A Case Study on the Implementation of the Project Approach in Two Kindergartens in Hong Kong

This dissertation, "A Case Study on the Implementation of the Project Approach in Two Kindergartens in Hong Kong" by Pui-man, Queenie, Ho, 何佩雯, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract A project is an in-depth investigation of a topic worthy of children's attention and effort and the Project Approach is considered a developmentally appropriate and engaging method to promote meaningful learning. Recognizing its benefits, an increasing number of preschools incorporate project work into the curriculum. This study investigated the actual implementation of the Project Approach by two teachers, with varied experience, working in different kindergartens in Hong Kong. Classroom observations were conducted over a period of 6-weeks when children were working on projects on "Tumblers" and "Animals." The teachers kept a diary with reflections on children's self-directed learning during this period. Children's work was examined and teachers were interviewed with regard to their perceptions of the Project Approach. Results indicated that both teachers had very positive views on the Project Approach and both of them had a good understanding of the philosophy behind this approach. For example, teachers believed that they should be facilitators of learning and promote children's enquiry. However, classroom observations indicated that there were discrepancies in the type of pedagogy consistent with the tenets of the Project Approach and teachers' classroom practice. Both teachers were engaged in explicit teaching. However, the more experienced teacher was more child-centered in her teaching while the other teacher tended to use the Project Approach in a more teacher-directed manner. Interviews with teachers suggested that teachers' experience, professional training, administrative support and other contextual factors affected the implementation of the Project Approach in Hong Kong. 1 DOI: 10.5353/th_b3541594 Subjects: Project method in teaching - China - Hong Kong Preschool children - Education - China - Hong Kong Preschool teachers - China - Hong Kong - Attitudes