THEORY

THEORY/HISTORY

DEVELOPMENTAL THEORY

The project approach is highly influenced by development theory, Piaget described that children construct their learning and understanding from their surroundings (Nolan & Raban, 2015). Therefore, the learning environment from where children learn need to be open-ended and based on children’s interest (Nolan & Raban, 2015). Similarly, when following the project approach, early childhood teachers need to design a curriculum that focuses on children’s age, developmental stage, and interest to make learning meaningful.

CRITICAL THEORIES

The project approach is influenced by critical theories, where early childhood teachers are responsive to children's interests, and agency of play and include children in decision-making by encouraging children to share their ideas and understanding. Critical theories also encourage early childhood educators to critically reflect on what children are learning and how it can be improved in the future (Nolan & Raban, 2015).

SOCIO-CULTURAL THEORIES

The project approach follows sociocultural theory, where educators and children's relationships are the foundation of learning (Nolan & Raban, 2015). Vygotsky’s sociocultural theory encourages early childhood educators to focus on children’s culture, beliefs, and developmental stages when planning any learning experience (Nolan & Raban, 2015). Likewise, educators can provide various opportunities for children to share their ideas and knowledge through social interaction with peers and educators (Nolan & Raban, 2015).

POST-STRUCTURALIST THEORIES

Under the post-structuralist theory, early childhood teachers should be aware that the curriculum is inclusive and include individual children (Nolan & Raban, 2015). Which includes children’s interests, agency of play, and participation (Nolan & Raban, 2015).

LEANER CENTRED

Leaner-centred ideology views children as the important base for the development of curriculum (McLachlan et al, 2018). This ideology’s main centre is children and what children can do (McLachlan et al, 2018). When following leaner centred ideology educators are more likely to follow children’s interests and design an interesting curriculum and support children's interests and engagement (McLachlan et al, 2018). This ideology combines Piaget’s constructivism theory and Vygotsky’s social-cultural theory likewise another approach like the emergent approach and Reggio Emilia's curriculum approach (McLachlan et al, 2018). Under this ideology, educators can design the curriculum based on children’s interests and provide various hands-on learning opportunities where children can extend their higher-order thinking (McLachlan et al, 2018).

SOCIAL RECONSTRUCTION

Social reconstruction perceives children as meaning makers, active and competent to structure their own understanding of reality (McLachlan et al, 2018). It is because children are the active citizen of society and under this ideology, educators believed that an effective curriculum could make changes in society.

REGGIO EMILIA APPROACH = PROJECT APPROACH

The Reggio Emilia approach to curriculum emphasizes that children are competent learners. According to this approach, children are capable and empowered to explore their imagination individually or in partnership with their friends and educators. Similarly, this approach views children holistically and encourages children to learn about the world with their understanding (Follari, 2015). According to this approach, educators are considered as a source of learning for children. It also highlights the importance of educators' and children's relationship towards quality learning (Follari, 2015).

EMERGENT APPROACH = PROJECT APPROACH

The emergent curriculum approach emphasizes the curriculum that best describes children’s interests and learning which is relevant and personally meaningful to children (Queensland Curriculum and Assessment Authority [QCAA], 2014). This approach encourages early childhood educators to make a choice for children’s learning that is open-ended and responsive by reflecting on their own beliefs (QCAA, 2014).

Similar to the project approach, the emergent approach to creating an effective curriculum, educators must pay attention to children’s emergent questions and come up with some strategies to expand on them, record what happens during their learning process, and create more questions to extend their learning (Jones, 2012). Naturally, the process is unique to everyone. Likewise, the emergent curriculum is collaborative, flexible, and responsive (QCAA,2014). Similar to the project approach, an emergent curriculum makes children’s learning and educators’ thinking visible (QCAA, 2014).

INTERRELATION WITH OTHER CURRICULUM APPROACH