Balancing Child-Centred with Teacher-Directed Approaches to Early Education: Incorporating Young Children's Perspectives

Autor/inn/en	Veraksa, Nikolay; Sheridan, Sonja; Colliver, Yeshe
Titel	Balancing Child-Centred with Teacher-Directed Approaches to Early Education: Incorporating Young Children's Perspectives
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 5, S.915-932 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veraksa, Nikolay) ORCID (Sheridan, Sonja) ORCID (Colliver, Yeshe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1955736
Schlagwörter	Student Centered Learning; Learning Activities; Inclusion; Early Childhood Education; Young Children; Student Participation; Student Role; Teacher Role; Cultural Influences; Foreign Countries; Russia + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernaktivität; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Cultural influence; Kultureinfluss; Ausland; Russland
Abstract	Child-centred and teacher-directed curricula have long been presented as mutually exclusive approaches to early education. Interestingly, recent research suggests a 'balance' of the two yields the best child outcomes, yet how this balance is struck varies considerably across contexts and even studies. In this paper, we use the writings of Russian cultural-historical scholars to examine the orientations of adult and child perspectives. We propose a unifying theoretical model to describe the hypothetical extremities of child-centred and teacher-directed activities as a way that educational leaders may chart children's activities across this spectrum. Given the moral imperative to provide balance, the model is proposed as a way to approximate it across the child's day. We also offer two central classroom techniques as pedagogical moves to redress the tension between child-centred and teacher-directed approaches and ensure the morally imperative inclusion of children's perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01