Teachers' Feedback from the Implementation of a Project Approach in Greek Kindergarten Classrooms

Abstract

The implementation of the "Flexible Zone" an innovative program in Greek kindergarten was a positive step in the effort of upgrading the early childhood education. The experiential learning through the implementation of project approach has gained ground in organizing the educational process in recent years. The systematic implementation of projects through the Flexible Zone, gave the opportunity to the kindergarten to become familiar with its basic principles. In our research there were indicative elements that support the view that participation in the innovative program positively influenced kindergarten teachers. They have been affected by their willingness to organize their educational process on the basis of projects and, on the other, to accept changes related to their role and the role of children in the learning process. Kindergarten teachers worked more cooperatively in organizing the educational process and in the relationship they developed with children. They also enabled children to take an active role in the learning process and to work together in the implementation of the program. Despite the lack of a large percentage of implementation of all teaching methods, educational types of activities and learning processes that characterize projects, significant changes are recorded compared to teachers who did not participate in the innovative program. It is suggested that teacher could continue to develop professionally through training programs and the participation in learning communities in order to stabilize these changes which would be associated with the implementation of an open program in kindergarten.