Remote PBL with Young Children: What I Know So Far
This is the first of a two-part series about remote PBL in early childhood.
In our book Implementing Project Based Learning in Early Childhood: Overcoming Misconceptions and Reaching Success, we set out to dispel some of the myths and assumptions that often prevent early childhood teachers from facilitating PBL in their classrooms. We know that working with young children presents its own unique set of challenges and when you layer on remote instruction, it can seem impossible. However, these misconceptions about young children and remote PBL can be overcome by shifting our mindsets and using strategies and resources specific to the needs of young children.
This week, my class of 4 and 5-year-olds celebrated the culmination of our eight-week PBL unit, “Creating our Classroom Community.” In this project, children designed a class website complete with individual student pages, neighborhood maps, favorite recipes, and birthday calendars. Our public product included a Zoom “Website Launch Party” where children shared the website with their families.
Although facilitating a project 100% virtually presented some interesting challenges, and designing a website took a bit more work than I originally anticipated, I knew it was the right thing to do. I embraced the change, leaned into the discomfort, and drew upon what I knew to be true - that young children learn best in environments that:
inspire curiosity and inquiry, critical thinking and problem solving
empower them to become independent learners
honor and respect all that children can do
For me, this is PBL. And we need it now more than ever.
In this two-part series, I share some of the perceived barriers, assumptions and misconceptions about implementing PBL online with young children, lessons I’ve learned, as well as some resources to help you overcome them.
One of the guiding questions in our California Social Studies Framework is “What is your neighborhood like?” The framework suggests that “teachers guide students’ investigations of their surroundings with questions about familiar features of the environment, where they can be found, and how maps can be used to locate them”(2017). To address these questions in an authentic, relevant and engaging way, children created maps of their favorite rooms using blocks, clay or Legos. Then they transferred the 3-d model map into a 2-d map on paper or Seesaw. Children met in small groups to talk through their maps and give each other feedback, then went back to revise their maps for the final draft to appear on the website. Children also created neighborhood maps or took photos of areas in their neighborhood to share with others.
As a part of each students’ website page, children wanted to learn about each other’s families. We used Flipgrid so that children could share family pictures and describe their families and what they liked to do together. We also used this platform to encourage students to ask questions and connect with one another.
The current, ever-changing nature of teaching requires us to stay flexible and encourages us to think differently about how young children can engage in the learning process. It’s only been nine weeks, and I am still learning. But this is what I know so far: PBL gives us freedom to connect our students with content and skills in ways that promote student independence and ownership, even in remote learning. In these very important first weeks of school, PBL has given children the chance to connect, build relationships, and take on challenges. Our project grounded all of us in a time where finding that solid foundation was hard to come by.
Sara Lev currently teaches Transitional Kindergarten in Los Angeles. Connect with her on twitter @saramlev.