Investigating the implementation and considerations of the Project Approach in Chinese kindergartens

The Project Approach (PA), a Western-originated pedagogical method, has been a school-based curriculum strategy in mainland Chinese kindergartens for decades. However, empirical studies on its implementation are scarce. This study (1) develops a conceptual model of PA implementation in Chinese kindergartens and (2) identifies key considerations for its formation, using the Engagement Model as a theoretical framework. Qualitative data were collected from 26 teachers across seven independent kindergartens via interviews, school documents, and classroom observations. Findings revealed a localized PA model integrating teacher-guided structure with child-initiated exploration—an intermediate form between traditional teacher-directed instruction and fully student-centred inquiry. Key implementation considerations included teaching environment (student characteristics, available resources, and school requirements), teacher agency (bandwidth and subject knowledge), and goal attainment (student progress, professional development, and teaching satisfaction). This study clarifies how the PA can be adapted in non-Western educational contexts and offers a transferable reference and toolkit for localizing PA across cultures.