To download article.DOI: 10.15507/1991-9468.113.027.202304.611-629
Psychological Development of Preschoolers in Project-Based Learning: An Overview of Empirical Research
Valeriya A. Plotnikova
PhD Student of the Chair of Psychology of Education and Pedagogy, Lomonosov Moscow State University ( 1 Leninskie Gory, Moscow 119991, Russian Federation), ORCID: https://orcid.org/0000-0003-1092-3290, This email address is being protected from spambots. You need JavaScript enabled to view it.
Alexander N. Veraksa
Dr.Sci. (Psychol.), Professor, Academician of the Russian Academy of Education, Head of the Chair of Psychology of Education and Pedagogy, Lomonosov Moscow State University (1 Leninskie Gory, Moscow 119991, Russian Federation), ORCID: https://orcid.org/0000-0002-7187-6080, Scopus ID: 15770369700, Researcher ID: H-9298-2012, This email address is being protected from spambots. You need JavaScript enabled to view it.
Nikolay E. Veraksa
Dr.Sci. (Psychol.), Professor of the Chair of Psychology of Education and Pedagogy, Lomonosov Moscow State University (1 Leninskie Gory, Moscow 119991, Russian Federation), ORCID: https://orcid.org/0000-0003-3752-7319, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract
Introduction. The search for technologies to provide the harmonious development of preschoolers through the enrichment of children’s activities inherent in this age period is an urgent task for the modern education system. Recently, along with traditional forms of education, front-line work and free play, project-based learning has become widespread in kindergartens. To clarify the fundamental features of project-based learning and its developmental effects, a review of empirical studies on this topic was conducted. The purpose of the article is to present the results of the review and identify the main trends, limitations and prospects of studying the project-based learning impact on the psychological development of preschoolers.
Materials and Methods. The literature review was conducted using the PRISMA. As a result of the search, 789 Russian-language publications and 687 English-language publications corresponding to the search query were found. As a result of screening and selection, 18 studies were included in further qualitative analysis. For the qualitative analysis a validated checklist of questions was used to assess the methodological level of quality of randomized and non-randomized studies (max. score 26).
Results. 7 out of 18 studies satisfied less than half of the items on the checklist and scored less than 13 points, which indicates insufficient reliability of the results obtained in these works. As the result it was sufficiently reliably shown that the use of project approach in preschool age can positively affect the development of social and research skills, cognitive abilities, creative abilities and speech.
Discussion and Conclusion. The review showed main trends in the field of studying the developmental effects of project-based learning, reflecting possible research directions in this area. The most promising perspectives for further research are connected with the comparison of the project approach with other forms and methods of education, which can contribute to determining the specifics of different educational methods and determining the conditions for their most effective use. The materials of the article would be useful for planning research in the field of child development, as well as for organizing project-based learning in educational institutions.
Keywords: early childhood, educational technologies, project-based learning, research review, developmental psychology
Funding: The research is supported by the Russian Science Foundation, grant number 23-18-00506.
Conflict of interests: The authors declare no conflict of interest.
For citation: Plotnikova V.A., Veraksa A.N., Veraksa N.E. Psychological Development of Preschoolers in Project- Based Learning: An Overview of Empirical Research. Integration of Education. 2023;27(4):611–629. https://doi.org/10.15507/1991-9468.113.027.202304.611-629
All authors have read and approved the final manuscript.
Submitted 14.07.2023;
revised 25.10.2023;
accepted 01.11.2023.
Authors’ contribution:
V. A. Plotnikova – selection of literary sources; analysis and generalization of data; writing the text of the manuscript.
A. N. Veraksa – substantiation and creation of the concept; development of methodology; editing the text of the manuscript.
N. E. Veraksa – substantiation and creation of the concept; editing the text of the manuscript.
This work is licensed under a Creative Commons Attribution 4.0 License.
