This study explored the characteristics and the educational implications of the project approach which has recently become a topic of great interest to the early childhood education world. The project approach was initially introduced by Dewey and Kilpatrick in the 1920's and it has recently been reintroduced by Katz and Chard in the 1990's. This paper reports on the educational appropriateness of the teaching-learning method of the project approach. The improvement in the effectiveness of learning by how the teacher seeks local appropriateness of education by selecting projects reflecting children's life and interests is discussed. Also, the function of the complementary project approach is investigated and the need for reciprocity between the present curriculum and the project work is discussed.