Project Based Learning in Preschool
Project-Based Learning for Preschool
Family Tree Art Project
My preschool class consists of 20 students ages 3.5 to 4 years old. All of my students are English Language Learners and we are located in Guangzhou, China. Our curriculum focuses on:
- Developing language and literacy skills
- Helping students become creative thinkers
- Understanding the world around us and a sense of self
- Developing fine and gross motor skills
- Helping students develop essential life skills necessary for kindergarten
- Developing an understanding of mathematics
In my own classroom, I often refer to the California Preschool Learning Foundations Guidelines to make sure that my students are meeting age-appropriate milestones by the time they are four years old. The California Preschool Learning Foundations focuses on four different areas:
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Social and emotional development
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Language and literacy
-
Fine and gross motor skills
-
Mathematics
Keeping these milestones in mind helps me get a better understanding of what types of activities my students need to focus on in order to gain certain skills.
In my class, we have a different theme every month. These themes help guide our activities and we try to do activities every day that has something to do with our current theme. Some of our themes include; My Body and Clothes, My Family, Transportation, Animals, and Environment.
- Social and emotional development
- Language and literacy
- Fine and gross motor skills
- Mathematics
Keeping these milestones in mind helps me get a better understanding of what types of activities my students need to focus on in order to gain certain skills.
In my class, we have a different theme every month. These themes help guide our activities and we try to do activities every day that has something to do with our current theme. Some of our themes include; My Body and Clothes, My Family, Transportation, Animals, and Environment.
I think that the project-based learning approach in Early Years is often overlooked because the students are so young. Project-based learning, however, is just as valuable for young students because it helps them develop necessary critical thinking and problem-solving skills as well as aides in social-emotional development.
Project-based learning also helps children develop a love of learning which is one of the main goals of our Kindergarten. (McGolerick, 2018). The project-based approach to learning is actually ideal for preschoolers because it meets the nature of children who love to explore and investigate. (Rahman, Yasin, & Yassin, 2012)
Project-based learning in preschools differs from play-based learning or teacher-led learning in that children have questions they need to answer through their own investigation. Projects can be anything from science projects, art projects, and nature projects, and much more.
I think that the project-based learning approach in Early Years is often overlooked because the students are so young. Project-based learning, however, is just as valuable for young students because it helps them develop necessary critical thinking and problem-solving skills as well as aides in social-emotional development.
Project-based learning also helps children develop a love of learning which is one of the main goals of our Kindergarten. (McGolerick, 2018). The project-based approach to learning is actually ideal for preschoolers because it meets the nature of children who love to explore and investigate. (Rahman, Yasin, & Yassin, 2012)
Project-based learning in preschools differs from play-based learning or teacher-led learning in that children have questions they need to answer through their own investigation. Projects can be anything from science projects, art projects, and nature projects, and much more.
Family Tree Project
For our class project, students will create a family tree using pictures of their own family members. In order for students to effectively complete this project, teachers must first teach some key information. Students must be able to:
- Identify and name different family members using key vocabulary (brother, sister, mom, dad, grandma, grandpa)
- Students will be familiar with the image of a family tree
- Students will understand the correct placement of family members on a family tree
Some activities leading up to their project will be:
- Learning vocabulary words and identifying them using flashcards
- Watching videos describing different family members
- Solving family tree puzzles
Above: Family Tree Video
Because the students are so young, I am going to take a very step-by-step approach to this project.
Step one: The first step is to get all of the student's family pictures. During class, we will review the vocabulary words; mom, dad, brother, sister, grandmother, and grandfather. I will draw a connection by asking students if they have a brother, sister, grandfather, grandmother, etc. I will then tell students that they need to gather pictures of their family members because we are going to do a special project. A letter will be sent home as well as a WeChat message to their parents explaining the project and that we need their family pictures.
Monitoring: At this time, students should be able to identify the different family members. Students will be asked to help identify different family members and if they cannot, it will be noted in their evaluation.
Feedback: students will be given immediate feedback based on their knowledge and ability to identify family members. If students are not able to answer specific questions, the teacher will help them by asking them leading questions. If they still cannot identify certain family members, the teacher will ask another student to help them. The teacher will offer praise and positive encouragement by saying; "good job," "thank you for trying," and "keep practicing the names of the family members by the next lesson."
Step two: Parents send pictures to teachers directly through WeChat or students bring in their family pictures. Once we have received all the pictures, the teachers will cut and prepare them for the project.
Monitoring: As part of the evaluation criteria for this project, students must bring in pictures of their family members.
Feedback: If students fail to bring in pictures, parents will be contacted individually. If students fail to bring in pictures by the project date, they will receive a deducted score on their evaluation. This feedback will be given directly to the parents because it is their responsibility to help their children with this project.
Step three: Teacher will make a demonstration project with their own family pictures (or sample pictures if they feel more comfortable)
Step four: The teacher will sit students down for circle time and show them the demonstration family tree. Students will help identify different family members on the tree. Students will note the different placements of each of the family members on the tree.
Monitoring: during this time, the teacher will monitor students understanding and knowledge of the key family members and understanding of the concept of a family tree by asking students questions and checking for understanding.
Feedback: just like in our last lesson (step one) students will be given immediate feedback based on their knowledge and ability to identify family members. If students are not able to answer specific questions, the teacher will help them by asking them leading questions. If they still cannot identify certain family members, the teacher will ask another student to help them. The teacher will offer praise and positive encouragement by saying; "good job," "thank you for trying," and "keep practicing the names of the family members by the next lesson."
Step five: Students will move to their project/art tables to complete their projects. First, the teacher will model how to create a family tree. They will, essentially be making an entirely new demonstration so that they can fully demonstrate to their students how to complete their projects. Once the teacher is done, they will hang the family tree up in a visible place so students can refer to it when they are doing their own projects.
Step six: students begin their projects. Teachers will be going around to each student asking if they need help or if they do not understand the project.
Monitoring: The teacher will monitor and check for student understanding of the project. The teacher will also check for students initiative and their willingness to complete the project.
Feedback: if a student is not willing to complete the project the teacher will refer to the behavior chart. In our class, completing class activities is one of the criteria in which students receive daily stars. If students need extra clarification or help, the teacher will give it at this time. Positive reinforcement is very important during this step so the teacher will be complementing those students who are on task and completing their work.
Step seven: Once students have successfully glued all of their pictures onto the family tree, the teacher will go up to them and ask them to identify who each person is. The teacher will write; mom, dad, etc., or the family members name next to each picture.
Monitoring: the teacher will monitor their understanding of the different family members.
Feedback: For students who are able to identify different family members, they will receive verbal praise. For students who need extra encouragement, they will receive encouraging words and help from the teachers.
Step eight: Once the students have completed their projects they will be asked to write (or try to write) their names on their projects.
Monitoring: Students should be able to write their names by the end of this school year. If they are not able to write their name or they need teachers assistance, it will be noted in their evaluation
For our class project, students will create a family tree using pictures of their own family members. In order for students to effectively complete this project, teachers must first teach some key information. Students must be able to:
- Identify and name different family members using key vocabulary (brother, sister, mom, dad, grandma, grandpa)
- Students will be familiar with the image of a family tree
- Students will understand the correct placement of family members on a family tree
Some activities leading up to their project will be:
- Learning vocabulary words and identifying them using flashcards
- Watching videos describing different family members
- Solving family tree puzzles
Above: Family Tree Video
Because the students are so young, I am going to take a very step-by-step approach to this project.
Step one: The first step is to get all of the student's family pictures. During class, we will review the vocabulary words; mom, dad, brother, sister, grandmother, and grandfather. I will draw a connection by asking students if they have a brother, sister, grandfather, grandmother, etc. I will then tell students that they need to gather pictures of their family members because we are going to do a special project. A letter will be sent home as well as a WeChat message to their parents explaining the project and that we need their family pictures.
Monitoring: At this time, students should be able to identify the different family members. Students will be asked to help identify different family members and if they cannot, it will be noted in their evaluation.
Feedback: students will be given immediate feedback based on their knowledge and ability to identify family members. If students are not able to answer specific questions, the teacher will help them by asking them leading questions. If they still cannot identify certain family members, the teacher will ask another student to help them. The teacher will offer praise and positive encouragement by saying; "good job," "thank you for trying," and "keep practicing the names of the family members by the next lesson."
Step two: Parents send pictures to teachers directly through WeChat or students bring in their family pictures. Once we have received all the pictures, the teachers will cut and prepare them for the project.
Monitoring: As part of the evaluation criteria for this project, students must bring in pictures of their family members.
Feedback: If students fail to bring in pictures, parents will be contacted individually. If students fail to bring in pictures by the project date, they will receive a deducted score on their evaluation. This feedback will be given directly to the parents because it is their responsibility to help their children with this project.
Step three: Teacher will make a demonstration project with their own family pictures (or sample pictures if they feel more comfortable)
Step four: The teacher will sit students down for circle time and show them the demonstration family tree. Students will help identify different family members on the tree. Students will note the different placements of each of the family members on the tree.
Monitoring: during this time, the teacher will monitor students understanding and knowledge of the key family members and understanding of the concept of a family tree by asking students questions and checking for understanding.
Feedback: just like in our last lesson (step one) students will be given immediate feedback based on their knowledge and ability to identify family members. If students are not able to answer specific questions, the teacher will help them by asking them leading questions. If they still cannot identify certain family members, the teacher will ask another student to help them. The teacher will offer praise and positive encouragement by saying; "good job," "thank you for trying," and "keep practicing the names of the family members by the next lesson."
Step five: Students will move to their project/art tables to complete their projects. First, the teacher will model how to create a family tree. They will, essentially be making an entirely new demonstration so that they can fully demonstrate to their students how to complete their projects. Once the teacher is done, they will hang the family tree up in a visible place so students can refer to it when they are doing their own projects.
Step six: students begin their projects. Teachers will be going around to each student asking if they need help or if they do not understand the project.
Monitoring: The teacher will monitor and check for student understanding of the project. The teacher will also check for students initiative and their willingness to complete the project.
Feedback: if a student is not willing to complete the project the teacher will refer to the behavior chart. In our class, completing class activities is one of the criteria in which students receive daily stars. If students need extra clarification or help, the teacher will give it at this time. Positive reinforcement is very important during this step so the teacher will be complementing those students who are on task and completing their work.
Step seven: Once students have successfully glued all of their pictures onto the family tree, the teacher will go up to them and ask them to identify who each person is. The teacher will write; mom, dad, etc., or the family members name next to each picture.
Monitoring: the teacher will monitor their understanding of the different family members.
Feedback: For students who are able to identify different family members, they will receive verbal praise. For students who need extra encouragement, they will receive encouraging words and help from the teachers.
Step eight: Once the students have completed their projects they will be asked to write (or try to write) their names on their projects.
Monitoring: Students should be able to write their names by the end of this school year. If they are not able to write their name or they need teachers assistance, it will be noted in their evaluation
Rubric
In order to make the rubric clear and understandable for four-year-olds, I will be using three smiley faces to indicate their achievement.
To indicate student completed criteria and worked independently.
To indicate that the student was almost there and needed some teacher assistance.
To indicate that students were not able to complete criteria even with teachers assistance.
By using these recognizable images, the students will better understand how they did on their projects.
Under each section, I will also have an explanation section, where I will be able to write a written explanation. This will go back to the parents so they can have a better understanding of why their child was scored the way they were. This way, the rubric can be used by both the student and the parents to understand the student's performance on the project.
This rubric really focuses on the process rather than the final project. At such a young age, it is really hard to evaluate a final project because students have such different abilities and are at different stages of development. Instead, I think it is more important to focus on the whole process, which allows us to get a better picture of the child's overall development and progress.
Final Feedback
The final feedback to the students will be based on the rubric and they will be awarded a smiley face according to their scores. The smiley face will give them a better understanding of how they did because it is a recognizable image that they understand. The rubrics will be sent home to parents along with their final project. The parents will also be able to see how they did by using the smiley faces but they will also be able to read the comments section that will go into detail about their child's score.
The final feedback to the students will be based on the rubric and they will be awarded a smiley face according to their scores. The smiley face will give them a better understanding of how they did because it is a recognizable image that they understand. The rubrics will be sent home to parents along with their final project. The parents will also be able to see how they did by using the smiley faces but they will also be able to read the comments section that will go into detail about their child's score.
Final Thoughts
I haven't actually tried this project with my students but I aam keen to give it a try and see how my students respond to project-based learning. I really like the idea of project-based learning and I would like to incorporate it into my current curriculum. This project would work perfectly in our family unit and I would like to give this a try!
References
California Preschool Learning Foundations. (2015, November 15). Retrieved February 6, 2020, from https://www.cde.ca.gov/sp/cd/re/psfoundations.asp
Development Matters in the Early Years Foundation Stages. (2012). Retrieved February 6, 2020, from https://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf
McGolerick, E. W. (2018, July 10). Learning for deep thinkers. Retrieved from https://www.sheknows.com/parenting/articles/1006203/what-is-a-project-based-preschool/
Rahman, S., Yasin, R. M., & Yassin, S. F. M. (2012). Project Based Approach at Preschool Setting. Retrieved February 6, 2020, from https://pdfs.semanticscholar.org/8df2/3fca4d4f7b4a0fe98e849d83340d9997e660.pdf
I haven't actually tried this project with my students but I aam keen to give it a try and see how my students respond to project-based learning. I really like the idea of project-based learning and I would like to incorporate it into my current curriculum. This project would work perfectly in our family unit and I would like to give this a try!
References
California Preschool Learning Foundations. (2015, November 15). Retrieved February 6, 2020, from https://www.cde.ca.gov/sp/cd/re/psfoundations.asp
Development Matters in the Early Years Foundation Stages. (2012). Retrieved February 6, 2020, from https://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf
McGolerick, E. W. (2018, July 10). Learning for deep thinkers. Retrieved from https://www.sheknows.com/parenting/articles/1006203/what-is-a-project-based-preschool/
Rahman, S., Yasin, R. M., & Yassin, S. F. M. (2012). Project Based Approach at Preschool Setting. Retrieved February 6, 2020, from https://pdfs.semanticscholar.org/8df2/3fca4d4f7b4a0fe98e849d83340d9997e660.pdf
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