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From Foot to Shoes: Kindergartners’, Families’ and Teachers’ Perceptions of the Project Approach

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Abstract

Working within the context of a school improvement project, a kindergarten moved from its use of a theme approach in the classroom to a project-based learning approach in which the children were asked to seek relevant information and materials based on their daily interests and exploration. The children were encouraged to integrate drawing and writing daily newsletters to communicate to their parents what they need and how their parents could help them. This paper is presented in two parts. The first part is a description of how a project on shoes undertaken by a kindergarten class might unfold. The second part discusses the parents’ and teachers’ reflections on the project.

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Authors and Affiliations

  1. Department of Early Childhood Education, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, Hong Kong

    Lai Ha Freda Yuen

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  1. Lai Ha Freda Yuen
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Correspondence to Lai Ha Freda Yuen.

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Yuen, L.H.F. From Foot to Shoes: Kindergartners’, Families’ and Teachers’ Perceptions of the Project Approach. Early Childhood Educ J 37, 23–33 (2009). https://doi.org/10.1007/s10643-009-0322-3

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  • DOI: https://doi.org/10.1007/s10643-009-0322-3

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