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ERIC Number: EJ888010
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1463-9491
Critiquing Child-Centred Pedagogy to Bring Children and Early Childhood Educators into the Centre of a Democratic Pedagogy
Langford, Rachel
Contemporary Issues in Early Childhood, v11 n1 p113-127 2010
Child-centred pedagogy is both an enduring approach and a revered concept in Western-based teacher preparation. This article weaves together major critiques of child-centred pedagogy that draw on critical feminist, postmodernist and post-structural theories. These critiques have particular relevance for conceptualizing what it can mean to be, and what it takes to become, an early childhood professional. The construct of the female early childhood professional is particularly important with the current intensification of the teacher as a technician and the increasing numbers in the workforce from racialized groups who may face social inequities. The construction of the individualized child and its parallel denial of the influences of gender, ethnicity and class on who a child becomes are equally important. Drawing upon the work of reconceptualist scholars, some preliminary ways will be proposed in which we can theorize and reconstruct children and early childhood professionals at the centre of a pedagogy that is a democratic space for all.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A