Projects:  How Can Parents Help?

Many teachers work with children to set guidelines and project plans for children to follow, so talk with children to see what these entail. If you are unable to explain what is expected you may need to seek help from the classroom teacher.

The following strategies are similar to those used in schools and may provide some guidance so that the children actually do the project (not you). There is a difference from guidance and taking over!

• Brainstorm and organize: This strategy helps children to see how they may order information. Brainstorm all ideas related to the topic. Write each idea on a small piece of paper or card.  Write everything that is suggested. Move the papers to group ideas that seem related to each other. Draw arrows between words from other categories if they seem relevant. Decide on a sub heading for each group. Glue the papers when you are satisfied with groupings. This will provide a plan for the project. Mind mapping and Concept Attainment could also be attempted.
• Make decisions: Draw two columns on a page. In the first column write What I know and list all that they know about the topic. In the second column, What I want to know, list questions that they want answered. Decide where information might come from and write down resources that could be used.
• Gather information: Encourage children to read for information to answer questions and write down key words as they read. They then turn the book over and write information using key words as a guide. (This helps reduce the likelihood of children copying useless text.) Gather other supporting material that may be useful, e.g. pictures, maps, diagrams, etc. Remember - It is the child's project and not yours!
• Set material out under heading and sub headings and arrange other material. Write information in full for each sub heading and then do an introduction and conclusion. Other inclusions may be contents page, index, glossary of terms and a bibliography.
• Children may need help to choose and organize appropriate material for projects. This does not mean that parents have to do the whole project. It may be advisable to talk with the children and the class teacher to make sure. Remember that the process is just as important as the final product if not more when we look at the Quebec Education Program!

References :

Education Department of Western Australia . (1994). Writing Developmental Continuum. Portsmouth NH: Heinemann Press