Qualitative research and realization of the project approach in an institution of early education

Edita Slunjski

Summary:   This article examines the advantages of the project approach in forming the educational process in an institution of early education. The value of the project approach is emphasized, which is based on ideas of constructivism and socio-constructivism, multiple intelligences, and different expressive modalities of a child. To ensure realization of the project understood in such a way, it is necessary to provide adequate learning infrastructures at the very essence of the educational process, which are related to the research forms of the educator’s professional development. Educator training in the implementation of qualitative research, particularly ethnographic and action research, is considered a possible tool for improvement of quality in the educational process, and necessary for project realization. One action research is demonstrated in the work, which has been implemented in three institutions of early education. Results suggest that improving the quality of the teaching environment for children, redirecting the educator’s role from the practice of direct teaching to encouraging discussion among children, providing the educator’s indirect support in the process of teaching children, development of the educator’s research and reflexive competences, achieving the educator’s joint responsibility for children, and establishing collaborative relations between professional workers in an institution of early education for joint consideration and reflection of the educational process, are favorable to the development of the project in an institution of early education.