Pie Parties: Project-Based-Learning Celebrations as Curriculum, Family Engagement, and Belonging in Preschool.

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Bibliographic Details
Title:	Pie Parties: Project-Based-Learning Celebrations as Curriculum, Family Engagement, and Belonging in Preschool.
Authors:	Wolfe, Amy¹
Source:	Dimensions of Early Childhood. Summer2026, Vol. 54 Issue 2, p13-17. 5p.
Subject Terms:	Project method in teaching, Early childhood education, Culturally relevant education, Community involvement, Interdisciplinary education, Social emotional learning, Social integration
Abstract:	This article examines "Pie Parties," a quarterly celebration-oriented project-based learning (PBL) experience in a Reggio Emilia–inspired preschool classroom at Ohio University’s Child Development Center. Originating from children’s interests and teachers’ goals for family engagement, Pie Parties involve children in authentic, interdisciplinary curriculum activities such as literacy, math, and social-emotional learning through planning, preparation, and hosting the event with families. The study highlights how these celebrations foster a strong sense of belonging, deepen home–school connections, and serve as meaningful rituals that integrate curriculum and community-building in early childhood education. It suggests that intentional, culturally inclusive classroom celebrations can be powerful pedagogical tools that extend beyond traditional PBL topics to support relationship-building and family involvement. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	This article examines "Pie Parties," a quarterly celebration-oriented project-based learning (PBL) experience in a Reggio Emilia–inspired preschool classroom at Ohio University’s Child Development Center. Originating from children’s interests and teachers’ goals for family engagement, Pie Parties involve children in authentic, interdisciplinary curriculum activities such as literacy, math, and social-emotional learning through planning, preparation, and hosting the event with families. The study highlights how these celebrations foster a strong sense of belonging, deepen home–school connections, and serve as meaningful rituals that integrate curriculum and community-building in early childhood education. It suggests that intentional, culturally inclusive classroom celebrations can be powerful pedagogical tools that extend beyond traditional PBL topics to support relationship-building and family involvement. [Extracted from the article]
ISSN:	10686177