Psychological Development of Preschoolers in Project-Based Learning: An Overview of Empirical Research

V.A. Plotnikova, A. Veraksa, N. Veraksa
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Abstract

Introduction. The search for technologies to provide the harmonious development of preschoolers through the enrichment of children’s activities inherent in this age period is an urgent task for the modern education system. Recently, along with traditional forms of education, front-line work and free play, project-based learning has become widespread in kindergartens. To clarify the fundamental features of project-based learning and its developmental effects, a review of empirical studies on this topic was conducted. The purpose of the article is to present the results of the review and identify the main trends, limitations and prospects of studying the project-based learning impact on the psychological development of preschoolers. Materials and Methods. The literature review was conducted using the PRISMA. As a result of the search, 789 Russian-language publications and 687 English-language publications corresponding to the search query were found. As a result of screening and selection, 18 studies were included in further qualitative analysis. For the qualitative analysis a validated checklist of questions was used to assess the methodological level of quality of randomized and non-randomized studies (max. score 26). Results. 7 out of 18 studies satisfied less than half of the items on the checklist and scored less than 13 points, which indicates insufficient reliability of the results obtained in these works. As the result it was sufficiently reliably shown that the use of project approach in preschool age can positively affect the development of social and research skills, cognitive abilities, creative abilities and speech. Discussion and Conclusion. The review showed main trends in the field of studying the developmental effects of project-based learning, reflecting possible research directions in this area. The most promising perspectives for further research are connected with the comparison of the project approach with other forms and methods of education, which can contribute to determining the specifics of different educational methods and determining the conditions for their most effective use. The materials of the article would be useful for planning research in the field of child development, as well as for organizing project-based learning in educational institutions.
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学前儿童在项目式学习中的心理发展:实证研究综述
引言通过丰富学龄前儿童固有的活动来寻求促进其和谐发展的技术,是现代教育系统的一项紧迫任务。近来,除了传统的教育形式、一线工作和自由游戏之外,项目式学习在幼儿园中也得到了广泛应用。为了弄清项目式学习的基本特征及其发展效果,我们对有关这一主题的实证研究进行了综述。本文旨在介绍综述结果,明确研究项目式学习对学前儿童心理发展影响的主要趋势、局限性和前景。材料和方法。文献综述采用 PRISMA 方法进行。搜索结果显示,有 789 篇俄语出版物和 687 篇英语出版物与搜索查询的内容相符。经过筛选,18 项研究被纳入进一步的定性分析。在定性分析中,使用了一个经过验证的问题清单来评估随机和非随机研究的方法质量水平(最高分 26 分)。结果。在 18 项研究中,有 7 项研究只满足了核对表中不到一半的项目,得分不到 13 分,这表明这些研究的结果不够可靠。结果充分可靠地表明,在学龄前阶段采用项目教学法可对社交和研究能力、认知能力、创造能力和语言表达能力的发展产生积极影响。讨论和结论。综述显示了研究基于项目的学习对发展的影响的主要趋势,反映了这一领域可能的研 究方向。最有前景的进一步研究方向是将项目教学法与其他教育形式和方法进行比较,这有助于确定不同教育方法的具体特点,并确定最有效使用这些方法的条件。文章的材料对于规划儿童发展领域的研究以及在教育机构中组织基于项目的学习都很有用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
期刊最新文献
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