摘要：The purpose of this study was to compare young children`s daily activities in the preschools of two different child-care approaches,i.e.,project and traditional approaches. From two preschools,20 children (M=71.3 months) were observed for 3 consecutive hours. The observers followed the target child,gathering data during 30-second "windows". The window was open every 2 and half minutes. To test the differences between two preschools,phi coefficient tests were used. Results showed that children of traditional approach were more exposed to and engaged in academic activities than those of project approach. In specific,children of traditional approach were more involved in academic and skill/nature lessons. A reverse tendency,however,was found in play activities. Children of project approach were more exposed to and engaged in play activities,especially in play with academic objects. And they were more exposed to conversation with their teacher than their counterparts. Children of project approach also showed more initiatives in their play activities.
