English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study examined the learning experiences of pre-service teachers completing a project with young children using the Project Approach methodology. The study used a mixed-methods research design to evaluate the teaching efficacy, attitudes, and knowledge of 55 pre-service teachers enrolled in an Early Childhood through Grade 6 certification programme for doing projects with young children, after utilising a Project Approach with kindergarten and first-grade students. Scores indicated a significant increase in feelings of preparedness and efficacy to complete a project with young children (t = −11.32, p &lt;.001; t = −10.55, p &lt;.001). Responses to open-ended questions indicated a significant increase in understanding and confidence through the experience of doing a project themselves. Also, the pre-service teachers’ knowledge of completing projects with young children and their understanding of the perceived benefits of project-based learning increased after completing a project with young children.

Doing projects with young children in a field-based early childhood education course