For many educators, thematic units have long been a staple in kindergarten classrooms. The appeal is undeniable: neatly packaged weeks centered around engaging topics like apples, pumpkins, or holidays, complete with corresponding books, songs, crafts, and activities. While seemingly organized and fun, this thematic approach can often fall short of fostering deep and meaningful Learning For Kindergarteners.
My own experience with thematic teaching left me feeling disconnected and wanting more. Despite the initial allure of structured themes, the reality was that these themes often lacked depth, felt loosely tied to actual learning standards, and were chosen more for convenience than purpose. The activities, while often enjoyable, didn’t always align with the developmental sequence or individual needs of my young learners. Furthermore, the rigid, time-bound nature of thematic units meant that even when children showed a strong interest in a particular topic, we had to move on to the next theme when the week ended, regardless of whether their curiosity had been fully satisfied.
Alt text: Kindergarten children enthusiastically drawing turkeys for a thematic November art activity, showcasing hands-on learning.
Seeking a more effective and engaging pedagogical approach, I began exploring various early childhood education philosophies. I was particularly drawn to approaches centered on emergent curriculum and project work. This exploration sparked a vision of a classroom where children’s innate curiosity and ideas were not only valued but actively drove the learning for kindergarteners. I immersed myself in professional development, devouring books and courses dedicated to these methods, seeking to understand how to create a truly child-centered learning environment. This journey revealed that project-based learning (PBL) offered a powerful alternative to thematic units, one that could transform how kindergarteners experience education.
What became clear was that PBL is not just about organizing curriculum—it’s about fostering critical future-ready skills. Through projects, kindergarteners develop crucial competencies such as creativity, communication, collaboration, and critical thinking. These skills are not just beneficial for academic success; they are essential for navigating the complexities of life beyond the classroom. This realization cemented project-based learning as a superior method compared to thematic teaching, particularly if the primary goal is to equip young children with the skills they need to thrive in the future – and for me, it absolutely was.
The initial hurdle was understanding exactly what “project” meant in the context of learning for kindergarteners. Many definitions of project-based learning seemed overly complex and abstract for young children. It was in a course with Julianne Wurm, author of Working in the Reggio Way, that the concept of projects truly resonated and transformed my understanding of curriculum and teaching.
Wurm articulated projects as a fundamental part of everyday life. Whether it’s managing taxes, planning a significant event, or undertaking home renovations, we are constantly engaged in projects. These projects vary in duration, some lasting days, others extending over weeks or months. We don’t dedicate every moment to these projects, but rather engage with them intermittently over time. During this process, we naturally research, acquire new skills, collaborate with others, seek feedback, and maintain a clear understanding of our objectives and how to achieve them.
This relatable perspective allowed me to view my own life through a “project lens”. Organizing my home, adopting a healthier diet, or purchasing a new vehicle – these were all experiential projects with defined goals, requiring research and rich in learning opportunities. This personal understanding was key to recognizing the potential of project-based learning for young children.
This realization shifted my perspective. I began to see projects as holistic learning experiences, comprised of interconnected steps. Crucially, I recognized that projects were not exclusive to adults; kindergarteners are remarkably capable of planning and executing their own projects. This broadened understanding revealed project possibilities everywhere – within the existing curriculum, the community, and, most importantly, within the children’s own interests and ideas.
Transforming a traditional plant theme into a plant project became a natural starting point. The existing theme already incorporated a hands-on experience – planting seeds. The shift involved restructuring the activity to place the process and the decision-making power in the hands of the children. Here’s how a plant project unfolded:
Alt text: Kindergarten students engaged in a plant project, carefully planting seeds and documenting their growth, demonstrating hands-on science learning.
The project began with an “entry event” – exploring diverse types of seeds and posing the driving question: “How will you grow a plant?”. Children chose their preferred seeds, conducted research on their chosen plant’s needs, and documented their findings. They created personalized plant markers and collaboratively decided on the optimal location for their plants within the classroom. They developed and implemented a watering schedule, taking ownership of plant care. Regularly, they observed and measured their plants’ growth, recording their observations in journals. Finally, as the plants matured, they reflected on their growth success, identified potential improvements for future planting, and proudly took their plants home to share with their families.
The plant project wasn’t confined to dedicated science time. Project work is inherently ongoing and integrated, revisited naturally as opportunities arose. Children would check on their plants’ progress each morning and water them before dismissal. Weekly, during math sessions, they would measure and document plant growth in their journals, seamlessly integrating different subject areas into a meaningful project.
Just like adults juggling multiple projects, the kindergarteners often had several projects underway simultaneously. Alongside the plant project, they might be planning a surprise for the school nurse or designing a new sight word game for classroom use, demonstrating the dynamic and multifaceted nature of project-based learning for kindergarteners.
While many projects involved the entire class, project-based learning for kindergarteners also naturally extends to small groups and individual pursuits. During choice time centers, a group of children became engrossed in the question: “Which top will spin the longest?”. They revisited this question repeatedly, experimenting with different tops, recording their results, and sharing their discoveries with their peers.
Alt text: A small group of kindergarteners collaborating on a force and motion project, testing spinning tops and recording their observations, promoting collaborative learning.
Individual projects also emerged organically. One student, captivated by a woolly bear caterpillar found on the playground, brought it indoors and initiated research to determine its habitat needs. This spontaneous inquiry transformed into an individual project, driven by the child’s own curiosity and initiative.
Alt text: A kindergartener independently researching a woolly bear caterpillar found on the playground, showcasing individual inquiry-based learning.
Moving beyond themes has opened up a world of project-based learning for kindergarteners, revolutionizing curriculum organization and instruction. Annual curriculum maps now center around units, routines, and projects, striking a balance between direct instruction of foundational skills and rich opportunities for exploration and discovery.
Some projects, like a Bald Eagle Research project and Bubble Wand Projects, are intentionally planned and teacher-led. These “intended projects” provide structure and ensure coverage of specific learning objectives.
Alt text: Kindergarten classroom engaged in a Bald Eagle research project, with children examining books and materials, fostering research and literacy skills.
Alt text: Kindergarteners participating in a STEAM project, designing and building bubble wands, integrating science, technology, engineering, art, and math.
Other projects, however, are “emergent projects,” arising spontaneously from children’s questions, ideas, and interests, fostering student agency and ownership of learning for kindergarteners. Regardless of their origin, the constant presence of projects ensures that kindergarteners are excited about coming to school and engaged in experiences that not only meet academic standards but also cultivate lifelong skills. Project-based learning truly prepares them for the projects they will undertake throughout their lives, making learning for kindergarteners relevant, engaging, and future-focused.
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