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ERIC Number: EJ946274
Record Type: Journal
Publication Date: 2011-Aug
Pages: 6
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1990-3839
Child-Centered Education: Incorporating Reconceptualism and Poststructuralism
Tzuo, Pei Wen; Yang, Chien Hui; Wright, Susan Kay
Educational Research and Reviews, v6 n8 p554-559 Aug 2011
Reconceptualists and poststructuralists increasingly criticize child-centered pedagogy as being overly reliant on outmoded notions of (developmentally appropriate) practices. Reconceptualists believe that developmental theories should be critically examined cross culturally, whereas poststructuralists work from a social perspective to reconstruct views of a child based on his or her multiple meaning making and discourse. This paper shows that the tenor of following a child's lead is a product of three paradigms (child-centeredness, reconceptualism and poststructuralism) and differences in the scopes of understanding of a child and his or her acts of inquiry. Incorporating these paradigms can develop child-centeredness (1) with an expanded scope of view-from the micro layer of schooling to the meso layer of community and to the macro layer of society-and (2) by exacting acts of applying, revising and restructuring. Such a synthesis would result in a deeper understanding of a child's optimal learning and in a broadening of the purpose of pedagogy at the macrosocial level. (Contains 1 figure.)
Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A