The Project Approach: An Appreciation for the Constructivist Theory.
2006; Volume: 2006; Issue: 1 Linguagem: Inglês
ISSN
1938-9809
Autores Tópico(s)Science Education and Pedagogy
ResumoAbstract The purpose of this study was to explore my appreciation for the 'constructivist theory' for which an epistemological stance is expressed as an educational ideology, or referred to as constructivism; essentially to construct one's own knowledge. Six energetic five-year-old boys from an urban public school, located within a mid-western state became the focus of this theory. The early learning programme implemented the 'project approach' inspired by the world-renowned 'Reggio Emilia' philosophy from Reggio Emilia, Italy. Also, several components from the public school corporation were implemented into the kindergarten curriculum framework including: guidelines for art, mathematics, music, physical education, reading, and science. projects began to surface from the curricula framework and philosophy. One particular classroom of six kindergarten boys was found to be interested in learning about race cars. It was at this point that a greater appreciation for the 'constructivist theory' became an exploratory venture, as I was compelled to guide these children into an intense 6-week study of ... 'The Race Car Project'! Historical Significance The 'constructivist theory's' epistemological stance is expressed as an educational ideology or referred to as constructivism which is essentially constructing one's own knowledge. This position also acknowledges the child as a knower, who in essence will 'act' upon the desire to 'know' (DeVries, Kohlberg, 1990). Learning for some children means to simply 'act out' in such a way that offers many opportunities to construct their own knowledge through discovery, exploration, and investigation. DeVries, and Kohlberg (1990) suggest, Constructivism is not just a process for children's development. Teachers too, construct their conception of what constructivist teaching means and their convictions about it.(p.378). Constructivist teachers understand that learning occurs within the environment, including the ideas of people and teachers (Branscombe, Castle, Dorsey, Surbeck, & Taylor, 2003). Constructing knowledge through projects for most children usually begins a thinking process with an idea, interest, or thought that is encouraged by someone or something that intrigues a child. Carlina Rinaldi, pedagogista of the preschools in Reggio Emilia, Italy, comments to Lella Gandini, United States Liaison for the 'Reggio Emilia' philosophy (Edwards, Gandini & Forman, 1993), A project, which we view as a sort of an adventure and research, can start through a suggestion from an adult, a child's idea, or from an event, such as a snowfall or something else unexpected (p. 108). Young children are easily motivated into discovery by teachers asking open-ended questions that pertain to the child's own interests. Listening to children is one of the key components that assist the adult while guiding a young child through the process of constructing their own knowledge. As teachers listen to a child's interests will only help to build strong relationships so that children feel capable and competent. Jerome Bruner (Quoted by Fraser, 2000) believes Many teachers are too rigid in expecting what children will do. The teacher must wait; live with uncertainty, but in the end, children may do things that may be a surprise (p.41). Constructivist teachers document, interpret, observe, make decisions, record, study, and reflect upon the nature of the child as a learner rather than beginning with a curriculum or content within the curricula (Branscombe, et. al., 2003). They realize that children possess all the knowledge and it is the adult's place to become the facilitator, or guide within a young child's world of learning. The constructivist teacher begins to relinquish their right of being the 'all knowing adult' and acts as a facilitator or guide, helping children to engage into authentic learning that is based upon the interests of the child. The challenge for most constructivist teachers encompass academic criteria, public school core curricula, and state standards. …
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