Child-Centered Early Childhood Education in Eastern Europe the Step by Step Approach

1996 ◽  
Vol 72 (6) ◽  
pp. 337-340 ◽  
Author(s):  
Pam Coughlin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Eastern Europe ◽  
Childhood Education ◽  
Child Centered

Early childhood educators’ attitudes toward science teaching in Chinese schools

2019 ◽  
Vol 44 (4) ◽  
pp. 423-435
Author(s):  
Pey-Tee Oon ◽  
Bi Ying Hu ◽  
Bing Wei
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Attitudes And Beliefs ◽  
Childhood Education ◽  
Child Centered ◽  
Teachers Attitudes ◽  
The Rasch Model ◽  
Science Activities

The study looked at early childhood education teachers’ views on teaching science in China using the Preschool-Teachers’ Attitudes and Beliefs toward Science Teaching (P-TABS) instrument. A total of 245 teachers from 60 preschools in Guangdong province in China, selected through a stratified random sampling approach, participated in the current study. The instrument was validated and results were analyzed using the Rasch model. Results revealed that although the sampled teachers support child-centered learning, early childhood education teachers are somewhat uncomfortable in planning science activities that are engaging of preschoolers. The teachers report low confidence in their ability as science teachers and perceived themselves to have inadequate science knowledge. They noted a number of challenges associated with the teaching of science including the overloaded teaching commitments and the lack of resources for use in science activities.

A Critique of a Child-Centered Curriculum

2020 ◽  
pp. 56-64
Author(s):  
Rachael Floom ◽  
Melanie Janzen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Natural World ◽  
Human Beings ◽  
Childhood Education ◽  
The Social ◽  
The World ◽  
Child Centered

Imagine a world full of human beings existing to and for themselves alone, insensitive and removed from the social and natural world. Here we contemplate child-centeredness, a discourse used liberally in the realm of early childhood education and yet rarely considered critically. Drawing from Gert Biesta, we will explore the ways in which the notion of a child-centred curriculum positions the child as an egological being and thus minimizes the child’s relationships with others and the world in which they exist. We hope to provoke considerations of how we might reconceptualize curricula to foster children’s understanding of their broader existence.

scholarly journals Early childhood education in Vietnam, history, and development

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Thao Thi Vu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Main Concern ◽  
Full Potential ◽  
Curriculum And Pedagogy ◽  
Childhood Education ◽  
Before And After ◽  
Child Centered ◽  
History Of ◽  
French Colonial

AbstractVietnam has an age-old history of education, and Vietnamese people have high respect for learning. However, early childhood education (ECE) in Vietnam has been the main concern only since 1945. This paper describes the process of establishment and development of ECE in Vietnam. Before and during the French colonial period in Vietnam, early childhood education was not considered a social task, and therefore, there was no formal educational system and curriculum for preschool children at this time. After 1945, with the great transformation of history, Vietnamese education has changed dramatically so that from 1945 to 1975 it was a period of political, social and educational separation. The historical events affect the education system and early childhood education in Vietnam. Consequently, the history of ECE in Vietnam is separated into two main phases, before and after 1975. Through the ups and downs of history, Vietnam has successfully built the ECE system. Over seven decades of development, ECE in Vietnam has made remarkable changes. The change comes not only from the expansion of the number of educational institutions, but also from the curriculum and pedagogy that are considered as the most important changes. Gradually escaping the influence of teacher-centered pedagogy, Vietnamese ECE is aiming to build a child-centered education, thereby helping learners to reach their full potential.

scholarly journals Intelegensi dan Multiple Inteligensi

2018 ◽  
Vol 15 (2) ◽  
pp. 256-272
Author(s):  
Nehru Meha
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Multiple Intelligence ◽  
Intelligence Test ◽  
Full Potential ◽  
Childhood Education ◽  
Child Centered ◽  
The Right ◽  
Intelligence Development

Abstract: Essentially all children are smart, and intelligence of every child is different, parents and teachers only need to provide the right environment to deliver the full potential of intelligence. In the early childhood education, parent and teacher is not teaching, but are stimulating the child to their own intelligence, resulting in the child-centered learning. Stimulation can be provided by way of giving children the opportunity to become intelligent and creative. Allow the child to freely make, hold, draw, shape, or make the child’s own way and describe his own experience. When children develop imagination and intelligence, then they also can generate innovative ideas and way out in resolving the problem. One way that could turn creativity sparks of early childhood is to liberate the child to pours his thoughts. Keywords: Intelligence, Multiple Intelligence, Intelligence Development, and Intelligence Test.

Propositions toward educating pedagogists: Decentering the child

2020 ◽  
pp. 146394912095352
Author(s):  
Nicole Land ◽  
Cristina Delgado Vintimilla ◽  
Veronica Pacini-Ketchabaw ◽  
Lucille Angus
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Intellectual Work ◽  
Childhood Education ◽  
Child Centered

The authors propose decentering the child as a critical motion in the education of pedagogists who work to refuse developmental pedagogies in early childhood education. Tracing how child-centered developmental practices are obstacles for deeper ethical and intellectual work and reiterate anthropocentric relationalities, they offer two propositions toward decentering the child that they emphasize in pedagogists’ learning: refusing legitimation through mastery and abandoning narratives of linearity. The authors advance these propositions within an intention to reinvent the relational commons that anchor pedagogists’ learning and practice while responding to the complexities of early childhood education in Canada.

scholarly journals Analysis of teachers’ understanding of child-centered approach implementation in pre-school

2015 ◽  
Vol 1 ◽  
pp. 358
Author(s):  
Jana Grava
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Education ◽  
Childhood Education ◽  
Child Interaction ◽  
Teaching Content ◽  
Child Centered ◽  
Education Process ◽  
Pedagogical Approaches

The pre-school education includes teaching content and methods, which ensures development of inquisitiveness, initiative and independency. This encourages child to explore skills, solve tasks and make decisions independently. That makes up the ability to think flexibly and be able to use knowledge in different life situations. Such conditions in education meet the guidelines of child-centered pedagogical approaches. Though the majority of preschools present themselves as supporting the child-centered approach, the conclusion is that the term "child-centered approach" is variously understood and interpreted. It makes variety of assumptions about early childhood education process. This article explores teachers' understanding of the factors which determines the childcentered approach, emphasizing the need to respect the interests of a child, to acquire the skills to select and solve problems. Basically, it is provided by adult and child interaction, based on a meaningful and respectful cooperation as a result of developing a child's selfexperience.

scholarly journals MANAJEMEN PENDIDIKAN ANAK USIA DINI BERBASIS PEMBELAJARAN BERPUSAT PADA ANAK: PERSPEKTIF NATURALISME ROMANTIK

2018 ◽  
Vol 6 (1) ◽  
pp. 571-583
Author(s):  
SYAMSURIADI Syamsuriadi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Learning Strategy ◽  
Childhood Education ◽  
Child Centered ◽  
Management Functions

Abstract. The management of early childhood education based on child-centered learning is a learning strategy that orients all management functions like planning, organizing, and evaluating to accelerate the children creativity during the learning process. Keywords:The early childhood education is unique process. Hence, romantic-naturalism is a paradigm that can support the effort.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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