Collaborative and Reflective Practices through Project Approach in Early Years Setting

Abstract

The role of collaborative and reflective practices is significant as they help improve teaching and learning in today’s technological dependent environment. This study aims to present and discuss an explorative study on early childhood educational practices of employing the Project Approach (PA) to demonstrate the collaborative work between researchers and practitioners as well as the reflective practices. The study employed an Action Research design involving the researcher, two preschool teachers and six children. Data were gathered through observations, interview and reflective journals. Four objectives were set according to the phases of an action research to: i) observe the existing teaching and learning practices; ii) train teachers to be critical reflectors; iii) do a simulation of project work with children at the fieldwork; and iv) critically reflect the collaborative practice in PA. Findings observed the collaboration and reflective practices between the researcher and the teachers transformed the teacher centred approach to a more child-centred as more opportunity for adult-children interactions were provided. The teachers became more responsive towards the children's needs. It can be concluded that with the right methods and tools provided in the training of teachers, teaching practices can be altered to enhance learning.