Amplifying children’s voices with child-led project-based learning
Background: In the context of early years education (EYE) in Indonesia, children are often the objects of adult-centric policies that leave no space for their voices to be heard and do not consider their perspectives. Project-based learning (PBL) is a teaching and learning strategy that is often adult-centric in practice and can exclude children’s voices. Therefore, initiatives involving children in PBL could be transformative in EYE settings, fostering their active contribution to learning.
Aim: This study explores child-led PBL from children’s and teachers’ perspectives and its implications for teaching practice.
Method/approach: The study involved online interviews with two teachers and five children (aged six to eight years) to explore their perspectives on child-led PBL. With participants’ consent, qualitative analysis of interview transcripts and children’s work was conducted to address the main research questions: How do children and teachers view child-led PBL? How does child-led PBL amplify children’s voices in learning?
Results/findings: The findings indicated that child-led PBL enabled children to actively direct and contribute to their learning. Child participants reported feeling engaged, in charge, and satisfied with the process and outcomes, and identified areas they wished to explore further. Teachers reported that child-led PBL revealed each child’s individuality, including their interests, aspirations, ways of expression, and coping strategies.
Conclusion: Embedding child‑led PBL into EYE practice in Indonesia can amplify children’s voices and nurture their agency and individuality, and provide educators with important insights to improve their teaching.
Implications for children and families: Embedding child‑led PBL into EYE practice in Indonesia can amplify children’s voices and nurture their agency and individuality, and provide educators with important insights to improve their teaching.
Implications for practitioners: In EYE settings, child-led learning initiatives such as PBL can be a transformative teaching strategy that supports children in developing their individual potential and provides educators with constructive feedback about children’s agency in learning.
Keywords: children’s voices, children-led learning, project-based learning
This presentation relates to the following United Nations Sustainable Development Goals: