Child-Centred Education

By Sue Rogers

© 2014 – Routledge

176 pages

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Paperback: 9780415676618
pub: 2016-04-30
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Hardback: 9780415676601
pub: 2016-04-30
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e–Inspection Copy

About the Book

What is child-centred education?

Where do its core ideas stem from?

What do these ideas mean for children and teachers today?

Child-centred education is central to contemporary debates about what constitutes effective teaching and learning. Frequently pitched against formal approaches to education, it is often understood to mean a laissez-faire approach to teaching and learning with little substance and little intervention on the part of adults. Others argue that child-centred education has been superseded by a subject-driven and target led approach, one in which the child’s interests and ideas have been marginalised and where teachers have become mere technicians, trained to deliver a highly prescriptive curriculum content.

Child-Centred Education aims to unravel the complexities and nuances surrounding these polarised positions. Through an analysis of groundbreaking research, policy initiatives and illustrated with concrete examples of practice, it presents an accessible introduction to child-centred education. Key issues explored include:

  • how far a child-centred approach is realistic in the modern classroom
  • the role of play in learning and children’s live more widely
  • the impact of new technologies and social networking
  • creativity and personalisation
  • child-centred approaches for the highly diverse classroom
  • international research into alternative pedagogies for the primary school
  • the relationship between the child, school and politics.

Offering a detailed, engaging exploration of both historical and contemporary perspectives, Child-Centred Education is for all student and practising primary teachers, education studies students and all those undertaking related master levels courses.

Table of Contents

1.Understanding Child-centred Education: What is it and Where does it Come From? 2.The Politics of Child-centred Education: Formal vs. Informal and Child-centred vs. Adult Directed. 3.Contemporary Perspectives on Child-centred Policy. 4.Learning through Play. 5.Changing Constructions of Childhood. 6.Understanding alternative Pedagogies: International Perspectives. 7.Child-centred Education and New Technologies. 8.Child-centred Education for the Inclusive Classroom. 9.Child-centred Education for the Future

About the Author

Dr Sue Rogers is Senior Lecturer and Head of the Department of Learning, Curriculum and Communication, the Institute of Education, University of London, UK. Her research interests include early childhood pedagogy, outdoor play, play as an aesthetic and affective experience in early childhood curriculum, post structuralist approaches to analysing classroom processes, and academic identity in HE.

About the Series

Understanding Primary Education Series

The Understanding Primary Education Series offers a fresh approach to the key topics in primary education, combining compelling practical writing with rigorous theoretical and evidence-based argument. Breaking new ground in both established topics and essential topics which have been less well covered previously, the series emphasises the importance of research evidence, theory and reflection on practice in primary education. The series will be invaluable reading for all those engaged with initial teacher education and professional development who want authoritative accounts of issues central to working in the primary classroom.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU010000
EDUCATION / Elementary