For almost 30 years Project Construct Trainings have been helping teachers provide constructivist early childhood education. Project Construct is an approach to teaching based on what we know about learning. Project Construct is designed to be used with children birth through age seven. Project Construct incorporates curricular goals and assessment tools that are linked to standards and reflect current knowledge about how children learn and develop.
Project Construct is derived from constructivism–the theoretical view that learners construct knowledge through interactions with the physical and social environments. Constructivist theory assumes that learning is due more to the reorganization of ways of thinking, of building upon the “known,” than to development alone or the accumulation of facts alone.
Project Construct classrooms incorporate many of the activities found in traditional classrooms, such as, pretend play and block building, but have a clear emphasis on cognitive objectives. A feature of a Project Construct classroom is its emphasis on needs of individual children. A Project Construct teacher takes into account and supports varying abilities of individual children, using developmentally appropriate practices and child-initiated experiences. The result is a supportive, collaborative, child-centered environment in which all children flourish.
Project Construct Curriculum Framework reflects the work of hundreds of individuals, including early childhood educators, administrators, college and university professors, state department education consultants, and curriculum and assessment specialists. Through a series of intense and sincere conversations about important issues, individuals from a wide variety of perspectives built together the Project Construct framework. This framework represents some of the best thinking in the field of early childhood.
In 1992, the Project Construct National Center published the first edition of The Early Childhood Framework for Curriculum and Assessment in conjunction with the Missouri Department of Elementary and Secondary Education. Over the years, the content has been reviewed in terms of new standards and emerging information about how children learn and how teachers can best support children’s development. The Early Childhood Framework for Curriculum and Assessment has been subjected to many rounds of intense scrutiny by a large group of professionals in early childhood education–nationally renowned consultants, administrators, teacher educators, state department educational consultants, curriculum and assessment specialists, and practicing early childhood teachers. The information generated through these rounds of reviews, discussion, and debate has determined the shape and content of The Early Childhood Framework for Curriculum and Assessment. New trends and issues arise continually in the educational field. As a result, in 2012 Project Construct commissioned a literature review of issues concerning constructivist practices. This new research has led to the current 2013 updated version of The Early Childhood Framework for Curriculum and Assessment.
2014 also brought about The Infant and Toddler Framework for Curriculum. This framework was commissioned to provide guidance for teachers working with our youngest children. The Infant and Toddler Framework for Curriculum was subjected to the same intense scrutiny and research as The Early Childhood Framework for Curriculum and Assessment.