Introducing the Project Approach and Use of Visual Representation to Early Childhood Education in Bhutan

Abstract

This article describes a collaborative action research project that followed two teachers and their students in a primary school in the Paro valley of Bhutan as they began to implement the Project Approach and promote children's use of visual representation. The article begins with a description of the primary education system and teacher preparation in Bhutan and goes on to discuss a professional development workshop that led to the action research project. The article then describes two projects undertaken by classes of 6- to 7-year-olds at Taju Primary School, including photographic documentation. The article concludes with a discussion of the benefits of project work for all involved.