Children's 'Purposeful Activities'

       Children's lives are full of activity. They are constantly carrying out projects and solving problems of their own. In the process of living they learn to think, because of the fact that in their activity they are most often carrying out a definite purpose; that in order to do so they must weigh and judge among ideas and material details, and select from among these the ones most pertinent to the fulfillment of their immediate end; that in working out their definite purpose, they meet difficulties which need to be overcome before the desired end can be obtained. (Read Dr. John Dewey 's Reasoning in Early Childhood, Teachers' College Record, Jan., 1914.)

       Since this is the method of procedure of a normal child or of any normal human being when under no constraint, the school should adopt it. ' Purposeful activity ' on the part of the children then becomes the aim of the school. The teacher's part is to guide towards such 'purposeful activities' as will prove of greatest benefit to the children, choosing among those directly available for first-hand experience.

       In attempting to discuss the relative values of these activities, we are frequently using the words 'problems' and 'projects' as common terms of understanding. Any 'purposeful activity' determined upon and carried to a successful conclusion becomes a project. There are various types of projects. One of these types involves mental processes alone, without manipulation of material and without the necessity of outward expression; this is the problem type. It goes without saying that while this type may exist by itself, it is not likely to do so in the child's world. On the other hand, all other types of projects include the problem type in so far as they are not merely unconscious responses. The process of carrying out projects and problems includes thoughts, suggestions and activities rejected as well as those finally selected as pertinent. If no steps are taken toward the attainment of a definite purpose, the mental problem may remain in the child's mind, but there is no solution of it and there is no project involved. This state of affairs is detrimental to the child and has existed too frequently in the process of formal education.

       The problem is the situation which demands the exercise of choice. In this lies its value for children, who must be taught to establish the habit of thinking clearly, relatedly, and to some definite purpose. Here also lies the responsibility of the teacher, who must provide conditions so that fruitful problems shall arise. Fruitful problems are such as will demand solution because of their appeal to children, and because of their opening up to them new and larger fields of action.

       The problem may be very simple and may be solved by means of a single project of short duration. It may be more complex and demand a longer period of time as well as necessitate a more complex project. The project itself may contain new problems to be solved by minor projects. Thus arises a linking of mental processes and physical activities all subsidiary to the main problem, all subordinate and yet indispensable to the essential project, working toward the solution of the main problem. We may think in this connection of the relation of the twigs to the branches, the branches to the trunk of the tree; all contributing their quota to the life of the complete tree; the sap coursing through all being the connecting thought (which is the main problem), by its permeating and vitalizing quality, giving vigor and growth to the whole.

       The following illustration is borrowed from Miss Grace Brown, of Teachers' College, in her talk on Dressing Dolls a project. She shows how little children will at first be content with wrapping the doll, putting on clothing regardless of arms and legs; -... 'how the problem arises of making provision for their freedom and the next project becomes the carrying out of this idea; how the problem of clothing 'to be put on and taken off' in permanent form arises next and gives opportunity for guidance by the teacher in the project of pattern making, the process of fitting, transferring to cloth and constructing the desired object; how the problem of making pretty clothing leads from selection of color to the project of decoration; how finally the making of doll's clothing suggests the problem of making clothes for one's self as 'mother does it,' and of the realization of this problem in the project of making a dress for one's self from the pattern fitted by the teacher. This illustration serves not only to make clear the place of the problem and the project in the daily life of the children, but also to show the possibility of starting on a very simple basis and leading to more complex activities by following the children's own interests and development.

       In the solution of a problem the end may be immediate, as is the case when the problem is very simple; it is, however, likely to be more or less remote. The ability to hold in mind and to work toward a more remote end should be one goal achieved by children through the education given them. In the working out of a project the end always consists in the fulfilling of a definite purpose. The achieving of the purpose may cover a long period of time and involve accessory problems and minor projects as has been pointed out.

• Illustration of the foregoing from the field of reading...

From worms to wall street: project based learning...