Embedding Project Work – Empowering Early Childhood Practitioners to be Research Active
by Sarah Dixon-Jones and Vikki Wynn
The Inspiring Foundations (IF) Federation is heavily influenced by Reggio Emilia and the use of project work across all settings. Taking inspiration from the practice within the settings in Reggio Emilia includes dissemination of findings from each project to support ongoing professional development for all practitioners within IF. The use of projects, particularly the notion of ‘relaunch’ has been successful in capturing the voice of the children and implementing the bespoke curriculum of the IF Federation effectively through the approach. The team now wish to understand how the approach can be used to encourage more practitioner enquiry, perhaps more specifically dissemination of the evidence-based research to further empower the team.
Within the IF Federation, the approach that has been developed ensures children are protagonists of their own learning. The project work you would see if you went into either of the schools today is very much refined; the shared understanding of the purpose and benefits of working within a project-based approach has developed immensely, alongside the development of the quality of materials provided to support children’s ideas, including representation of this through the exceptionally high standard of documentation. It is hoped that in empowering practitioners to have increased autonomy in the development of the projects along with the dissemination of the findings will in turn increase engagement in evidence-based research.
We know that authentic learning leads to high levels of motivation and that if children are interested in something and if it is meaningful to them, they become motivated to learn. Educators within the federation who have been involved in project work report of similar attitudes towards the role that they have played as a co-researcher alongside the children; with the overwhelming feeling being excitement resulting in motivation to support children’s lines of enquiry further.
A participatory pedagogy is ongoing within a praxeological paradigm (Lyndon et al, 2019) through ongoing reflection, documentation and pedagogical mediation. The continuous reflection supports ethical practice throughout the study with an awareness of the nature of participatory research and the potential implications of this. Discussion with the wider team and dissemination of the approach assists in identifying any additional potential conflicts or a heavy bias.
Initial findings demonstrate a significant positive shift in practitioners’ confidence when articulating their approach. This is in relation to both the implementation of the bespoke curriculum and also in how the child’s voice or interest is evident in their projects and subsequent documentation. The team at IF believe that across the federation we have created something special, something powerful.... and so the saying goes 'with great power comes great responsibility!’ During the Reggio Emilia study week that members of the team attended, we heard participants from around the world ask with disbelief 'but how can we apply these principles to our own schools?' And many times the team were unable to fully answer that question because it very much depends upon the individual settings ethos and own context. The team at IF believe they are now in a position to share with other schools how it is possible to develop a project approach in a setting in England, while using the EYFS (DfE, 2021) as statutory guidance and having our own bespoke curriculum to enhance the provision.
The team are now eager to share their developing practice and disseminate findings to others, developing and potentially widening early years communities of practice to continue developing a systematic approach to project work. They have identified the benefits of speaking openly with one another and how engaging in dialogue about the realities of implementing project work can enhance their own professional development but also strengthen their own conviction in implementing the approach. One of the ways in which the team can share their outstanding practice would be to share project work through our Instagram page, books and training. We all know the power of social media and the premise of ‘encounter and exchange’ does not necessarily only happen in face to face training sessions. The team hope that connecting in a range of ways can help to demonstrate what is possible with some deep reflection and consideration of the approach taken in an early years setting – both for children who experience this manner of exploration but also for the adults who are able to reflect themselves and experience wonder within their practice.
Sarah Dixon-Jones, Executive Head Teacher at Inspiring Foundations; Instagram @Inspiring Foundations
Vikki Wynn – Senior Lecturer at the University of Sunderland; X @VikkiWynn1; Instagram @uospgceeyt
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