תפקידה של הגננת לקידום למידה מיטבית בגיל הרך באמצעות "למידה מבוססת פרויקטים" (PBL)

Abstract

This article presents a preliminary report that explores the perceptions of six
kindergarten teachers who have undergone a training program in leading
processes of project-based learning (PBL) in early childhood. This educational
issue is relatively new in early childhood education in Israel, and there lies the
novelty of this article as a tool for observation and exploration of kindergarten
teachers' perceptions in the kindergarten organizational system using the PBL in
recent years.
The article will present the PBL system and its educational advantages. Its
practice in everyday usage will be tested through semi-constructed interviews
with six kindergarten teachers who took part in implementing the system and
through two observations in six different kindergartens in Israel. The findings of
this research suggest that PBL implementation can bring about a meaningful
change in the learning process in the educational climate and children
engagement in the learning process. Furthermore, meaningful and essential
changes have occurred in various domains: in the kindergarten teachers'
perception of their role definition and the perception of their position during their

teaching process, in the ways of syllabus construction and the use of teaching
aids, and in the general atmosphere of the kindergarten and children behavior
during their learning process.