (2017). Pulling preK into a K-12 orbit: The evolution of preK in the age of standards. Early Years, 37 (1), 108–122. https://doi.org/10.1080/09575146.2016.1220925

Harris, K. I., & Gleim, L. (2008). The light fantastic: Making learning visible for all children through the Project Approach. Young Exceptional Children, 11 (3), 27–40.

Harte, H. A. (2010). The project approach: A strategy for inclusive classrooms. Young Exceptional Children, 13 (3), 15–27.

Hatch, J. A. (2002). Accountability shovedown: Resisting the standards movement in early childhood education. Phi Delta Kappan, 83 (6), 457–462.

Helm, J. K. (2015). Becoming young thinkers: Deep project work in the classroom. Teachers College Press.

Helm, J. H. & Katz, L. (2016). Young investigators: The project approach in the early years. (3rd ed.). Teachers College Press.

Hirsch, E. D., & Moats, L. (2001). Overcoming the language gap. American Educator, 25 (2), 4–9.

Katz, L. & Chard, S. (2000). Engaging children's minds: The project approach (2nd ed.). Ablex.

La Paro, K. M. (2016). Field experiences in the preparation of early childhood teachers. In L. J. Couse & S. L. Recchia (Eds.), Handbook of early childhood teacher education (pp. 209–223). Routledge.

Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry . Sage.

Book   Google Scholar  

Maynard, C., La Paro, K. M., & Johnson, A. V. (2014). Before student teaching: How undergraduate students in early childhood teacher preparation programs describe their early classroom-based experience. Journal of Early Childhood Teacher Education, 35 (3), 244–261. https://doi.org/10.1080/10901027.2014.936070

Mitchell, S., Foulger, T. S., Wetzel, K., & Rathkey, C. (2009). The negotiated project approach: Project-based learning without learning the standards behind. Early Childhood Education Journal, 36 , 339–346.

Moran, M. J. (2007). Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers. Teaching and Teacher Education, 23 , 418–431.

National Association for the Education of Young Children. (2019). Professional standards and competencies for early childhood educators: A position statement of the National Association for the Education of Young Children. Author.

National Association for the Education of Young Children. (2020). Developmentally appropriate practice (DAP) position statement of the National Association for the Education of Young Children. Author.

National Council for Accreditation of Teacher Education (NCATE). (2008). Professional standards for the accreditation of teacher preparation institutions . NCATE.

National Research Council (NRC). (2010). Preparing teachers: Building evidence for sound policy . Author.

Spodek, B., & Saracho, O.N. (2003). On the shoulders of giants: Exploring the traditions of early childhood education. Early Childhood Education Journal, 31 , 3–10. https://doi.org/10.1023/A:1025176516780

Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., & Baeyens, D. (2018). The classroom as a developmental context for cognitive development: A meta-analysis on the importance of teacher-student interactions for children’s executive functions. Review of Education Research, 88 (1), 126–164.

Walkington, J. (2005). Mentoring preservice teachers in the preschool setting: Perceptions of the role. Australian Journal of Early Childhood, 30 (1), 28–32.

Wastin, E., & Han, H. S. (2014). Action research and project approach: The journey of an early childhood preservice teacher and a teacher educator. Networks, 16 (2), 1–12.

Whitebook, M. & Bellm, D. (2013). Supporting teachers as learners: A guide for mentors and coaches in early care and education. American Federation of Teachers.

Zimiles, H. (1997). Viewing education through a psychological lens: The contributions of Barbara Bilber. Child Psychiatry and Human Development, 28 (1), 23–31. https://doi.org/10.1023/A:1025141018392

Download references

Author information

Authors and affiliations.

Curriculum & Instruction, Schindler Education Center, University of Northern Iowa, Cedar Falls, IA, 50614, USA

Mary Donegan-Ritter, Betty Zan & Allison Pattee

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Mary Donegan-Ritter .

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Donegan-Ritter, M., Zan, B. & Pattee, A. Reflections on Project Work in Early Childhood Teacher Education. Early Childhood Educ J 51 , 407–418 (2023). https://doi.org/10.1007/s10643-022-01307-4

Download citation

Accepted : 12 January 2022

Published : 03 February 2022

Issue Date : March 2023

DOI : https://doi.org/10.1007/s10643-022-01307-4

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Field experience
• Early childhood education
• Preservice teachers
• Project approach
• Find a journal
• Publish with us
• Track your research

• Spanish – español

Project Approach Basics

Table of Contents

How to Learn More About the Project Approach

A project is an in-depth investigation of a topic worth learning more about, usually undertaken by a group of children within a classroom. The Project Approach can be a useful addition to the curriculum because it capitalizes on children’s natural interest and motivation and the satisfaction that comes from being an expert on a topic. Unlike many teacher-initiated components of the curriculum, the goal of a project is for children to learn more about a high-interest topic, rather than to find right answers to questions posed by a teacher. A typical project lasts about six to eight weeks.

Project work provides the children in the class with a common focus, which supports the inclusion of diverse learners and the development of class community. It supports children in using their strengths to make contributions that benefit others and provides teachers with opportunities to differentiate instruction to support children’s full participation.

Every group of children is unique, and therefore every project is unique. However, there are certain events and strategies that are typically present in a project. For example, it is useful to think about projects as having three phases.

In Phase 1, the teacher identifies a project topic, learns what the children already know about it, and determines whether there is sufficient interest to support a long-term investigation.

• Identify a useful topic: This is one of the most important factors, and it influences whether a project will develop beyond Phase 1. Topics can be identified in a variety of ways. For example, the project topic might emerge from events in the lives of the children (e.g., the construction of a greenhouse near the school might lead to a project on plants or greenhouses, or the news that the families of several children are expecting babies might lead to a project on babies). On the other hand, the teacher might decide to initiate a project on a topic that they think will be useful (e.g., it might be a topic that will appeal to a child who is socially withdrawn, or it might be a topic that is likely to appear at a certain time of year). And, sometimes, the topic of a project emerges from an earlier project (e.g., a project on fruits and vegetables leads to a project on grocery stores).
• Build a web: Once the topic is established, the teacher begins to record the children’s current knowledge about the topic on a web. The children revisit the web and make additions throughout the project.
• Engage with the topic: Topic-related stories, objects, and experiences spark children’s interest in the topic and lead to topic-related representation through play, discussion, and the arts.
• Determine if project continues: At the end of Phase 1, the teacher determines whether there is sufficient interest and curiosity among the children to support an in-depth investigation. The children’s initial questions are recorded on a chart that can be revisited and added to as the project continues.

Lesson Planning in Phase 1

• Lesson planning in Phase 1 is similar to planning a thematic unit. It centers on experiences that will spark children’s interest in the topic and helps the teacher assess children’s current level of knowledge.
• A great deal of the work involved in planning a project takes place toward the beginning as the teacher anticipates activities, materials, and experiences that will satisfy children’s curiosity about the topic.

Phase 1 Roles

The teacher’s role in Phase 1 is two-fold. On the one hand, their role is to plan engaging activities and experiences that will support the development of the project. At the same time, their role is to observe and actively listen to determine what the children already know about the topic and what they want to learn.

The child’s role in Phase 1 is to show their current knowledge about the topic through play, discussion, and representation (e.g., dictating stories, drawing pictures from memory, pretending during play).

In Phase 2 children explore high-interest aspects of the topic and record their findings in a variety of ways.

• Participate in firsthand experiences: Children conduct the investigation through experiences such as experimenting, observing, asking questions, and recording data.
• Create observational drawings: Children use observational drawing as a way to record data. Children often use clipboards as a surface for observational drawing in the field (e.g., on field trips, on the playground).
• Conduct surveys: Children conduct simple surveys to learn what other children and/or adults know or feel about aspects of the topic. For example, in a project on grocery stores, a child might ask others where they shop.
• Add to the topic web: As the children learn more about the topic, their ideas can be discussed and added to the web.
• Add to the question list: One question often leads to another, so as additional questions arise, they can be added to the list. Children can make predictions about answers to one or two questions selected by the teacher.
• Interview guest experts: Whenever possible, one or more guest experts are invited to visit the classroom to answer the children’s questions.
• Conduct fieldwork: Children do fieldwork to discover answers to questions. For very young children, this might be a trip to a place they can visit and revisit (e.g., observing ants on the playground). Older children might travel farther and revisit through photos and/or video. In either case, the children do this fieldwork to collect data about the topic in its natural setting.
• Reflect and continue investigating: Children and teachers use documentation of the project to reflect on what has been learned and to prompt further investigation.

Lesson Planning in Phase 2

• Lesson planning in Phase 2 is driven by the children’s questions. The teacher gathers materials and plans experiences that will help children find the answers to their questions.
• The teacher can invite the children to help with the planning. For example, if the children are curious about grocery stores, they might ask the children to help think of ways they can find out more about them.

Phase 2 Roles

• Establish an area where the history of the project can be documented, discussed, and added to on an ongoing basis
• Arrange for a guest expert and share children’s questions ahead of the expert’s visit
• Arrange for fieldwork and make an advance visit
• Help children notice significant aspects of objects or experiences
• Teach children to do observational drawing
• Provide materials and opportunities for individual and group constructions
• Observe what the children say, make, and do over time to assess progress
• Continue to bring in artifacts and experiences in response to children’s developing curiosity about the topic
• Teach children how to use tools for investigation.
• Invite children to make predictions about answers to one or two of their questions
• Learn topic-specific vocabulary
• Discover jobs or other roles related to the topic
• Share questions and ideas with others
• Help other children with group constructions (e.g., a class mail truck during a project on mail)
• Observe using all the senses
• Record observations (e.g., through dictating, two- and three-dimensional art, block construction, and play)
• Answer questions through experimentation, surveying, research in books, observation, and interviewing experts
• Suggest additions to the project history board  

Once the children have satisfied their curiosity about the topic, the project enters Phase 3, which celebrates accomplishments and brings closure to the project.

Conduct a culminating event: Children summarize their learning, often through holding an event where they display final documentation of their work and share what they have learned. Depending on the time and resources available, this could be as simple as inviting another class to visit, or it could be as elaborate as an open house for family, friends, and community members.

Lesson Planning in Phase 3

Lesson planning in Phase 3 is driven by the need to support children’s ability to plan and carry out the culminating event.

Phase 3 Roles

• Scaffold children’s participation in planning and preparing the culminating event
• Scaffold children’s participation in discussing, selecting, and preparing final documentation of the project
• Participate in selecting and preparing final documentation of the project
• Help plan for and prepare the culminating event (e.g., making invitations, deciding on refreshments)
• Participate in the culminating event (e.g., greeting guests, giving reports)
• Read and discuss an introductory book about the Project Approach, such as The Project Approach for All Learners: A Hands-On Guide for Inclusive Early Childhood Classrooms (2019) by Sallee J. Beneke, Michaelene M. Ostrosky, and Lilian G. Katz.
• Find an experienced practitioner who can serve as a mentor for you
• Partner with one or more teachers to try the approach and develop a community of practice
• Explore the resources available on our Project Approach page
• Join an online community of practice devoted to the Project Approach, such as the Illinois Projects in Practice Facebook group. A community of practice can provide strategies, suggestions, and inspiration as well as referrals to Project Approach trainings and workshops.

About this resource

• Preschool Program
• Kindergarten
• Teachers / Service providers
• Faculty / Trainer
• Infants and Toddlers (Birth To Age 3)
• Preschoolers (Age 3 Through Age 5)
• Project Approach

• Join Your Trial Class
• Book FREE Trial Now

10 Child-Friendly Educational Projects to Engage Your Kids

In a world buzzing with technology and screens, there’s something remarkably powerful about getting our hands dirty, metaphorically speaking. Hands-on Child-friendly educational projects aren’t just about glue sticks and construction paper; they’re about diving headfirst into the messy, wonderful realm of learning by doing.

These projects are like the unsung heroes of education, quietly transforming abstract concepts into tangible experiences. They’re the ones that make textbooks come alive, turning theories into something you can feel, see, and create with your own two hands.

Whether it’s building a miniature volcano, experimenting with circuits, or crafting a model of the solar system, these projects aren’t just about the finished product. They’re about the process—the trial and error, the “aha” moments, and the joy of discovery that no amount of passive learning can replicate.

So, let’s celebrate the magic of hands-on education. Because, in a world filled with information, there’s nothing quite like the empowering feeling of bringing knowledge to life through the sheer act of doing.

Table of contents

Experiment: rainbow in a jar, exploring nature and learning about the environment, creating a scavenger hunt checklist, tips for conducting the activity, why storytelling, encouraging creativity and language skills, writing prompts and story ideas, sharing and discussing stories, getting started: gathering supplies and selecting plants, planting the seeds of responsibility, caring for the mini garden: nurturing nature, watching it grow: patience and pride, collecting recyclable materials:, promoting recycling and creativity:, ideas for art projects using recyclables:, the perks of language learning, choosing your linguistic adventure, resources galore, fun and games, get talking, step 1: choosing the recipe, step 2: math in the mix, step 3: science on the stove, step 4: cook and enjoy together, step 1: pick your time machine destination, step 2: raid the closet for time-appropriate threads, step 3: prop it up like a time-traveling pro, step 4: dive into the past with engaging activities, stimulating an interest in astronomy, stargazing and identifying constellations, learning about the solar system, developing musical skills and creativity:, choosing instruments or making homemade ones:, playing and composing simple tunes:, frequently asked questions, project 1: diy science experiments.

Materials You’ll Need:

• A clear glass jar
• Light corn syrup
• Rubbing alcohol
• Food coloring (various colors)
• A steady hand and a dash of curiosity

Step-by-Step Instructions:

• Prepare Your Jar: Find a clean, clear glass jar. Make sure it’s dry inside; we don’t want any unwanted mixtures.
• Layer 1 – Corn Syrup: Pour a layer of light corn syrup into the jar, about one-fifth of the way. This will be the base of your colorful creation.
• Layer 2 – Dish Soap: Gently add the dish soap on top of the corn syrup layer. Use the back of a spoon to slow down the pouring and create a clean separation between the layers.
• Layer 3 – Olive Oil: Carefully pour olive oil into the jar, filling another one-fifth of the space. Watch as it floats on top of the dish soap, creating distinct layers.
• Layer 4 – Rubbing Alcohol: Slowly add rubbing alcohol using the same technique, allowing it to form its distinct layer in the jar.
• Layer 5 – Water: The penultimate layer is water. Pour it gently into the jar, creating yet another layer. By now, you should see a colorful stratification forming.
• Add a Splash of Color: Take your dropper and add a few drops of different colored food coloring into the jar. Watch as the colors seep through the layers, creating a mesmerizing rainbow effect.
• Observe and Enjoy: Set your jar in a well-lit area and marvel at the vibrant colors dancing within. Each layer represents a different density, showcasing the magic of science experiments for kids.

Project 2: Nature Scavenger Hunt

Nature has a lot to teach us, and what better way to learn than by diving right in? The Nature Scavenger Hunt is all about discovering the wonders around you. From vibrant flowers to mysterious bugs, every step is a chance to uncover the secrets of the environment.

Ready to embark on this nature-filled journey? First things first – create your scavenger hunt checklist. Keep it simple and exciting! Include items like a unique rock, a feather, a leaf with jagged edges, or maybe even a pinecone. The goal is to find, observe, and appreciate the little treasures nature has to offer.

• Location, Location, Location: Choose a park, a trail, or even your backyard. The key is to have a variety of natural elements to discover.
• Team Up: Everything’s more fun games for kids with friends or family. Form teams and see who can find all the items on the list first!
• Observe and Learn: Don’t just pick up items; take a moment to observe them. Google or identify the plants and creatures you find. It’s like a mini outdoor classroom!
• Respect Nature: Remember, we’re guests in Mother Nature’s home. Leave things as you found them and avoid disturbing wildlife.
• Capture the Moment: Bring a camera or use your phone to snap pictures of your discoveries. It’s a great way to remember the adventure!

Project 3: Storytelling and Creative Writing

Think of storytelling as the key to unlocking a treasure chest of creativity and language skills. It’s not just about words on paper; it’s about painting pictures with language. When you tell a story, you’re not just conveying information; you’re taking your audience on a journey, letting them step into different worlds, and experience the highs and lows of your imagination.

Storytelling isn’t just for the wordsmiths; it’s for everyone. It’s a playground where you can let your imagination run wild. When you write creatively, you’re not bound by rules or restrictions. It’s your chance to dream, explore, and express yourself. And guess what? As you craft your stories, you’re also honing your language skills. It’s like a two-for-one deal – having fun and getting better at communication!

Stuck in a creativity rut? No worries! Sometimes, all it takes is a little nudge to kickstart your imagination. Writing prompts are like the friendly tap on the shoulder that says, “Hey, why not write about this?” Whether it’s a quirky scenario, a mysterious object, or a peculiar character, prompts are the spark that sets your creative fire ablaze. So, grab a prompt, and let the words flow!

Writing is a solitary adventure, but sharing your stories creates a community. It’s like passing around a batch of freshly baked cookies – everyone gets a taste, and suddenly, you’re all connected through the joy of storytelling. Whether it’s around a campfire, a cozy living room, or a virtual space, sharing and discussing stories adds layers to the narrative. You get different perspectives, new ideas, and sometimes, even inspiration for your next masterpiece.

Project 4: Build a Mini Garden

Before we get our hands dirty, let’s gather our gardening arsenal. All you need are some small pots, soil, seeds or small plants, and a sprinkle of enthusiasm. Head to your local garden store or, if you’re feeling adventurous, try growing some plants from seeds. Pick plants that are easy to care for, like succulents, herbs, or cute little flowers.

Now that we’ve got our supplies, it’s time to dig in (literally). Get your hands into the soil, feel the texture, and let the fun begin. Encourage your little ones to plant the seeds or baby plants in the pots. This simple act teaches them about the magic of growth and the responsibility that comes with it.

Just like us, plants need a little TLC. Water them regularly, but not too much – nobody likes soggy feet, not even plants. Place your mini garden in a sunny spot and watch as it becomes a tiny haven of greenery. Show your kids how to check the soil for dryness and let them take charge of watering. It’s a small task but a big lesson in responsibility.

As days turn into weeks, and weeks into months, your mini garden will transform into a living masterpiece. Watch as your little ones marvel at the tiny leaves unfurling and the flowers blossoming. This isn’t just about plants; it’s about nurturing a sense of responsibility and pride in their achievements.

Project 5: Art with Recyclables

First things first – let’s gather our art supplies! Take a stroll through your home, and instead of tossing those used-up items into the bin, think about how they can be reborn into something spectacular. Gather up empty cereal boxes, plastic bottles, old newspapers, and any other recyclables you can find.

Project 5 isn’t just about making art; it’s about making a statement. By using materials that would otherwise end up in landfills, we’re not only reducing waste but also inspiring others to think twice before throwing things away. It’s a small step towards a greener planet, and every masterpiece created is a testament to the power of recycling.

Now, the fun part – turning your trash into treasures! Here are a few simple yet exciting ideas to kickstart your Project 5:

• Cereal Box Canvas: Cut up those empty cereal boxes to create a sturdy canvas. Paint, collage, and unleash your inner Picasso on this unconventional surface.
• Plastic Bottle Planters: Transform plastic bottles into hanging planters. Not only do they add a touch of green to your space, but they also breathe new life into discarded plastic.
• Newspaper Mache Bowls: Rip up old newspapers, mix up some glue, and mold yourself some chic bowls. Perfect for holding keys, trinkets, or even as a stylish centerpiece.
• Cardboard Tube Sculptures: Don’t toss those cardboard tubes from your paper towels just yet! They can be the building blocks for your mini sculptures. Connect them, paint them, and watch your creation come to life.

Project 6: Learn a New Language

First off, let’s talk about the perks. Learning a new language isn’t just about being able to order a coffee in Paris or haggling in a bustling market in Tokyo. It’s like a mental gym session for your brain. Studies show that bilingualism enhances cognitive abilities, improves problem-solving skills, and even staves off age-related cognitive decline. So, it’s basically a workout for your brain that keeps it sharp and agile.

Now, let’s tackle the age-old question: which language should you learn? Well, it depends on your interests and goals. If you’re a fan of romance, maybe Italian or French is your go-to. If you’re eyeing business ventures, Mandarin might be the way to go. Dive into a language that sparks your curiosity and fits your lifestyle.

Luckily, the internet is your best friend when it comes to language learning. Say goodbye to boring textbooks and hello to interactive apps like Duolingo or Babbel. Websites like Memrise and FluentU also add a dash of fun by incorporating videos for kids and real-life scenarios into your learning journey. Embrace technology, and let learning become an adventure, not a chore.

Who said learning can’t be fun? Language games are a fantastic way to spice up your linguistic journey. Try crossword puzzles, word searches, or language learning board games for kids. These not only make learning enjoyable but also reinforce what you’ve picked up in a more engaging way.

Practice, practice, practice! Engage in language exchange programs, find language buddies online, or even join local meetups. Conversing with native speakers not only boosts your confidence but also fine-tunes your pronunciation and understanding of cultural nuances.

Project 7: Cooking Adventures

First things first, let’s pick a recipe that’s as fun to make as it is to eat. Think cookies, pizza, or maybe even a homemade smoothie. The key is to find something kid-friendly and delicious. Trust us, the learning part will sneak in like a secret ingredient.

Now, don’t go running for the hills when we mention math. We’re talking about the kind of math that’s hiding in your kitchen. Get those measuring cups and spoons ready! This is where fractions become your culinary sidekick. Who knew that a dash of math could make your cookies taste even better?

Time to put on our little scientist hats! Cooking is like a mini science experiment happening right in your kitchen. Watch how ingredients change when they meet heat, see liquids turn into solids, and witness the magical transformation of dough into bread. It’s like Hogwarts, but with more aprons.

The best part is saving room for teamwork and a delicious meal. Gather the troops, put on those aprons, and let the cooking party begin! As you mix, measure, and munch, talk about the cool math and science stuff happening. Who said learning can’t be tasty?

Project 8: Historical Time Travel

First things first, choose your time-traveling destination. Whether it’s the roaring ’20s, the wild west, or the grandeur of ancient Rome, the choice is yours! Select an era or event that tickles your curiosity and sets your imagination on fire.

Now, let’s talk attire. Head to your closet and find threads that could transport you back in time. It’s not about being a fashionista, but about capturing the essence of the chosen period. Raid grandma’s attic, explore thrift stores, or maybe even try your hand at some DIY costume magic. Trust us; the excitement of dressing the part is half the fun facts for kids.

What’s time travel without some props, right? Whether it’s a parchment and feather quill for the Renaissance or a cowboy hat for the Wild West, get creative with your historical arsenal. Don’t stress about perfection; it’s the effort and enthusiasm that make the journey memorable.

Now that you’re decked out in your historical best, it’s time for the real fun to begin. Engage in activities for kids that bring history to life. Cook up a traditional recipe from your chosen era, try your hand at period-appropriate games for kids, or even stage a mini play inspired by historical events. The key is to immerse yourself in the past in a way that feels more like play than study.

Project 9: Space Exploration

Imagine a canvas splattered with millions of twinkling stars, each telling a story that dates back billions of years. That’s the beauty of astronomy, a field that sparks curiosity and fuels our imagination. Space exploration is like a cosmic treasure hunt, where scientists uncover the mysteries of distant galaxies and planets, inviting us to join the adventure.

From the little ones pointing at the moon, asking why it changes shape, to adults marveling at the beauty of a meteor shower, space exploration captures the attention of all ages. It’s like the universe is calling out to us, encouraging us to look beyond our terrestrial boundaries and explore the cosmic wonders that await.

Stargazing isn’t just a hobby; it’s a chance to connect with something much grander than ourselves. On a clear night, away from the city lights, the sky transforms into a celestial masterpiece. Learning to identify constellations is like finding familiar shapes in a cosmic puzzle.

Take Orion’s Belt, for example – three bright stars lined up like a cosmic accessory. It’s like the universe is playing connect-the-dots, and we get a front-row seat. The stories for kids behind constellations add a touch of mythology to the experience, turning a simple night of stargazing into a journey through time and culture.

Our solar system is a cosmic neighborhood, and each planet has its own personality. From the fiery intensity of the sun to the mysterious depths of Pluto, exploring our solar system is like taking a road trip through space. Learning about the planets, their moons, and the incredible forces that govern them gives us a newfound appreciation for the delicate balance that allows life to thrive on Earth.

Whether you’re a backyard astronomer with a telescope or someone who simply enjoys a moonlit walk, space exploration invites us all to be part of something larger than ourselves. It’s not just about the science; it’s about the sense of awe and inspiration that comes from gazing up at the night sky and realizing that we are all made of stardust, connected to the vastness of the cosmos.

Project 10: Music and Rhythm

Ever caught yourself tapping your foot to the rhythm of your favorite song? Well, that’s the first step into the vast realm of music. Developing musical skills is like unlocking a treasure chest of self-expression. Start by picking an instrument that resonates with you, whether it’s a guitar, piano, or even the humble ukulele. Learning the basics might seem daunting at first, but remember, every maestro was once a beginner. Practice makes perfect, and soon you’ll find yourself playing tunes that resonate with your emotions.

Don’t forget to let your creativity run wild! Experiment with different chords, try your hand at writing lyrics, or even mix up genres to create your own unique sound. Music is not just about hitting the right notes; it’s about telling your story through the language of melody.

Now, let’s talk instruments. Choosing the right one is like finding a musical soulmate. Visit a music store, try out a few, and see which one speaks to you. Maybe it’s the soulful resonance of a violin or the rhythmic beats of a drum that get your heart pounding. Your instrument is an extension of yourself, so trust your instincts.

If you’re feeling extra adventurous, why not try making your own instrument? Grab some household items like empty cans, rubber bands, or even a PVC pipe, and let your imagination guide you. Homemade instruments not only add a personal touch to your music but also showcase the beauty of creativity on a budget.

Now that you’ve got your instrument in hand, it’s time to play! Start with simple tunes; don’t be afraid to take it slow. Practice a few basic chords or experiment with a familiar melody. As you get more comfortable, challenge yourself to compose your own tunes. It doesn’t have to be a symphony; even a catchy little jingle counts. Express yourself through the music you create, and remember, there are no wrong notes in the song of your life.

In the lively journey of childhood, there’s something magical about getting our hands a little dirty. From crafting paper airplanes to building mini cities with blocks, these hands-on projects are not just about fun – they’re secret agents of growth. They teach more than textbooks ever could, nurturing creativity, problem-solving, and teamwork. So, let’s celebrate the beauty of sticky fingers and paint-stained palms, for in those messy moments, our little ones are sculpting not just projects, but futures filled with curiosity and possibility.

To get your hands on more such articles, educational content, and free resources on  coding classes for kids,   online robotics classes for kids , game development, etc., check out the  BrightCHAMPS  Page now! 

A1. These projects cater to a wide range of ages, typically spanning from preschoolers to pre-teens, with adaptable activities for different developmental stages.

A2. The level of parental involvement varies, but most projects are designed for kids to work independently or with minimal supervision, depending on their age and the specific activity.

A3. The required materials are generally simple and commonly found at home, such as paper, crayons, recycled items, basic craft supplies, and household items. Specific material lists are included with each project.

A4. The projects cover a wide array of subjects and skills, including science, art, math, and more. Each project aims to combine fun with educational value.

A5. Many of these projects are flexible and can be adapted to accommodate various learning styles and needs. Modifying the activities or adjusting the pace can make them accessible to a broader range of children.

A6. Safety is a priority. However, adult supervision may be needed for certain activities that involve the use of scissors, small objects, or basic tools. Clear guidelines on safety measures are provided with each project.

Team BrightChamps

Email Address

Free Kids Coding Resources 📕

Receive a copy of our Top 10 FREE Resources for your Kids

Success🎉 Check your email for more info!

Get a talent discovery certificate after trial class.

100% Risk-Free. No Credit Card Required

Related Articles

Building Strong Bonds: ODD Parenting Tips for Parents

by Team BrightChamps | Feb 20, 2024

Oppositional Defiant Disorder (ODD) is a condition characterized by a pattern of defiant, hostile, and disobedient behavior towards authority...

Supportive Guidance: Proven Newborn Care Tips

Welcoming a newborn into your family is an incredible experience, but it also comes with significant responsibilities. Proper newborn care is...

Rising Above: Expert Single Mother Survival Guide

Being a single mother is no easy feat, but it's a journey filled with remarkable strength and resilience. In this guide, we'll explore the various...

Trending Articles

Financial Literacy Activities for High School Students: Engaging and Practical Learning

by Team BrightChamps | Apr 10, 2024

As young adults step into the world of independence and responsibility, the importance of financial literacy cannot be overstated. Equipped with the...

Online Learning Platforms for Kids: A Comprehensive Guide

Over the past few years, online learning platforms for kids has seen a significant rise in popularity. This trend has been fueled by various...

Navigating Parenthood: Simple Tips for Dealing with Behavioral Challenges in Kids

by admin | Apr 9, 2024

Parenting is a journey filled with joys, but it also comes with its fair share of challenges. One of the most common challenges parents face is...

Center on the Developing Child at Harvard University homepage

The science of early childhood is a source of new ideas that could be used to develop more effective policies & services focused on the early years of life.

Browse Key Concepts | Browse Deep Dives

Using current best practices as a starting point, the Center works with a network of fellow change agents to design, implement, and evaluate innovative, science-based practice models that achieve transformational change for vulnerable children and families.

Our Innovation Model  | Innovation in Action

Innovation does not happen in a vacuum. To bring about lasting, population-level change for children facing adversity, we must foster a movement of collective change.

Browse Key Concepts | Learning Communities in Action

Connect With Us

Subscribe to our newsletter.

Subscribe to our newsletter to stay up to date on the latest news and events from the Center on the Developing Child.

Permissions Requests

General information, press / media inquiries, browse the full list of center resources. filter by media type or topic..

Shaping lives, changing futures

The early childhood program you can adapt to your needs, easy to get, to do, to use – and it works.

PECE – the Positive Early Childhood Education program is an evidence-based program offering tailored solutions for individuals through to whole communities. PECE helps build everyone's confidence and ability to deal with difficult situations, and develop children's potential to the fullest.

Flexible options, online learning and a mix-and-match approach means PECE can help you make a real difference. You can change the lives of the children and families you support. PECE is underpinned by the proven evidence base of the Triple P – Positive Parenting Program.

Find out more about PECE for…

Learn key skills and strategies to help you handle problems and build stronger relationships with children, colleagues, and parents.

Support your team while improving their ability to offer a high quality learning environment.

Policy Makers

Reduce duplication with an integrated, community-wide, cost-effective solution.

Get a glimpse

See how the pieces fit together to improve the lives of children, families, educators and managers in this short video clip.

Which PECE is right for me?

Personal pece, community pece.

• Online learning at your own pace, available 24/7
• Builds on your skills to meet children's needs and help them regulate their emotions
• Gives you strategies to improve communication with colleagues and parents
• Research shows improvement in confidence, personal wellbeing and job satisfaction
• Start your course today!
• Personal PECE (online program) plus coaching for educators
• Common approach, better communication
• Children helped to develop self-regulatory skills
• Happier educators, lower staff turnover
• PECE for Teams plus support for parents through the Triple P – Positive Parenting Program®
• Consistent strategies between educators & families
• Not just cost-effective; return on social investment through evidence-based preventative approach

"I wanted to connect." – Audrey, Early Childhood Educator

Audrey felt stressed by Jack's behavior. She described him as disruptive, argumentative and impulsive. Feeling unhappy and increasingly unsatisfied at work, she wanted to find a way to connect with him. Through doing PECE and with coaching, she decided to try some strategies at snack time. To her delight, Jack responded by engaging in positive interactions with Audrey and children in the class. Over time, Audrey was able to support Jack to develop these. Jack became a positive influence in the group.

This case study is taken from an actual participant in a trial of PECE in Canada.

Do you represent an agency, organization, jurisdiction or government? Let us know if you'd like to talk more about your needs and the benefits of the PECE Program for your community. Your local PECE team can help.

[email protected]

United States

[email protected]

[email protected]

United Kingdom

[email protected]

[email protected]

Netherlands

[email protected]

[email protected]

Educate A Child

Eac-logo.png.

Educate A Child (EAC) , a global program of the Education Above All Foundation, was launched in 2012 with the aim of making significant differences in the lives of children who have no access to primary education. Through partnership and innovation, EAC has helped millions of out-of-school children (OOSC) all over the world overcome the access and retention barriers blocking their path to education. By playing a leadership role in the field of OOSC and quality primary education, EAC strives to achieve individual and social outcomes for these children and their communities, resulting in a more sustainable world for everyone.

In April 2018, EAC marked a key milestone. EAC’s founder Her Highness Sheikha Moza bint Nasser joined partners and education stakeholders from around the world in New York to celebrate the fact that the program had secured commitments to enroll more than 10.4 million out-of-school children into quality primary education.

Since then, EDC has led a consortium of national and international organizations from the Malian Federation of NGOs (FONGIM) that have partnered with EAC to implement the Programme d’accès à l'éducation pour tous les enfants au Mali , or Access to Education for All Children in Mali (PACETEM) project . PACETEM is working to ensure access to quality education for nearly 600,000 vulnerable out-of-school children in the country through alternative educational strategies, such as mobile schools for children in nomadic communities and accelerated-learning programs for older students. In addition, this joint project supports teacher training, the provision of instructional materials, parental engagement, and improved school management capacity.

EDC appreciates all that has been accomplished on behalf of out-of-school children in Mali through our partnership with Educate A Child.

• Our Mission

ORIGINAL RESEARCH article

This article is part of the research topic.

Integration-Focused Approaches of Educational Systems Across the EU

Navigating the Peer-to-Peer Workflow in Non-Formal Education Through an Innovative E-learning Platform: A Case Study of the KIDS4ALLL Educational Project in Hungary and Italy Provisionally Accepted

• 1 University of Turin, Italy
• 2 TÁRKI Social Research Institute, Hungary

The final, formatted version of the article will be published soon.

The digital revolution is affecting all aspects of life, radically transforming everyday tasks and routines. The ability to cope with new challenges in life, including new forms of learning are key skills in the 21st-century, however, education systems often struggle with tackling digital inequalities. A digital learning platform developed by the KIDS4ALLL educational project, implemented in face-to-face student interactions, aims to mitigate the divide and the resulting social disadvantages among children with and without migration/ethnic minority background. Analysing data collected during the pilot phase of the project in two of the participating countries, Italy and Hungary, this paper examines how students and teaching staff adapt to a newly introduced digital learning tool based on peer-to-peer workflows. Firstly, it examines the role of educators' interpersonal competences in navigating the innovative learning activities and delves into how they use them and how they manage resources. Secondly, the study explores what attitudes and behaviours are observed among students engaged in the proposed peer-led activities, in particular in terms of their ability to cope with uncertainty and complexity. The analytical framework of the paper is based on two cultural dimensions offered by Hofstede (2001), the index of uncertainty avoidance (UAI) and power distance (PDI), and it utilizes the personal, social and learning-to-learn competence of the 8 LLL Key Competences as defined by the European Commission to conceptualize the skills of educators and students. Interpreting data from Italy and Hungary in their respective social and educational contexts, the study finds that the most important features that proved to be effective and useful during the pilot phase were the democratic power-relations between students and educators, the peer-to-peer scheme and its further development to the peer-for-peer approach. The child-friendly and real-life-related new curriculum and its appealing digital learning platform, embedded into a flexible, playful and child-centred pedagogical approach, were also successful. These are all complementing the traditional, formal school environment and pedagogy which, despite all developments in formal education in the past decades, can be characterized as teacher-centred and frontal.

Keywords: peer-to-peer learning, Educational inclusion, LLL Key competences, uncertainty avoidance, Power distance

Received: 10 Jan 2024; Accepted: 08 Apr 2024.

Copyright: © 2024 Schroot, Lőrincz and Bernát. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Tanja Schroot, University of Turin, Turin, Italy

People also looked at

Global Lessons for improving Early Childhood Education in Latin America and the Caribbean

Early childhood education is not just a school issue. Investing today in the education of the youngest members of the household can ensure the human capital needed for more equitable societies. We talked about this with Norbert Schady, Chief Economist for Human Development at the World Bank , who brings lessons from other regions.

Why is it important to invest in early childhood education?

The early years of a child's life are when the basic architecture of the brain is literally formed. And the absence of important investments at that time, of important nurturing, attachment or nurturing stimuli, has negative consequences for the rest of life.

So, investing in early childhood really lays the foundation, the foundation for all the investments that occur later. Following children from two, three years of age to forty years of age, it is clear that children who have low levels of development in early childhood suffer in different dimensions.

In adulthood they have lower incomes, lower job probability, higher crime rates, fewer years of schooling completed, and so on. So it really is a critical investment that we can make in the early years.

What lessons could we bring from other countries for the Latin American and Caribbean region?

I would like to highlight two in particular. The first is that families are absolutely critical and, consequently, it is very important to look at the parenting practices that parents have in their homes.

In many countries there has been a lot of expansion of coverage of different services, kindergartens, preschools, and less attention has been paid to the quality of these services, but quality is absolutely fundamental. Expanding without quality makes no sense, it may even be harmful to children, that is the second lesson.

What is the future of early childhood education?

Let's say in the short term future and in the long term future. In the short-term future I think we have to see how we can recover what was lost during the pandemic because it is still there. In the more immediate term, we have to recover the losses from the pandemic and in the slightly more medium term, although we can't wait, but in the more medium term is how do we make sure that the services that we provide are truly those that benefit children.

The State of Ceara and the City of Sobral, in Brazil, are Role Models for Reducing Learning Poverty

Interview with Norbert Schady: Global Lessons for improving Early Childhood Education in Latin America and the Caribbean

Interview with Emanuela Di Gropello: The importance of investing in a high-quality Early Childhood Education in Latin America and the Caribbean

Interview with Mauricio Pineda y Alejandra Posada: Early childhood education, an opportunity to strengthen El Salvador's human capital

Interview with Claudia Lagos: "Children are not a future hypothesis"

Interview with Juan Maragall (IDB): Improving early childhood education through interactions

Interview with Francisco Lima: Keys to literacy success for Sobral's children

Download the publication 'Quality Early Learning: Nurturing Children’s Potential'

This site uses cookies to optimize functionality and give you the best possible experience. If you continue to navigate this website beyond this page, cookies will be placed on your browser. To learn more about cookies, click here .

Gov. Reynolds, Iowa Department of Education announce new grant program to expand summer meal sites for children

• Wednesday, April 10, 2024
• Press Release

Governor Reynolds and the Iowa Department of Education today announced $900,000 in competitive grants to help more Iowa children and teens access nutritious meals and snacks during the summer months. The grants will support school districts and other qualified organizations to serve additional communities through expanding participation in two existing federally funded summer child nutrition programs.  

The Summer Food Service Program and Seamless Summer Option, administered by the Iowa Department of Education in partnership with the U.S. Department of Agriculture, help ensure Iowa children ages 18 and under have access to healthy meals and snacks during the summer. Through the new state-directed Summer Meal Program Expansion Grant, additional summer meal sites will be launched through these two existing federal programs to serve more children in currently underserved areas across the state.   

“Providing young Iowans with access to free, nutritious meals in their communities during the summer months has always been a priority,” said Gov. Kim Reynolds. “With the Summer Meal Program Expansion Grant, we will expand these well-established programs across our state to ensure Iowa’s youth have meals that are healthy and use local community farms and vendors when possible.”  

Qualifying Iowa schools participating in the National School Lunch Program or School Breakfast Program may apply as either a Summer Food Service Program or Seamless Summer Option sponsor. Private nonprofit organizations, community and faith-based organizations, higher education institutions and local government agencies are eligible to participate as a sponsor for the Summer Food Service Program.   

“Through partnerships with community-based providers and schools, the Summer Meal Program Expansion Grant will build upon family-focused solutions to support child nutrition and well-being in the summer,” said Iowa Department of Education Director McKenzie Snow. “The Iowa Department of Education remains committed to supporting students with healthy meals and food options, as it supports communities in growing the impact of existing child nutrition programs.” 

Summer meals can be served at a variety of sites within the community, such as schools, churches, community centers, parks, libraries and camps. Prospective new meal sites must be located in an area where at least 50 percent or more of the children are eligible for free or reduced-price meals. Priority consideration will be given to applicants that establish a new open meal site, where all children ages 18 and younger are served. Summer Food Service Program or Seamless Summer Option sponsors that did not operate in 2023 or are in a county with two or fewer current meal sites will also be given stronger consideration.    

“Many children rely heavily on these meals during the school year to provide them with the fuel and nutrition to grow healthy and become successful–the summertime is no different,” said Iowa Department of Health and Human Services Director Kelly Garcia. “Together, we are leveraging public-private partnerships to care for our children most in need.” 

Eligible current and new sponsors that plan to add open meal sites may apply for reimbursement funding for up to $10,000 for the first new site and $5,000 for each additional site. Current sponsors may apply for a total of $20,000, and new sponsors can apply for up to $30,000. Sponsors who did not participate in 2023 and intend to provide meals to targeted groups may also apply for up to $2,500 per site. Allowable reimbursement costs will include items such as local food purchases, program outreach and other operational expenses not currently covered through program reimbursement.  

Applications for the Summer Meal Program Expansion Grant are now being accepted at IowaGrants.gov . The application deadline is May 7, 2024, at 11:59 p.m. The number of eligible applicants and corresponding budget proposals will determine the number and amounts of grants awarded. 

Additional information on the Summer Meal Program Expansion Grant can be found on the Department’s website .  

Funds for the Summer Meal Program Expansion Grant are provided through State and Local Fiscal Recovery Funds provided through the American Rescue Plan Act of 2021. 

Blog The Education Hub

https://educationhub.blog.gov.uk/2024/04/08/free-childcare-how-we-tackling-the-cost-of-childcare/

Free childcare: How we are tackling the cost of childcare

England has some of the highest quality childcare provision in the world, with 96% of early years settings rated by Ofsted as good or outstanding. But we recognise that childcare is also one of the biggest costs facing working families today.  

That’s why we’re making the biggest investment by a UK government into childcare in history, doubling the amount we expect to spend over the next few years from around £4 billion to around £8 billion each year.  

By September 2025, working parents will be able to claim 30 hours of government-funded childcare a week, over 38 weeks of the year, all the way through from nine months up to their child starting school.

The scheme is already being rolled out, with more families able to sign up for the support than ever before.

When does the 30 hours free childcare start?  

The increased offer will be rolled out in stages to allow childcare providers time to be able to implement the changes, making sure the places that are needed are available across the country when the offers are introduced.

• Eligible working parents of 2-year-olds are now able to access 15 hours childcare . Eligible working parents of 3- and 4-year-olds are also able to access 30 hours of government-funded childcare.
• From  September 2024 , 15 hours childcare support will be extended to eligible working parents with a child from 9-months-old.
• From  September 2025 , support will reach 30 hours for eligible working parents with a child from 9-months-old up to school age.

These hours can be used over 38 weeks of the year during school term time, or up to 52 weeks if you use fewer than your total hours per week.

You can start using the entitlements from the term after you apply. These terms begin on 1 January, 1 April and 1 September.

Applications are now open for eligible working parents whose children will be 2 or older by the 31 August to receive 15 hours childcare, starting from September 2024.

And from 12 May, eligible working parents whose children will be aged between 9- and 23-months old on 31st August, can apply to receive 15 hours childcare starting from September 2024.

Why won’t this be available until 2025?  

This is a massive expansion in the offer and will take some time to implement and rollout.

The staggered approach will give childminders and nurseries time to prepare for the changes, ensuring there are enough places ready to meet demand.

The government is supporting with this, with a range of new initiatives to boost the workforce, including a national recruitment campaign and a £1,000 cash incentive pilot to encourage new staff into the sector.

How else is the government supporting nurseries and childminders?   

Nurseries are set to receive a £204 million cash boost as part of the government’s promise to deliver the largest ever investment in childcare.

Every area across the country is getting a share of the government funding which childcare providers can use to ease cost pressures such as staffing costs, training and bills.

Funding rates per child paid from September will increase from an average of £5.29 to £5.62 for 3 and 4-year-olds, and from an average of £6.00 to £7.95 for 2-year-olds.

All local authorities have started to receive their share of £289 million in funding to support their delivery of the programme, with parents expected to see an expansion in the availability of wraparound care from September 2024.

How will this make childcare cheaper?  

Nurseries are not allowed to charge top-up fees when providing the free hours offers, and that won’t change as these are expanded.

Some providers may ask for charges in addition to the government-funded childcare, such as meals. You can find more information the  Childcare Choices  website.

And of course, parents will be paying for far fewer hours in the future.

What do you mean when you say free childcare is for ‘working’ parents?  

Working parents who individually earn more than £9,518 (from April 2024) but less than £100,000 per year are eligible.

If you’re in a couple, the rules apply to both of you, so you must both earn at least £9,518 and neither one of you can earn more than £100,000 adjusted net income.

There’s more information available on the exact criteria on the  Childcare Choices  website, for example if you work irregular hours.

Who is eligible for free childcare now?  

Eligible working parents of 3- and 4-year-olds already get 30 hours a week of government-funded childcare.

Eligible working parents of 2-year-olds are also now able to access 15 hours  childcare  support.

What childcare support is available for people on Universal Credit?   

Parents on  Universal Credit  are set to get further support too.

The amount parents are able to claim from Universal Credit to cover childcare costs is  £951 a month for one child, and £1,630 for two children.

Parents can receive DWP support to cover their costs upfront, making it easier for them to get a job or increase their hours. This eases parents into the childcare costs payment cycle.

What other Government childcare support is there?  

Local authorities and schools will be given more funding for what’s known as “wraparound care”, so that parents of school-age children can access childcare in their local area from 8am – 6pm.

This could include provision of activities that fall outside of school hours, via things like  breakfast clubs  and after-school clubs.

The funding worth up to £289 million will enable schools to test different ways to increase their wraparound options, including working with local private providers or partnering with other schools.

This will be rolled out in September 2024, and we expect that by September 2026, all parents will be able to access wraparound care, either from their school or other provider.

Parents can also get up to £500 every three months (up to £2,000 a year) for each child to help with the cost of childcare, or up to £1,000 every three months (up to £4,000 a year) if a child is disabled, with Tax-Free Childcare. You can find out more about the scheme on  Gov.uk . Parents may also be able to claim back up to 85% of their wraparound childcare costs if they are eligible for  Universal Credit .

You may also be interested in:

• Budget 2023: Everything you need to know about childcare support
• How to apply for 30 hours free childcare and find out if you’re eligible

Tags: 15 hours free childcare , 30 hours free childcare , Childcare , free childcare , Free childcare support , tax-free childcare , Universal Credit , Universal Credit childcare support

Sharing and comments

Share this page, related content and links, about the education hub.

The Education Hub is a site for parents, pupils, education professionals and the media that captures all you need to know about the education system. You’ll find accessible, straightforward information on popular topics, Q&As, interviews, case studies, and more.

Please note that for media enquiries, journalists should call our central Newsdesk on 020 7783 8300. This media-only line operates from Monday to Friday, 8am to 7pm. Outside of these hours the number will divert to the duty media officer.

Members of the public should call our general enquiries line on 0370 000 2288.

Sign up and manage updates

Follow us on social media, search by date, comments and moderation policy.

• Skip to top

Advancing social justice, promoting decent work

Ilo is a specialized agency of the united nations, child labour and education.

Education: the key to the future…

Education is a crucial component of any effective effort to eliminate child labour. There are many interlinked explanations for child labour. No single factor can fully explain its persistence and, in some cases, growth. The way in which different causes, at different levels, interact with each other ultimately determines whether or not an individual child becomes a child labourer.

Children's participation in the labour force is endlessly varied and infinitely volatile, responding to changing market and social conditions. This context is matched by the flexibility of the large, unprotected, potential child labour force. Poverty and social exclusion, labour mobility, discrimination and lack of adequate social protection and educational opportunity all come into play in influencing child labour outcomes.

Experience shows that a combination of economic growth, respect for labour standards, universal education and social protection, together with a better understanding of the needs and rights of children, can bring about a significant reduction in child labour. Child labour is a stubborn problem that, even if overcome in certain places or sectors, will seek out opportunities to reappear in new and often unanticipated ways. The response to the problem must be as versatile and adaptable as child labour itself. There is no simple, quick fix for child labour, nor a universal blueprint for action.

IPEC's approach to the elimination of child labour has evolved over the past decade as a result of the experience it has gained and the changing needs of its partners for assistance. The programme incorporates a wide range of categories of work against child labour, including research and statistics, technical co-operation, a monitoring and evaluation unit, advisory services and advocacy, and an education unit.

IPEC has demonstrated leadership and experience in using education to combat child labour in both formal and non-formal settings which has proved significant in the prevention of child labour and the rehabilitation of former child workers. Non-formal or transitional education has played an instrumental role in the rehabilitation of former child labourers. Vocational education and training have provided the skills needed for gainful employment, which in turn contributes to local and national development. In addition, IPEC has been providing policy advice and technical assistance to governments to ensure that educational policies pay special attention to children at risk of child labour.

Give girls a chance: Tackling child labour, a key to the future

This report provides an overview on the involvement of girls in child labour and the policy responses required to tackle the problem. It provides global estimates on girls involvement in child labour and looks at major sectors of work in which girls are involved. It also considers the issue of gender inequalities in education and how these contribute to child labour and the transition of girls into the youth labour market. The report concludes with proposals on the policy response required to tackle child labour of girls.

Resource kit

Combating child labour through education: A resource kit for policy-makers and practitioners

Education strategies have proved critical in the prevention of child labour and in rehabilitation of former child labourers. This education resource kit pulls together research, guidelines, tools and good practices on combating child labour through education. The 25 resources included in the kit constitute a diverse and comprehensive collection of resources developed by ILO-IPEC and its partners during the period 2002-2008.

Good practices

Consolidated good practices in education and child labour

This publication presents a cross-section of some of the most important and successful good practices from education and skills training interventions identified from among the thousands of projects and programmes to eliminate child labour that have been implemented by ILO-IPEC and its partners around the world.

• Skip to main content
• Keyboard shortcuts for audio player

Solar eclipse 2024: Follow the path of totality

Solar eclipse, how to help your kids enjoy the solar eclipse.

The NPR Network

Getting your kids ready to enjoy the eclipse? If you've got curious kiddos enjoying the eclipse today, here are some resources from the NPR Network to help get the most out of the experience:

Eclipse learning guide for kids via Vermont Public

• Pre-K to Grade 2
• Grade 3 to 5
• Grade 6 to 12

Amy Nickell with Dallas Arboretum helps Dani Turin, 5, look down the ruler at the sun and the moon to see the perspective of the eclipse Monday at Dallas Cotton Bowl Stadium. Yfat Yossifor/KERA hide caption

Amy Nickell with Dallas Arboretum helps Dani Turin, 5, look down the ruler at the sun and the moon to see the perspective of the eclipse Monday at Dallas Cotton Bowl Stadium.

Not able to get outside? Stream totality with your kiddo .

• WATCH: The difference between a solar and a lunar eclipse from KERA Kids
• LISTEN: has a new episode out about solar eclipses from But Why , Vermont Public's podcast for curious kids

Kid at heart? The Texas Standard has tips from Bill Nye on the best ways to enjoy the eclipse .

Do some color-based experimentation! The celestial phenomena can alter the way we see colors, so keep an eye on reds and greens and how they change over the course of totality!

• What do I do if my kid won't keep their eclipse glasses on?
• How can I make sure my eclipse glasses are legit?
• Simple tips to safely photograph the eclipse with your cellphone

And be prepared: As we found with kids who enjoyed the eclipse in 2017 , little ones may totally forget this celestial experience, so don't sweat it too much!

NPR will be sharing highlights from across the NPR Network throughout the day if you're unable to get out and see it in real time.

NPR's Emily Alfin Johnson produced this piece.

• NAEYC Login
• Member Profile
• Hello Community
• Accreditation Portal
• Online Learning
• Online Store

Popular Searches:   DAP ;  Coping with COVID-19 ;  E-books ;  Anti-Bias Education ;  Online Store

Principles of Effective Family Engagement

You are here

How do early childhood education programs meet the challenge of engaging families in their child’s early learning and development.

NAEYC’s Engaging Diverse Families (EDF) project sought answers to this question. The project's goals were to develop a research-based definition of family engagement, identify exemplary family engagement practices in early childhood programs, and share what was learned with the field of early care and education by assembling a tool kit of materials to help programs more effectively engage families in children’s early learning.

Principles of Effective Practice

During an extensive review of the research on family engagement, NAEYC and Pre-K Now found that programs’ successful family engagement practices encompass the following six principles:

• Programs invite families to participate in decision making and goal setting for their child .  Programs invite families to actively take part in making decisions concerning their children’s education. Teachers and families jointly set goals for children’s education and learning both at home and at school.
• Teachers and programs engage families in two-way communication .  Strategies allow for both school- and family-initiated communication that is timely and continuous. Conversations focus on a child’s educational experience as well as the larger program. Communication takes multiple forms and reflects each family’s language preference.
• Programs and teachers engage families in ways that are truly reciprocal .  Programs and families benefit from shared resources and information. Programs invite families to share their unique knowledge and skills and encourage active participation in the life of the school. Teachers seek information about children’s lives, families, and communities and integrate this information into their curriculum and teaching practices.
• Programs provide learning activities for the home and in the community .  Programs use learning activities at home and in the community to enhance each child’s early learning and encourage and support families’ efforts to create a learning environment beyond the program.
• Programs invite families to participate in program-level decisions and wider advocacy efforts .  Programs invite families to actively participate in making decisions about the program itself. Programs also invite families to advocate for early childhood education in the wider community.
• Programs implement a comprehensive program-level system of family engagement .  Programs institutionalize family engagement policies and practices and ensure that  teachers, administrators, and other staff receive the supports they need to fully engage families.

Note : As we’ve developed the content related to this project, the six principles of family engagement have evolved to highlight important elements, take out redundancy, and clarify meaning.

Exemplary Programs

Using these six principles as the foundation, NAEYC set out to identify programs that effectively engage the families they serve.

In early 2009, NAEYC invited early childhood education programs across the county to submit a written application. To ensure a high-quality baseline, eligible programs had to be NAEYC-Accredited and/or rated in the highest or second highest levels of a recognized statewide or pilot quality rating and improvement system (QRIS).

Of the 24 programs that submitted complete applications, 17 were selected to participate in phone interviews during June 2009, and 15 finalists moved on to receive a site visit by NAEYC staff. Site visits, which took place from October 2009 to January 2010, were guided by a standard written protocol. The site visit was intended to validate what the program had reported and to gather evidence of its family engagement practices. Each site visit included

• a tour of the facility;
• a review of program documents;
• interviews with program staff, including the director/administrator, teachers, and other staff (such as family workers); and
• informal meetings with families over a simple breakfast, lunch, or afternoon snack.

The 15 programs NAEYC visited represent a range of program and funding types. Among these were Head Start programs, a lab school, two parent co-ops, a faith-based program, subsidized and private pay programs, one very large program (with 368 children), and a one-room schoolhouse (with 22 children). Each program serves families representing a variety of races, ethnicities and national origins, languages, religions, socioeconomic statuses, and family constellations (for example, single-parent, same-sex parent, blended, adoptive, grandparent-headed, and others). All 15 are NAEYC-Accredited; several also participate in their state’s QRIS.

Not surprisingly, the rubric NAEYC developed to evaluate these programs revealed that all 15 programs are of very high quality with a strong commitment to supporting and honoring family engagement. Overall, NAEYC found that these programs have a vision shared by staff and families.

In April 2010, after a careful review of the wealth of materials from each program,  NAEYC identified the following 10 programs as exemplary in their family engagement practices :

• Children’s Village Child Care Center in Philadelphia, Pennsylvania
• Community Renewal Team’s (CRT) Locust Street Early Care and Education Program in Hartford, Connecticut
• Iowa State University Child Development Laboratory School in Ames, Iowa
• Montgomery County Community College Children’s Center in Blue Bell, Pennsylvania
• Rainbow School in Stanford, California
• School for Friends in Washington, DC
• Sheltering Arms Early Education and Family Center–International Village in Atlanta, Georgia
• Sunnyside Child Care Center at Smith in Northampton, Massachusetts
• The Family Schools, Inc. in Brewster, Massachusetts
• YWCA of Minneapolis Downtown Children’s Center in Minneapolis, Minnesota

In addition, five programs were recognized for noteworthy family engagement accomplishments :

• BlueSkies for Children in Oakland, California
• Egenolf Early Childhood Center in Elizabeth, New Jersey
• Kidango Little Washington Township in Fremont, California
• Pocono Services for Families and Children in East Stroudsburg, Pennsylvania
• Temple Beth Sholom Foundation School in Miami Beach, Florida

NAEYC’s 2008–10 efforts were supported by a generous grant from the Picower Foundation. Pre-K Now engaged in a sister  project that explored state-level policies  to encourage and enhance family engagement as a critical component of high-quality pre-K. An advisory committee jointly convened with Pre-K Now in February 2009 provided initial guidance for the project.

Developed for NAEYC's Engaging Diverse Families Project through a generous grant from the Picower Foundation. © National Association for the Education of Young Children.