Project-based learning (PjBL) is based on the ideas of Dewey and Kilpatrick from the progressive education movement. In early childhood education (ECE), PjBL became established in the 1980s, notably with the contribution of Katz and colleagues. However, the diversity and overlaps of terms and concepts by which PjBL has been described has significantly undermined the clarity and integrity of its definition. It is unclear to what extent PjBL primarily refers to aims, content, methodology and means of assessment in ECE. In the field of curriculum studies, these key components of education have long been discussed. We will argue that such a discussion of PjBL is also needed in ECE to enable professionals to better understand PjBL. We conducted a systematic literature review of 39 related articles, published in peer-reviewed international journals, to find out the defining characteristics of PjBL in ECE. Our qualitative content analysis relied on the conceptualization of curriculum components developed by Van den Akker (2013). Our analysis revealed a strong emphasis on learning activities and teacher characteristics when defining PjBL in ECE, whereas the aims and content of PjBL often remain unclear. We argue that further research on PjBL in ECE should focus more on the clarity and integrity of the definition of PjBL. Closer attention to the aims and vision of PjBL is needed to allow professionals to apply the principles of PjBL more confidently and consciously.
Lahe et al. (Wed,) studied this question.