Effect of Project-Based Learning on Autonomous Learning Ability of Kindergarten Children

Background and Aims: Rooted in constructivist and experiential learning theories, Project-Based Learning (PBL) is recognized as an effective approach to fostering 21st-century competencies. However, China’s preschool education faces prominent challenges—overemphasis on cognitive development at the expense of character cultivation, inappropriate curriculum design, and insufficient alignment with young children’s developmental needs. Despite PBL’s proven value in developing core skills, empirical research focusing on its application in early childhood education remains scarce. Autonomous learning ability, defined as young children’s capacity to independently initiate, plan, adjust, and reflect on learning activities driven by intrinsic motivation, is a foundational skill for lifelong learning. This experimental study aimed to: 1) compare kindergarten children’s autonomous learning ability before and after participating in Project-Based Learning (PBL); 2) verify whether their autonomous learning ability meets the preset 70% proficiency criterion. Methodology: The sample of this study comprised 40 kindergarten children from one senior class at the Kindergarten of the Academy of Military Sciences. The sample was selected using the cluster random sampling method. The research instruments included (1) 6 lesson plans using Project-Based Learning with a very high level of appropriateness (overall M=4.6, SD=0.27) and an autonomous learning ability observation form (3-level rubric) (The results of the IOC index showed that the IOC for each item ranges from 0.67 to 1.00). The statistics used to analyze data were mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: The results revealed that 1) after using Project-Based Learning, posttest scores of the kindergarten children’s autonomous learning ability (M=35.40, SD=2.05) were higher than pretest scores (M=21.65, SD=2.26) at the.01 level of statistical significance (t39 = 32.369, p =.000). And 2) posttest scores of the kindergarten children’s autonomous learning ability (M=35.40, SD=2.05, full score = 45, criterion score=31.5) were higher than the determined criterion of 70% at a significance level of .01 (t39=12.04, p < .001) Conclusion: The five-step PBL instructional process Identify genuine and valuable questions, guided exploration planning, deep exploration and cross dimensional integration, output of achievements and multivariate evaluation, reflection iteration and benchmarking against reality enhances kindergarten children’s autonomous learning ability. PBL integrates real-life themes, scaffolded support, and collaborative inquiry, fostering children’s initiative, problem-solving skills, and practical application capabilities, providing empirical evidence and practical templates for early childhood education innovation.