Project oriented working methods in pre school

Topic(s) addressed

• Pedagogy and didactics 
• Intercultural/intergenerational education and lifelong learning 
• Quality improvement Institutions and/or methods (incl school development)

Target groups

• approx. 120 pre-school children
• caretakers and the pre-school staff 

Methodologies

• The children take initiative in developing their skills in new areas.
• They gained self-confidence, communication and social skills.
• The teachers reinforced their professional development- the new methods are documented and shared.
• The mutual support among the staff has been strengthened and the educators gain more insight into their own roles and boosted their confidence in children’s abilities.

Environments

• The project involved the whole staff which showed in planning, preparing the mobilities and follow-up. 
• Learning and development of the project was continuously shared at staff meetings. 
• New learning spaces were created, installed, developed and changed according to the children´s interests. 
• New co-operation with a local technical centre was established as well as with a textile museum on reusable materials.

Teachers

• The project was the teachers’ initiative as they wanted to develop a working method based on a common value and to support the children´s second language skills. 
• Inspired by two courses in the Reggio Emilia they developed a new work plan for the organization. 
• The teachers also found a more self-reflective way of working. 
• The project and the experiences are shared at monthly meetings at the preschool and with all the preschools in the municipality every semester. 
• The project was shared via social media, created for the project.

Impact

• The children´s motivation to learn the second language grew noticeably, 
• Peer learning among the children was established. 
• A proactive attitude was promoted– choosing the subject of the current project and influencing the process. 
• The staff built a common value base for understanding their work and an ongoing exchange of experiences and insights. 
• They developed a more reflective and self-critical work method. 
• The caretakers were involved in the project and constantly kept up to date about the current projects and 
• They were encouraged to take a more active role in teaching their children. 
• The preschool started co-operations with local organizations and welcomed visits from other preschools, implemented teacher training programmes and invited politicians.