This model was evaluated and later on proven successful to both teachers and learners. Conversely, there are issues cited in the article, which still remain lacking in this model. This is with regard to the safety of the program and how to win the teacher’s trust versus imparting the right knowledge in children.
In particular, this article is helpful in the development of early childhood. This is with an aim of empowering both teachers and children in the line of acquiring high quality education. The authors intend to enhance efficiency and boosting quality of learning in children. The article is relevant to the curriculum with regard to the choice of words and noteworthy sources used. Ultimately, the sources used target the development of early education. For example, the model helps teachers in comprehending what they do clearly and much more helps them see the value of articulating their practices effectively, such as integrating young children with the old in order to have the young learn from the old.
The authors, Blank, Damjanovic, Peixoto da Silva and Weber (2012), present a multi-case study that provides an explanation of early childhood and teachers with their experiences when executing project work in present-day classrooms. The authors put emphasis on the challenges that teachers encounter during the implementation process of the project work. This entails how they responded to both developing professional knowledge and skills on the subject of the project strategy and to the available practices considered in the specific school perspectives. This article provides a description of operational project work in a study of three classes with an aim of illustrating main arguments from each of the specific scenarios. The article also presents a construed argument that merges the three scenarios. Finally, the authors indicate what teachers’ encounter while putting