By Judy Harris Helm
Carrying on with the exploration of undertaking paintings within the author's bestselling booklet, Young Investigators, moment Edition, this ebook is designed for preschool via fundamental grade academics who understand how to do venture paintings yet are able to flow to the following point. targeting how young children develop into younger thinkers, the publication starts with brain, mind, and schooling technology and tutorial guidance for all studying stories, after which connects those to the wealthy starting place of the venture process. Helm presents particular techniques for deepening undertaking paintings, together with easy methods to decide upon significant issues, plan for tasks, combine criteria (including the typical Core), help kid's wondering, create provocations to advertise engagement, and support teenagers symbolize their principles. This sensible source will expand practitioners' wisdom approximately project-based studying to allow them to movement past the fundamentals to create venture paintings that's extra attractive, significant, and efficient.
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Additional info for Becoming Young Thinkers: Deep Project Work in the Classroom
Sample text
Children want to communicate with other children and adults. Young children are driven to connect their experiences, which are totally self-centered, to the experiences of others. This instinct to communicate is, according to Dewey (1915), “perhaps the greatest of all educational resources” (p. 29), and we should use it wisely. Project work is best done not in isolation but within a community of learners who converse and communicate about what they are learning. Teachers listening to and talking with children during the project process is important.
Nature of the Young Child Dewey’s description (1915) of the nature of the young child also provides a foundational understanding for project work. Dewey describes what he calls the impulses (or instincts) that drive the learning of children: the social instinct (which includes language and communication), the instinct of making (also called the constructive impulse), the instinct to investigate, and the expressive instinct (also called the art instinct). Social Instinct. The social instinct of children is shown in “conversation, personal intercourse, and communication” (Dewey, 1915, p.
Interest in project work in early childhood was stimulated by impressive reports and displays of group projects conducted by children in the preprimary schools of Reggio Emilia, Italy (Edwards, Gandini, & Forman, 1993, 1998; Gandini, 1997; New, 1990; Rankin, 1992). According to Gandini (1997), Projects provide the backbone of the children’s and teachers’ learning experiences. They are based on the strong conviction that learning by doing is of great importance and that to discuss in group and to revisit ideas and experiences is the premier way of gaining better understanding and learning.