In the Project Approach, Katz and Chard (1989) classify learning opportunities across three broad areas: (1) investigations, (2) constructions, and (3) dramatic play. Activities in these areas can require applying intellectual, physical and social skills and concepts. Through these experiences children acquire new knowledge. The context for experiences leading to the development of new knowledge can be supplied by child-initiated or teacher-initiated topics.

Concepts are the fundamental building blocks of ideas that children form about objects and events in the world. They are the cognitive categories that allow people to group together perceptually distinct information, events, or items (Wellman, 1988). As such concepts form the bases of knowing, thinking and reasoning. Children form concepts deductively through firsthand experiences. When they act upon objects or interact with others, children extract relevant pieces of meaning from each encounter. Through this cumulative process of experiencing, storing information, and testing knowledge children build and modify their understandings of the world around them.

The nature and types of questions that frame children’s investigations are key to the Project Approach. Children make decisions about topics to explore and the types of learning activities in which to engage. They decide what to do, when and where to do it, and with whom to work.

The use of computers and software as tools to support investigations and constructions easily links with the Project Approach. Quality software for young children supports active strategies for exploring topics under investigation. Simulation software offers young children opportunities to employ “what if” scenarios as they observe, record and experiment.

Often constructions result from investigations children conduct. They integrate new learning by creating pictures, stories or texts. Using the computer to develop such products permits children to reflect. The computer can also provide documentation of this process and offer teachers (and parents) a longitudinal record of the child’s progress in acquiring new knowledge.

Microworlds, the simulated environments in the Neighborhoods software enable children to employ dramatic play strategies as they take on the roles of family members or explore vocational choices by acting out the part of a community helper. In this way children integrate newly acquired information.