Project Construct

Project Construct™ is derived from the belief that learning is a lifelong process in which learners construct knowledge through interactions with their physical and social environments. Through "hands-on, minds-on" learning experiences, students in Project Construct classrooms attain deep understandings in the core content areas, while they also learn to work collaboratively with adults and peers in vibrant learning communities.

The four key developmental domains are: sociomoral, cognitive, representational, and physical.

sociomoral

The sociomoral domain focuses on a child’s ability to relate to the world around them by developing emotional and analytical intelligence within an ethical, emotional, and intellectual framework. When children interact with others they learn to understand their self and others, of social roles, and the societal values. They then become inquisitive, inventive, reflective, and establish a foundation for lifelong learning and autonomy.

Our teachers engage with students to understand how their actions may affect their peers, teachers, and their environment.

Cognitive

Cognitive development occurs as children make sense of patterns and experiences within a social and physical context. When children interact with people and objects in their environment, they then form certain expectations and theories about the way things are. As they attempt to make sense of their experiences, children construct a framework of relationships by which they organize information and make judgments. A key to cognitive development is the ability to reconcile new knowledge with what the child already knows. When expectations are not met or when new information is inconsistent with previous knowledge, children cannot simply add the new information to previous ways of thinking; instead, they must construct new, often more elaborate understandings. Cognitive development refers to the increasing ability of children to coordinate thinking processes and theoretical frameworks with the demands of their environment.

Teachers help deepen understanding of causality and relatedness by encouraging children to explore through play and discussion.

Children may ask themselves “What happens when I do this?” or “Why does X cause Y sometimes, but Z others?”

representational

The representational domain refers to a child’s ability to communicate ideas, concepts, and images, whether they be real or imagined. As they develop, children become increasingly able to think about things that are not immediately present - this is known as internal representations. When children attempt to convey these ideas to others or record them for their own use, this is known as external representation. By means of these various systems of representation (literacy and the expressive arts), children organize their experiences and expand their understanding of the world, as well as their enjoyment.

Our teaches let children lead the way in choosing and creating their own imaginative scenarios and play.

Children can represent their ideas and feelings through painting, drawing, and block building as well as through music, movement, and pretend play.

physical

Physical Development, the last domain in this framework, refers to children’s abilities to use their bodies with increasing purpose, skill, and control. During the years from birth through seven, children develop the basic motor skills that enable them to respond to their social and physical environments as well as acquire healthy living practices. These skills represent aspects of a child’s motor development and are also closely related with the child’s construction of other kinds of knowledge.