Learning Experiences of the Project Approach in Early Childhood Pre-service Teachers

This study explores the impact of the project approach on pre-service early childhood teachers. Fifty-two third-year students from D University's Early Childhood Education Department participated in a 15-week course involving project activities. The findings indicate that the project approach fostered a sense of community and active learner roles, while promoting growth through learning, transformation, and challenges. It not only enhanced theoretical knowledge but also encouraged reflective thinking and practical skill development. Therefore, this suggests the need for educational discussions on the project approach as a method for educating pre-service and in-service early childhood teachers.