Presentation Type
Oral Presentation
Category
Social Sciences/Humanities
Abstract/Artist Statement
According to the Buck Institute for Education (n.d.), Project Based Learning (PBL) engages learners in problem-solving, deeper learning, and building community connections. PBL with preschool aged learners is often seen as not possible. For community members, preschoolers are often seen as babies and need support. For educators, there is concern about how research and independent learning will work with emergent readers and writers (Lev et al., 2020). Through the work of Lev et al. (2020), early childhood educators are discovering how PBL can be implemented in a preschool setting.
When implementing a new approach in classrooms it is important to have a process to reflect and make adjustments to affect change. This case study action research is in the beginning stages and can provide insight into the process, pitfalls, and successes that such an approach can have in a preschool setting where children attend four days a week for three hours. Questions included are how do we plan the PBL while honoring child-driven interests and how do we document the learning of our children.
During the summer the leadership team of the LAB preschool participated in training via an online platform. From the platform the team chose an established unit, Creating Our Classroom Community, as the starting point for the Fall semester (Lev et al., n.d). Using the Plan- Do-Study-Act (PDSA) protocol throughout the semester, adjustments were made as the PBL was being implemented. The data showed that teachers needed ample time to collaborate, problem solve together, specifically plan to update the PBL boards in the classroom to become consistent and the need to further investigate how to use anchor charts with preschool children. The data from the PDSA is now informing the implementation of a second PBL for the spring semester.
Mentor Name
Allison Wilson
Project Based Learning in Preschool
UC 327
According to the Buck Institute for Education (n.d.), Project Based Learning (PBL) engages learners in problem-solving, deeper learning, and building community connections. PBL with preschool aged learners is often seen as not possible. For community members, preschoolers are often seen as babies and need support. For educators, there is concern about how research and independent learning will work with emergent readers and writers (Lev et al., 2020). Through the work of Lev et al. (2020), early childhood educators are discovering how PBL can be implemented in a preschool setting.
When implementing a new approach in classrooms it is important to have a process to reflect and make adjustments to affect change. This case study action research is in the beginning stages and can provide insight into the process, pitfalls, and successes that such an approach can have in a preschool setting where children attend four days a week for three hours. Questions included are how do we plan the PBL while honoring child-driven interests and how do we document the learning of our children.
During the summer the leadership team of the LAB preschool participated in training via an online platform. From the platform the team chose an established unit, Creating Our Classroom Community, as the starting point for the Fall semester (Lev et al., n.d). Using the Plan- Do-Study-Act (PDSA) protocol throughout the semester, adjustments were made as the PBL was being implemented. The data showed that teachers needed ample time to collaborate, problem solve together, specifically plan to update the PBL boards in the classroom to become consistent and the need to further investigate how to use anchor charts with preschool children. The data from the PDSA is now informing the implementation of a second PBL for the spring semester.