Child-Centered Approach: How Is It Perceived by Preschool Educators in Mongolia?

Autor/in	Myagmar, Ariuntuya
Titel	Child-Centered Approach: How Is It Perceived by Preschool Educators in Mongolia?
Quelle	7 (2010) 6, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Foreign Countries; Kindergarten; Preschool Teachers; Teaching Methods; Student Centered Curriculum; Teacher Educators; Teacher Student Relationship; Teacher Role; Teacher Attitudes; Classroom Techniques; Discipline; Student Participation; Cultural Influences; Mongolia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Lehrerverhalten; Klassenführung; Disziplin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Cultural influence; Kultureinfluss; Mongolei
Abstract	This study is an attempt to grasp Mongolian preschool educators' perceptions on child-centered approach (CCA). CCA was externally introduced to Mongolia about 10 years ago as a diametrically different education from that of the socialist period. The study also aims to examine the differences that may exist among teachers in different types of kindergarten. A total of 262 surveys were completed by preschool educators of typical kindergartens and externally-supported Step by Step program kindergartens. These kindergartens are symbolically referred to ordinary kindergarten (OK) and special kindergarten (SK). Descriptive analysis and Pearson Chi-square test were conducted. The results show that preschool educators in general have interests in CCA, hold some notions similar to that of the Western society, and apply CCA in their interactions with children, at least in terms of discourse. However, their understandings are one-sided and complicated. While preschool educators tend to place importance on children's individuality, they appear to be less concerned about teachers and their roles. SK teachers tend to think that CCA is very appropriate for today's kindergarten life. In contrast, OK teachers appear to perceive CCA as not so appropriate; teachers tend to disvalue CCA for being time-consuming, requiring teachers to spend much time organizing appropriate environment. Interestingly, SK teachers tend to think that CCA is undesirable for discipline and moral of a class, and for collectivity. OK teachers tend to put more emphasis on knowledge construction, and knowledge provision or acquisition. The author concludes with some suggestions for policy-makers and those interested in research on educational export and import. (Contains 5 tables and 13 footnotes.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10