Language: Italian

ISSN: 0042-7241

Language: English

ISSN: 0028-5048

Abstract/Notes: This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky, Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate, rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”, which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s freedom in the context of progressive and critical pedagogy.

Language: English

DOI: 10.1007/s10643-007-0166-7

ISSN: 1082-3301, 1573-1707

Abstract/Notes: This self-study was designed to assess the effects of engagement with antiracist media on the work of a Montessori educator in the classroom. Conducted over eight weeks, the study used nightly readings, daily reflections, a tally of daily antiracist thoughts, and a scale of one through five measuring the participant’s optimism regarding the integration of antiracist pedagogy with Montessori philosophy and practice. The study was performed at a racially and economically diverse private Montessori school in a Midwestern metropolitan area in a class of twenty children ranging from 2.7 to 5 years old. The results indicated that, although the intervention had no negative effect, it was not optimal for the participant’s learning style. While the participant gained confidence in communicating antiracist concepts and teaching methods, further study investigating the effects of working in a community of educators engaged in antiracist integration into Montessori practice is recommended.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: This article was digitized by the Royal Danish Library. Each page of the article is available as a separate PDF file. Page 1 (p. 363): http://img.kb.dk/iti/60/pdf/iti_60_0375.pdf Page 2 (p. 364): http://img.kb.dk/iti/60/pdf/iti_60_0376.pdf

Language: Danish

Abstract/Notes: This dissertation explores the meanings of child-centeredness in early childhood education (ECE), by examining the interrelationship of theory and praxis. This study included theories which underpin the concept of child-centeredness for current ECE teachers, including Piaget's and Vygotsky's child development theories and Dewey's and Montessori's educational philosophies. While these theories all advocate the importance of children's individual interests and needs in education, they diverge somewhat in their perspectives about the teacher's role in education. From these theoretical divergences arises a central question about the idea of child-centeredness: what is the nuanced relationship between teacher control and children's freedom? This study was conducted in a public kindergarten and based on interviews designed to elicit information concerning a teacher's pedagogical philosophy, and on observation of her classroom over a period of three months. The results of this study showed high teacher control and high children's freedom in a holistic teaching process. Teacher control and children's freedom were not exclusive of one another: children's freedom was defined in an active way, as freedom to participate, rather than in a passive way, as freedom from any constraints. Findings may offer some insights helpful to those who have struggled with the tension between teacher control and children's freedom in the context of critical and progressive pedagogy. Adopting multiple theories and reflecting upon or adapting them in order to meet individual children's needs embodies Dewey's advocacy of the intellectual responsibilities of teaching, which value “interaction” and “continuity” in the teaching process.

Language: English

Published: Bloomington, Indiana, 2004

Language: German

Published: Münster, Germany: LIT, 2008

ISBN: 978-3-8258-0850-1

Series: Impulse der Reformpädagogik , 19

Language: English

Published: Canberra, Australia, 2008

Language: English

Published: Boston, Massachusetts: AMI-USA, 2000

Pages: 85-94

Language: English

Published: Rochester, New York: AMI/USA, 2001