Treffer: Integrating Project-Based Learning in Preschool and Kindergarten Education

The purpose of this report was to investigate how early childhood educators, specifically in preschool and kindergarten classrooms, can shift the curriculum from a traditional teaching approach to a project-based approach due to the significant changes in the educational curriculum. By exploring various research articles from around the world on project-based learning and the specific age group, the report investigates how the curriculum can continue to support developmental and academic skills as these areas continue to rapidly emerge during the early years. A total of 17 articles were selected after completing the final selection process for this investigation. The results show these studies demonstrate the positive impacts of implementing the project-based approach in preschool and kindergarten classrooms to support developmental domains and academic success. Significant takeaways from the developmental standpoint include cognitive, social-emotional, motor, and language development. In addition to the positive impact on developmental skills, the effectiveness of project-based learning has applied in a similar manner in young learners' academic skills. Major takeaways include the enhancement of science, technology, engineering, art, math, social studies, and literacy skills. A crucial suggestion throughout the selected articles include the success of implementing the project-based approach through professional development, workshops, and practice through learning opportunities. Limitations include narrowing the age range to preschoolers and kindergarteners represents a significant limitation, as many of the published articles are geared towards the implementation of the project-based approach in elementary, middle, and high school; additionally, the research on kindergarten and preschool developmental skills in conjunction with the project-based approach was significantly limited. While the selected articles were conducted across various regions in the world, it may not reflect or support all classrooms. Thus, additional research on the project-based approach within the age group would further support whether this curriculum is truly successful in the classroom setting. By providing the evidence-based research conducted in the United States, my investigation could be supported to showcase how developmental and academic skills can greatly benefit from project-based learning to contact and advocate to policymakers.

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