Bsb51415 Project Management | Canada Assessment Answers
The project approach is one of the key features that attract educators to Italy every year to explore the Reggio approach.
Different to pre-designed themes , the projects undertaken by Reggio educators may derive from both children’s and teacher’s ideas and interests, thoughts and theories in things worth knowing about.
Children are much more likely to retain information and extend their knowledge if the topic is of interest and relevant and teachers often work on projects with small groups of children. The project approach is now recognised as best practice world wide and can also be implemented in a modified form with children under three.
Answer:
The Canada Goose project report focuses on five children. The children who are engaged in this project include Marisa five years old, Lily who is thirteen months old, Alex (thirty months old) and the twins Colten and Christien (Cowdery, 2015). The twins are thirty-four months old. The five children were enrolled at private day care home. The children's’ first project journey group of the five kids had been visiting the Hoover dam located in the Westerville on daily basis.
The first main objective of the project is to engage the children with the field of research that the project entails. Familiarizing the children with the tools to use during the study and engage in the investigation. The group involved little ones and this means that some of the members of the group were not yet verbal. Communication problems were experienced and engaging toddlers in a project became quite difficult. The use of additional languages such as baby sign language was crucial and created a better understanding between the children (Cowdery, 2015).
Engaging conversations about the geese made the children gain interest in geese and started inquiring to know more about the birds. Engaging the little ones in questions about the topic creates a positive mentality to them on the topic. Creating a precise schedule to visit the dam made the kids learn more about the birds and they started requesting to spend more time (Rowe, 2015). This made it easier to focus and achieve the goals of the project. The routine of visiting the dam changed and more time was spent at the dam carrying out the research.
Going to the dam and carrying out fieldwork activities involved various activities which included feeding the geese, making casts and representing the data collected using sketches, drawings, and maps. Different reactions towards investigation among the children were noted. Christien was the most active in an investigation that he would even skip a meal in order for him to engage in his ideas (Rowe, 2015). Children were very much interested and the engaged in learning various topics including embryonic development. Predating nests and destructing on-site visit were also some of the activities that the children were involved.
In conclusion, the project went on swiftly and the results obtained were positive. The research could have continued for a much longer period but the children started focusing on other fields of research including more of the Hoover Reservoir (Cowdery, 2015). The tutor and the children enjoyed the project and much was learned during the process.
References
Allen, K. & Cowdery, G. (2015). The exceptional child : inclusion in early childhood education. Stamford, CT: Cengage Learning.
Rowe, S. (2015). Project management for small projects, second edition. Tysons Corner, Virginia: Management Concepts Press.
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