Overview

child-centred


Related Overviews

Jean-Jacques Rousseau (1712—1778) French philosopher and writer

Maria Montessori (1870—1952) Italian educationist

John Dewey (1859—1952) American philosopher and educationist

Susan Isaacs (1885—1948) educational psychologist and psychoanalyst

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'child-centred' can also refer to...

child‐centred

child-centred approach

child-centred

The challenge of child poverty: developing a child-centred approach

A Child‐Centred Social Investment Strategy

Social Work and Child-centred Family Court Mediation

Screening for congenital heart malformation in child health centres

Unaccompanied Children Seeking Asylum in Sweden: Living Conditions from a Child-Centred Perspective

Day-care Centre Supplementary Feeding Effects on Child Nutrition in Urban Slum Areas of Nepal

Factors that determine the effectiveness of screening for congenital heart malformations at child health centres

WARD, Harriet (born 1948), Professor of Child and Family Research, Loughborough University, since 2004 (Founding Director, Centre for Child and Family Research, 2002–14)

BUTLER, Neville Roy (1920 - 2007), Director, International Centre for Child Studies, since 1983; Professor of Child Health, Bristol University, 1965–85, Emeritus Professor, since 1985; Visiting Fellow, Centre for Longitudinal Studies, London University, since 1998

MOODIE, William (1886 - 1960), Consultant Physician, Department of Psychological Medicine, University College Hospital, London, since 1945; Honorary Consultant, London Child Guidance Training Centre, since 1928

PIAGET, Jean (1896 - 1980), Professor of Child Psychology, Geneva University, since 1929; Director, International Centre of Genetic Epistemology, Geneva, since 1955

Mental Hygiene and Child Guidance in Post-war Greece: The Case of the Centre for Mental Health and Research, 1956–1970

Children's Narrative within a Multi-Centred, Dynamic Ecological Framework of Assessment and Planning for Child Trafficking

Child health-centre-based promotion of a tobacco-free environment—a Swedish case study

BEDI, Raman (born 1953), Professor of Transcultural Oral Health, since 2002, and Head, Centre for International Child Oral Health, since 2006, King’s College, London; Director, Global Child Dental Health Taskforce, since 2006

HINDLEY, Colin Boothman (1923 - 2000), Director, Centre for Study of Human Development, 1967–88, and Professor of Child Development, 1972–84, then Professor Emeritus, Institute of Education, London

 

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A conceptual framework for education, popularized in the 1960s as a result of the Plowden Report (1967), in which children's personal, social, physical, and learning needs were to be at the centre of the education process. This was not a new idea and can be traced back to the educational philosophy of Rousseau, Dewey, Montessori, Isaacs, Piaget, and Erikson. Child‐centredness identifies children as unique and special who deserve an education appropriate to their individual needs, rather than a prescribed formal curriculum defined by behaviourist and narrow models of teaching.

The following notions are central to child‐centred education theories: education should meet the needs of those being educated; these needs are best met if identified with the interests of children; the curriculum should be based on experience and discovery; rather than being subject‐ or content‐based, educational programmes should focus on activity.There were, and are, critics of child‐centred ideology who claim that to cater for all individual children's needs might be to embrace learner autonomy to the point of anarchy and an absence of taught and learned curriculum. However, the experiential and active learning pedagogy of early years teachers reflects a commitment to encouraging children to be independent, creative, responsible, and autonomous, recognizing their competences and supporting the construction of knowledge through social facilitation rather than didactic teaching. This is reflected in Reggio Emilia pre‐schools and within the Te Whaariki curriculum. Furthermore, the UK government has embraced child‐centred ideology within their personalized learning agenda and Assessment for Learning as set out in the Primary National Strategy (Excellence and Enjoyment, 2003), encouraging teachers to plan for the needs of individual children within their classrooms. See also learner‐centred.

education should meet the needs of those being educated;

these needs are best met if identified with the interests of children;

the curriculum should be based on experience and discovery;

rather than being subject‐ or content‐based, educational programmes should focus on activity.

http://www.standards.dfes.gov.uk/primary/about/ Details of the current Primary National Strategy.

A. W.

Annie Woods

Subjects: Education.


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