Running head: ENGAGING CHILDRENS MINDS 1

Engaging Childrens Minds: The Project Approach

Ellyn E. Culotta

Louisiana State University

ENGAGING CHILDRENS MINDS 2

Introduction

The book, Engaging Childrens Minds: The Project Approach, incorporates projects into

a teacher's everyday curriculum. When working on projects, children are encouraged to work

together in groups. While completing the projects, students learn important information as well

as practice good communication skills. Projects are put in place to challenge students and better

their understanding of the topic. Some examples of general challenges include problem solving

skills, group or partner work, and investigations or experiments held to conduct research. As the

reader reads deeper into this book the authors explain just how important projects are in early

childhood classrooms.

Introduction to the Project Approach

The authors of Engaging Childrens Minds: The Project Approach focus on how to

implement the project approach into the pre-existing curriculum of an early childhood

classrooms. The curriculum promotes childrens intellectual development by engaging their

minds in observations, raising questions and predicting the answers, and conducting

investigations and many other intellectual processes as they study selected aspects of their own

environments and experiences in depth (Katz et al., 2014, p. 3). Projects allow for each of these

to occur throughout the investigation process. Historically, projects originated around the 1900s.

Education theories and methods are constantly changing, which is why the project approach is

becoming more popular today. This approach to teaching involves students in hands on learning.

Some examples include field trips, drawings, and investigations. Students collaborate with their

peers, gain confidence in their learning abilities, and strengthen their knowledge of topics

surrounding their daily lives. Students also understand their topics on a deeper level and share

their findings with the class. This encourages an open community in the classroom where
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children teach and learn from one another. Teachers too are part of this community and should

feel engaged or challenged when faced with difficulties (Katz et al., 2014, p. 16). An example of

this would be the teacher who taught a group of children in the mornings and a different group in

the afternoons. Both classes were working on projects but she did not want the classes to ruin

each other's work. By overcoming this challenge the teacher was able to teach her students the

value of written communication (Katz et al., 2014, p. 16). Through projects children of all ages

discover different topics a deeper way that impacts their learning experiences.

Phases and Features of a Project and Teacher Planning

Preparation and planning for projects can be time consuming. However, the authors

answer why teachers should contribute their time and effort into planning an event as enriching

as a project. The three phases incorporated in each project help explain the valuable impact on

each student's learning experience. Phase I involves planning and getting the students involved

by talking through common topics to investigate (Katz et al., 2014, p. 22). Phase II enables

students to learn new information and how to relay this information using new words (Katz et al.,

2014, p. 24). Phase III concludes the students project by applying the information to their

everyday activities (Katz et al., 2014, p. 25). Teachers observe students using their new

knowledge during dramatic play.

The five features that occur during a well designed project include discussion, fieldwork,

investigation, representation, and display (Katz et al., 2014, p. 27). Discussions occur between

children and adults or children and children, in order to exchange information, discuss strategies

used to create the project, gather suggestions from peers on how to improve their projects, and

provide an understanding to their teachers. Field work occurs outside of the classroom; as it

enriches children's minds by showing them realities of everyday life. After the students
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investigate through observations or interviewing experts, they represent their findings through

drawings, paintings, writings, etc. By displaying their research children document and share what

they have learned in a creative way. Refer to chart on page 31 of Engaging Childrens Minds:

The Project Approach for more information on the phases and structural features.

Creating a topic web helps teachers and students brainstorm ideas for a project topic. The

teacher acts as a guide, who sets clear expectations and provides easy access to materials and

equipment needs for the projects. The five planning criteria when choosing a project topic

include, the students activities, application of skills, availability of resources, interest of the

teacher, and the time of school year (Katz et al., 2014, p. 38). Depending on the topic of the

project, the best type of field experience is first hand. Sometimes this means going outside of the

classroom. An example of when this is necessary would occur if the class were working a project

centered around dogs and there is a dog park near campus. Everyone is encouraged to take a

walk to observe how the dogs act or interview the dog owners. Teachers are highly advised to

visit these places before bringing children to them just to check it out (Katz et al., 2014, p. 45).

Another part of the project process involves making choices. If children have the choice to do

there work, they will be more inclined to do it. Explaining why a child learns what he or she does

also helps motivate them to want to learn. When possible giving the students the choice of when,

where, and with whom they want to work makes the learning process more enjoyable for them.

This freedom encourages children to think independently and develop cooperation skills.

Issues in Selecting Topics for Projects

There are many issues that could arise when selecting a topic for a project. The topic

should be appropriate, hold the interest of the students, and be well known by the teacher.

Projects depending on their topic should foster a good sense of community and embrace diverse
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cultures and heritage (Katz et al., 2014, p. 57). Making sure that the project aligns with the set

curriculum of a classroom comforts parents as they try to understand the educational value of the

project. By helping children choose the topic teachers foster a sense of democracy within their

classrooms. This deepens children's understanding of what it means to be a part of a large

community and appreciate the viewpoints of others. Some topics may be more sensitive than

others, and if the child does not want to discuss a traumatic experience or a family's culture is

offended by the topic then the child should not have to. For this reason it is important to look

carefully into the potential subjects and topics of a project before recommending them to the

students. The tentative list of criteria to look out for when choosing an appropriate topic include:

it being directly observable, within childrens experiences, direct investigation, local resources,

good representation, parents precipitation, culturally appropriateness, interest, relates to

curriculum, opportunity to apply basic goals, not too narrow and not too broad (Katz et al., 2014,

p. 61-62). All of these criteria are important when considering how to choose an appropriate

topic.

Phase I: Getting Projects Started

Phase I is all about getting the project started by introducing the topic, setting the

guidelines, and sharing knowledge of the new subject through past experiences. In order to

arouse childrens interest topics should be unexpected, new, or relatable. By using pictures to

present a new topic, children are more inclined to carry out a discussion on the topic. The initial

discussion of a topic should spark interest among the students by making an impression on them.

Sharing personal experiences surrounding the topic or inviting the children to begin thinking of

things they want to dive deeper into investigating, gets them involved in the discussion. One of

the more difficult parts of carrying out a project is maintaining an optimal level of interest to
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help students reach their full potential. By allowing students to participate in dramatic play,

teachers more easily observe how the children feel about a new topic. The reason being that

students talk to their friends and express their emotions during play time. Writing, drawing, and

painting are just a few of the many different ways children document their discoveries of a

related topic. Parents too should encourage their children to discuss with them their projects from

school. If need be parents can help the child by bringing them somewhere relatable to directly

investigate the topic (Katz et al., 2014, p. 74). For example, if the entire class is studying waste

management and how much litter is on the side of our cities streets. A parent could get involved

by bringing their child to a neighborhood park to see all the litter lying around the trash can or

play area. Normally, by the end of Phase I children should have decided on questions to ask

surrounding the topic and how they are going to find the answers through investigations.

Phase II: Projects in Progress

Authors discuss Phase II as a time when the project is in progress. During this phase

children will not only obtain the information necessary to complete the project but they will also

display the information gathered. In order to prepare for fieldwork there needs to be a class

discussion about where to go and who to invite. Discussions help prepare students by providing

information and motivation to complete their work. There are different sources of information

that can be used in this process including: direct observations, diagrams, and interviews, field

trips. The idea of a field trip acting as a treasure hunt helps students pay attention to real-world

experiences and encourages them to stay interested in the subject (Katz et al., 2014, p. 83).

After returning to the classroom, there are different activities in which students can share

their experiences. Construction activities use basic skills language arts and mathematics to help

portray what the children learn. Some examples of construction activities include: building
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blocks, clay, or wood (Katz et al., 2014, p. 85). They're also different types of investigation

activities that help children find out more information, such as listening to an expert or reading a

book. Children during dramatic play use the new information to form more intelligent or related

conversations to the topic being researched. While children are producing different types of work

a teacher's role is to strengthen the student's dedication by helping them apply their skills. During

this phase, teachers encourage children to use new information when they work or play,

document how they are growing, and communicate their discoveries to specific audience.

Displaying this information is very important, as teachers encourage children to use keywords in

their reports and reflections.

Phase III: Concluding Projects

During Phase III, teachers discuss with the students how to conclude a project. Children

should always be encouraged to keep learning and know that even if the project inside the

classroom is over learning about that subject still continues (Katz et al., 2014, p. 95). One way to

conclude a project could mean inviting community members and parents to see the presentations

of all the children's work. With kindergarten and elementary grade students in particular, it is

important to remember that children gain a sense of closure once everyone in the classroom has

similar understanding of what should've been learned (Katz et al., 2014, p. 96). By monitoring

the children's interest, teachers are able to ensure that students do not become bored or

disinterested. By allowing the kids to reflect on what they accomplished individually and as a

group, children learn the importance of their own understanding.

When students display their research, the project has reached its climax. Students can

host an open house in which the child becomes a tour guide and explains his or her own research.

Afterwards teachers and students should evaluate their projects and reflect on their work. This
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helps students differentiate between which predictions came true and how the facts may have

supported the project. Once the project is complete some teachers will follow their curriculum

accordingly and have already started planting the seeds for there next topic to spark the children's

interest in a new emerging topic.

Drawing in the Context of a Project

Chapter 7 focuses on how drawing the findings of a project encourage children to

contribute what they have learned, examine the development of the project, and describe

different strategies for learning. Through trying to recall relevant memories of past experiences

students will more likely draw elaborate pictures. Unique skills are included in this type of

display seeing as the drawings act as a language that represents complex ideas. There are five

dispositions when it comes to drawing. These include, attractiveness and personal significance,

students applying themselves with willingly, persistence in solving problems, and attentive

students working hard to improve their personal skills (Katz et al., 2014, p. 109). Children

express their feelings in drawings as a unique way of communicating their emotions and building

self confidence. During Phase I of a project, drawing helps children to discuss their personal

experiences and current understanding of the topic being discussed. A teacher who asks students

to explain their drawings and asks questions acts as an active model for his or her students (Katz

et al., 2014, p. 111). During Phase II, students are not only deepening understanding of the topic

but they are also able to draw field sketches, which allow more detail. Children discover shapes,

colors, and textures in their studies but also in their drawings. Drafting is a prime example of

when students would need a drawing if making a model to represent their project. During Phase

III, most but not all of the projects original questions have been answered. Drawing helps

students represent what they have learned from their experiences by working on this project. By
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the end of the project there are different types of draws, anywhere from a rough draft that can be

discarded to a final draft with colors and textures on it.

Teachers encourage drawing, build strong communities in the classroom, and set

expectations for childrens drawing skills. One way to get a child interested is by modeling for

them as someone who is engaged in what they do. In order to build a drawing community,

children must be assured that their work will not be ridiculed so that they feel safe and willing to

share their drawings (Katz et al., 2014, p. 124). Teachers should set specific expectations, such

as improvement in drawing skills as time goes by. This challenges students to do their best and

sets a definite line of what is accepted and what is not. The physical arrangement of the

classroom teaches children to respect not only the room but also the tools being used to create a

drawing (Katz et al., 2014, p. 125). There should also not be a competitive climate when drawing

in the classroom because then drawings are compared and this does more harm than good to

childrens self-esteem. By allowing children to have a say in what they are drawing and learning,

they are more likely going to be motivated to participate. As an educator it is important to get in

touch with one's own drawing abilities and model for the children. There is also peer modeling

that takes place, as one child creates a drawing and hangs it up another is motivated to do the

same. Lastly, when discussing specific drawings it is important to do so respectfully and matter-

of-fact so that children are encouraged to learn from their mistakes and move forward.

Projects with Younger Children

It is said that from birth children are innately curious and they have a desire to explore.

Projects for toddlers provide wonderful opportunities like "taking initiative, pursuing their

interest, working collaboratively, [and] becoming self-directed learners" (Katz et al., 2014, p.

133). Toddlers are more likely to build their confidence and readiness to participate with others if
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working on projects. Some meaningful topics are related directly to toddlers everyday lives.

Thus creating the opportunity for a project to build on their previous knowledge, or become a

first-hand experience. When teaching preschoolers, teachers choose topics that affect them and

the world around them. Understanding how people interact in certain situations and having a

sensory exploration within each project will also help maintain the toddler's attention span.

Preschool children are more inclined to research a topic for a longer period of time because they

have a greater understanding of the world around them (Katz et al., 2014, p. 140). Representing

the world takes time. Teachers can tell when it is time to move onto another project when the

questions are answered, field trips have been taken, representations of findings are completed,

and there is a lack of interest in the topic.

Projects in the Elementary School Years

During the elementary school years projects become more intense. Children are normally

assessed through a full process because each grade level has a certain curriculum that students

are expected to follow (Katz et al., 2014, p. 173). Children usually become more willing to work

on a project when they have a say in the development of the topic being discussed. When

choosing a topic for the students make it relevant to their everyday lives. This lesson not only

pertains to them but opens their eyes to the world around. Projects like this will normally take 6

to 8 weeks in an elementary classroom (Katz et al., 2014, p. 176). This allows time to create the

questions, investigate the answers, display their research, and share with their peers. There is an

example of a mini-project page 176 of Engaging Childrens Minds: The Project Approach. For

elementary students the teacher does not have to do as much preparation for the project. The

teacher will assist in making a topic web and keeping the students on track by asking subject
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specific questions. The students will complete the entire project and only use the teacher as a

guide.

Documentation and the Project Approach

Documentation is the key to exhibiting different aspects of learning throughout the

project approach. Documentation affects the learning of the students and the teachers that it is

being presented to. Teachers who share documentation with their peers are constantly growing

and working to gain a unique insight. Parents to have increased their awareness and deeper

understanding of what it means for a child to learn in the classroom. Reggio Emilia classrooms

focus not only on the content of the project but also the beauty of the display (Katz et al., 2014,

p. 206). There is not one specific type of documentation. Anything from media to building

sculptures out of different materials may be used to document a students research. Throughout

the chapter the authors discuss how documentation is implemented into the three phases. In

Phase I documentation focuses on the questions being asked. In Phase II reports keep track of the

childs understanding of the topic and first hand experience interviewing experts. In Phase III the

documentation highlights the information being presented to a specific audience. Each stage is

just as important as the other, especially when highlighting or documenting the important aspects

of a project to prove that learning has taken place.

The Project Approach in Perspective

The authors of this book took the last chapter and turned it into their reasoning for putting

so much faith and effort into the project approach. This approach not only encourages teachers

and children to learn from each other but it also works in a fun creative way to improve the

current curriculum. These projects should work with the curriculum not against them or separate

from them. Children are learning to trust others as they interact and play. Sometimes it is hard to
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find a project that everyone is interested in, but this is just one of many challenges that come

along with this teaching approach. This can be overcome by engaging students and modeling

what it is like to be a positive excited teacher. All ages, whether toddler preschool or elementary

school, should embrace the project approach in their classrooms because it teaches them social

skills that they will need for the rest of their lives. One of the biggest problems in our world is a

lack of communication skills (Katz et al., 2014, p. 214). Project approach can help fix this by

engaging minds and encouraging children to learn from one another. The authors even admitted

that every day they learn something new and something more about this project approach. One of

the examples given in the book includes special needs students and how to include them in the

projects. This is even more impactful for the teachers who need that extra support and are willing

to try something new in their classrooms.

Conclusion

In conclusion, the project approach when done correctly is effective. This approach

teaches children how to be social while still learning and having fun. Going through with the

different phases this book revealed everything from how to get the project started, to the type of

research that goes into Phase II, and concluding with Phase III. Each of these phases has great

significance when implementing and processing this approach. The teacher's role as a guide was

also made known throughout the book. The project approach may seemed like something that is

common sense and easy to implement. However, this book focuses on the children first and the

project second. By engaging the children in each unique project experience, the students are

learning content knowledge and social skills that they will use in their everyday lives.
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References

Katz, L. G., Chard, S. C., & Kogan, Y. (2014). Engaging children's minds: The project

approach. Santa Barbara, CA: ABC-CLIO, LLC.