Collaborative and Reflective Practices through Project Approach in Early Years Setting | Chapter 10 | Modern Perspectives in Language, Literature and Education Vol. 3

 In today's technologically dependent society, collaborative and reflective practices play an important role in improving teaching and learning. The purpose of this study is to present and discuss an exploratory study on early childhood educational practices using the Project Approach (PA), in order to illustrate collaborative work between academics and practitioners as well as reflective practices. The researcher, two preschool teachers, and six children participated in the study, which used an Action Research design. Observations, interviews, and reflective journals were used to collect data. According to the phases of an action research, four objectives were established: I monitor existing teaching and learning practices; ii) train teachers to be critical reflectors; iii) simulate project work with children at the fieldwork; and iv) critically reflect collaborative practice in PA. The researcher and the teachers' collaboration and reflection practices altered the teacher-centered strategy to a more child-centered approach as additional opportunities for adult-child interactions were provided, according to the findings. Teachers become more sensitive to the requirements of the students. It may be concluded that by providing instructors with the appropriate methods and tools during their training, teaching practices can be changed to improve learning.

Author (s) Details

Masayu Dzainudin
Universiti Pendidikan Sultan Idris, Malaysia.

Hamidah Yamat
Universiti Kebangsaan Malaysia, Malaysia.

Faridah Yunus
Universiti Kebangsaan Malaysia, Malaysia.

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