Implementing Project Approach in Hong Kong. Preschool.

Autor/in	Ho, Rose
Institution	Salvation Army Child Care Services (Hong Kong).
Titel	Implementing Project Approach in Hong Kong. Preschool.
Quelle	(2001), (123 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	chinesisch; englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	962-7628-60-3
Schlagwörter	Action Research; Early Childhood Education; Foreign Countries; Multilingual Materials; Preschool Children; Preschool Curriculum; Preschool Education; Professional Development; Program Descriptions; Student Projects; Teacher Student Relationship; Teaching Methods; Hong Kong + Suchen Sie Ihr Suchwort? Projektforschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Multilingualism; Materials; Mehrsprachiges Wörterbuch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulprojekt; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	The primary objective of this action research was to shift the teaching method used by preschool teachers in Hong Kong from a teacher-directed mode by training them to use the project approach. The secondary objective was to measure children's achievement while using the project approach, focusing on their language ability, social development, and self-initiated learning. Teacher supervisors received training on the project approach, including training in brainstorming, questioning techniques, drama and learning, and emergent curriculum. Participating in the action research were 12 children from 3 experimental centers. Data were collected by videotaping classroom activities and reviewing teachers' journals, children's portfolios, and project books. Findings suggest that children became more capable in language comprehension and expression as they carried out their own project work. By the end of the classroom project, 87 percent of the class showed interest in the project and 35 percent were able to generate solutions to problems. Over half the children were able to cooperate with classmates at the end of the project, and 86 percent were eager to participate in group activities. Examination of the project books showed that teachers were moving from a teacher-directed mode to a more children-directed paradigm. Teachers' journals noted that teachers became more aware of giving children ample opportunities to explore and to learn from their own mistakes. (Contains 18 references.) (KB)
Anmerkungen	Salvation Army Child Care Services, 11 Wing Sing Lane, 5/F, Yaumatei, Kowloon, Hong Kong. Tel: 852-2783-2201; Fax: 852-2385-0828; e-mail: roseho@ssd.salvation.org.hk.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC