SOUTHERN MINDANAO COLLEGE

Pagadian City

Subject: Education 216

Topic: The Child - Centered Philosophy of Education
Reporter: Aiza Jean R. Madronero
Professor: Mary Arlene C. Carbonera, Ed.D
Semester: 2nd semester of S.Y. 2018-2019
Date: January 20, 2019

Child Centered Philosophy of Education

The principles of child-centered education

The basic principle of child-centered education is to enable the optimal
development of a child's personality and competencies in line with his/her
individual needs and requirements. Based on the inquisitiveness of the child, and
his/her interests, learning should support the self-educational process of the
child, particularly by supporting his/her own senses of self-organization and
responsibility. In order to achieve this, learning methods are shaped mutually by
the adult and the child, and adapted in accordance with the child's individual
learning requirements. This necessitates a learning environment with a didactic
structure, one characterized by mutual trust and capable of enabling independent
as well as cooperative learning.
1. Orientation on the needs of the Children
Lessons should offer opportunities for childrento include and implement their
needs and requirements, specifically
> having a say in the planning and design of the topics/units of instruction
> opportunities to structure their own learning
conditions in terms of time, place, pace and learning partners and
> a basic concentration on promoting child
development, especially during sensitive growth stages
2. Active self-regulated learning
Children are instructed and encouraged to actively search for knowledge, to carry
out
complex learning activities, to reflect on their personal learning, to plan learning
responsibly and to be accountable for it, for example by
> autonomously researching and working through scholastic topics and learning
material
> independently working through texts
> presenting their results
> cooperating and discussing scholastic topics with others and
> reflecting on their own work
3. Well designed learning environment
In a well designed learning environment children can work towards developing
their competencies in an autonomous and self-directed manner, and in
accordance
with their own needs, e.g.
> didactically designed learning material (learning tasks, games, materials to
stimulate development, learning platforms)
> user-friendly libraries
> access to arranged environments such as learning rooms, learning workshops,
studios
> school garden, suitable recess areas
4. Social learning as a method and a goal
Learning is designed as a shared social process. Children can present their
needs and learn
individually at the same time, e.g.
> cooperative planning
> working in teams and groups
> socially oriented organizational forms (class advisory board, discussion groups,
student council)
> models to conduct respectful argumentation and conflict solution
> actively designing and reflecting on social processes
5. Broad understanding of performance and ability
Pupil performance is not only demonstrated by meeting the cognitive
requirements
posed by the school, but also by developing individual competencies which they
use to
become involved in their community and to develop their personalities. This
includes
> the development of independent and meaningful learning strategies instead of
a mechanic-receptive learning
> the acquisition of social and emotional competence
> taking on class or school obligations
> assuming age-appropriate responsibility
> the continued development of individual skills and strengths
6. Addressing performance assessments in an encouraging manner
Children are given diverse opportunities to show what they are capable of.
Feedback
provides them with concrete examples of how well they managed and achieved
their
tasks. This should help them to develop means of evaluating their own
performance,
for example by
> focusing more on what they are capable of and less on what they are not
capable of
> having a broader understanding of what counts as achievement
> amassing portfolios in which they can present and comment on the outcomes
of their learning
> using quotas and lists of learning objectives to establish requirements and
document achievement
> having access to guidelines, and opportunities, for self-assessment of their
performance
> being provided with characteristic and descriptive feedback as well as / instead
of judgmental evaluation
7. Conducive school community
School administrators, teachers, pupils and parents all work together in a
respectful, professional and committed way and form a conducive school
community. Above and beyond appropriate pupil training this implies the
following
> trusting and positive relationships between the teachers and pupils, whereby
building and maintaining these is perceived by the teachers as their responsibility
> teachers cooperate with, and include, the parents in school activities
> continued and collective training for the teachers towards instilling child-
centered schooling
> measures towards supporting a cooperation among teachers which is founded
in trust
> development and maintenance of the competencies among teachers and
pupils to create and reflect on relationships
In all of our activities and interactions, the center focuses on supporting and
encouraging each child’s individual social, emotional, ethical, cognitive, physical
and language development.

Child-Centered Teaching

In a classroom of 20 children you have 20 different learning styles and 20

different personalities, 20 different ways of taking in information and giving
information. Great teachers know this and know that one lesson plan, one mode
of teaching, is never going to be good enough. So child-centered teaching and
learning basically starts from the child inside out rather than the curriculum
outside-in. The starting point is looking at the child what he or she needs and
then building your curriculum outward from there.

The old-fashioned way of doing it would be a one-size-fits-all curriculum, and that

curriculum would be delivered and children would be expected to adapt to it.
Traditionally, curricula were developed to be targeted to the middle of the class.
Therefore, kids at the top were bored, and the kids who were not at that point
often struggled. Great teachers are able to differentiate based on a lot different
factors: the skills development of the children, where kids are academically, and
the personality of the child.

The Child-Centered Classroom

The main thing you see in a child-centered classroom are engaged students.
When I walk into a classroom and I’m trying to assess if and how the students
engaged. Because when students are engaged, you know you’ve got it just about
right. Although there’s a time and a place for lecture, and a time and a place for
direct instruction, they only have a minor place in a child-centered classroom. In
a child centered classroom, there is movement, there is energy, and there is
flexibility in terms of what’s happening in that classroom.

Whole-Child Education

Child centered instruction means using the child as the starting point for lesson
plans and for developing curriculum. Within that is this notion of whole-child
education, which means that were not just looking at children to fill up with
academic information. We see children as whole human beings who have
academic needs, social-emotional needs, physical needs, as well the need for
the development of character. As we build a child-centered, whole-child program,
were trying to think about not just filling the mind, but filling the heart as well. The
whole-child piece is really about giving children many opportunities to shine and
develop.

Evaluation of Teaching

The teacher has moved out of the center and in my opinion, should continue to
do so. Today, we want to differentiate across developmental levels and help
children to develop competences for the 21 st century, a love of learning, and a
passion for intellectual pursuits.
There’s still a body of content that kids need to know, but equally as important
are skills like communication, both written and oral, leadership, critical thinking,
problem-solving, creativity, and interacting within a diverse environment.
As our world gets smaller, the ability to communicate and to interact with people
different than ourselves has become more and more critical and quite frankly,
more and more of a marketable skill in the 21 st century workplace. Those are the
kinds of things we as teachers are thinking about today.

The Role of Nurture and Support in Education

Challenge is really important in education. In my opinion, we should try to find a

point of curricular delivery for each child that is just beyond his or her comfort
level. That doesn’t mean I want stressed out kids. But I do believe that children
should be challenged and should be striving and developing qualities of
perseverance and pushing themselves.

The self-esteem movement basically said that we need to compliment kids

around the clock. There’s nothing wrong with complimenting kids. As parents and
teachers, of course we’re going to say we love our children. However, a child
knows the difference between something that was well done and was difficult and
something that was not well done and was easy. Where children really develop
genuine self-esteem is when they’ve done something that was tough to
accomplish I want to give children authentic challenging experiences.

Characteristic of Child-Centered Education

As child is the Centre of Education, development of mind, body and spirit of the
child should be reflected in the programme and planning of education.
Rousseau advocates that child should be allowed to learn from nature in his
natural way without any interference from the adult, that nothing should be taught
to him until he is capable of understanding it, that his individuality should be
respected, that his natural interests like play and curiosity should form the basis
of his education, and that books should be avoided particularly at the early stage
and more emphasis should be given to the child sensory and natural
development.

The stress laid by Rousseau on the individuality of the child means that the child
should be respected, as he is with all his abilities, and drawbacks, that in
educating him treated alike. So child should be treated as the centre of
education.

The following points need be considered for promoting child-centered education.

(i) Freedom
Pestalozzi added a new dimension to educational thought and practice
by insisting that education was not the privilege of any single class but
the right of every child belonging to different classes.
 Freedom was granted to the child to discover things than getting
secondhand information through books. Emphasis was as they like
given on the freedom of children to learn and create.

(ii) Self-activities:

Froebel developed plays, games and songs and occupations,

designed especially to stimulate the child’s self-activity. He laid great
stress on self-development of the child and child’s activity should stem
from his own interests.
(iii) Process of spontaneous development:

The child progresses at its own speed in a subject. The role of the
teacher is to understand the child. The child’s freedom and individuality
have found expression spontaneously in the lap of nature.
(iv) Development of interest and needs. The physical, social, moral and
spiritual development of the child is “the main objective of the child-
centered education.
(v) Education-based on experience which is permanent. The course and
subjects should be experience-oriented to meet the need of the child.

Three Types of Student-Centered Philosopies

Student-centered philosophies focus more on training individual students. These
philosophies place more emphasis on the individuality of students and helping
them to realize. A student-centered classroom may be less rigid or structured,
less concerned about past teaching practices and drilling academics, and more
focused on training students for success in an even changing world. Students
and teachers typically decide together what should be learned, as well as how
this can best be achieved.

1. Progressivism
It is based on the positive changes and problem-solving approach that
individuals with various educational credentials can provide their students.
Progressivist educators are outcome-focused and don’t simply impart
learned facts.

The progressivist is about exploration and experience. Teachers act as

facilitator as facilitators in a classroom where students explore physical,
mental, moral, and social growth. Common sights in a progressivist
classroom might include small groups debating, custom made activities,
and learning stations. Teachers typically walk freely among the groups,
guiding them using suggestions and thought-providing questions.

2. Social reconstructionism is an educational philosophy that views schools

as tools to solve social problems. Social reconstructionists reason that,
because all leaders are the product of schools, schools should provide a
curriculum that fosters their development. Reconstructionists not only aim
to educate a generation of problem solvers, but also try to identify and
correct many noteworthy social problems that face our nation, with diverse
targets including racism, pollution, homelessness, poverty, and violence.
 Rather than a philosophy of education, reconstructionism may be referred
to as more of a remedy for society that seeks to build a more objective
social order.
Outraged at the inequity in educational opportunities between the
rich and the poor, George Counts wrote dare the School Build a New
Social Order? in 1932. He called on teachers to educate students to
prepare them for the social changes that would accompany heightened
participation in science, technology, and other fields of learning, without
compromising their cultural education. This text was important in the
development of social Reconstructionist schools in the United States. For
social Reconstructionist, the class becomes an area where societal
improvement is an active and measurable goal.
The reconstructionist classroom contains a teacher who involves
the students in discussions of moral dilemmas to understand the
implications of one’s actions. Students individually select their objectives
and social priorities and then, with guidance from the teacher, create a
plan of action to make the change happen.

3. Existentialism promotes attentive personal consideration about personal

character, beliefs, and choices. The primary question existentialists ask is
whether they want to define who they are themselves, or whether they
want society to define them. Although freedom and individuality are highly
valued American principles, existentialists argue that there is an
underlying message of conformity. Rather than the belief that the mind
needs to understand the universe, existentialists assume that the mind
creates its universe. Their beliefs incorporate the inevitability of death, as
the afterlife cannot be experienced personally with the current senses,
focusing on the fact that the experience we have of the world is temporary
and should be appreciated as such.
Education from an existentialist perspective places the primary
emphasis on students’ directing their own learning. Students search for
their own meaning and direction in life as well as define what is true and
what is false, what is pleasant and satisfying, what is unpleasant and
dissatisfying, and what is right or wrong. The goal of an existentialist
education is to train students to develop their own unique understanding of
life.

References:

https://www. Koeck-stiftung.at>paedagogik.com

https://www. Theedadvocate.org/philosophies-education-3types-student-centered-
philosophies.
 REFLECTION

Content analysis is a research tool used to determine the presence of

certain words or concepts withintexts or sets of texts. Researchers quantify and
analyze the presence, meanings and relationships of suchwords and concepts,
then make inferences about the messages within the texts, the writer(s),
theaudience, and even the culture and time of which these are a part. Texts can
be defined broadly asbooks, book chapters, essays, interviews, discussions,
newspaper headlines and articles, historical documents, speeches,
conversations, advertising, theater, informal conversation, or really
anyoccurrence of communicative language.

Content analysis was a time consuming process. Analysis was done

manually, or slow mainframe computers were used to analyze punch cards
containing data punched in by human coders. Single studies could employ
thousands of these cards. Human error and time constraints made this method
impractical for large texts.

Perhaps due to the fact that it can be applied to examine any piece of
writing or occurrence of recorded communication, content analysis is currently
used in a dizzying array of fields, ranging from marketingand media studies, to
literature and rhetoric, ethnography and cultural studies, gender and age issues,
sociology and political science, psychology and cognitive science, and many
other fields of inquiry. Additionally, content analysis reflects a close relationship
with socio- and psycholinguistics, and is playing an integral role in the
development of artificial intelligence.
(http://writing.colostate.edu/references/research/content/com2a1.cfm)
Submitted by:
Aiza Jean R. Madronero
Masterand

Submitted to:
Rosalinda M. Cabigas, Ed.D
Professor