Child-centered Education seeks to provide natural flow of activity and spontaneous growth of the child.

1. What is child-centered
Education?

2. “The noblest work in education is to make a reasoningman, and we
expect to train a young child by making him reason!Thisis beginning at
the end; this is making an instrumentofa result. Ifchildren understood
howto reasontheywould notneedto be educated."
–Rousseau
Rousseau's philosophy of education is not concerned
with particular techniques of imparting information and
concepts, but rather with developing the pupil's character
and moral sense, so that he may learn to practice self-
mastery and remain virtuous even in the unnatural and
imperfect society in which he will have to live.

3. Child-centred education is a sort of revolt
against subject-centred education.
The child is stimulated to activity by his
own felt needs and inner drives.
Child-centred Education seeks to provide natural
flow of activity and spontaneous growth of the
child.
She/He must be allowed to enjoy
complete freedom of action subject to the
condition that he should not interfere with the
freedom of others.
What is child-centered
Education?

4. The great philosophers and educationalists like
Rousseau, Tagore, Froebel, Pestalozzi and Montessori
or have given emphasis on the child-centred Education
at different times:
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.
A. Characteristics of Child-Centered Education

5. the child should be respected,
as he is with all his abilities,
educating him these should be given due consideration
and that all children cannot therefore be treated alike
child should be treated as the centre of education
The stress laid by Rousseau on the individuality of the
child means that;

6. The following points need be
considered for promoting
child-centred education.
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.
was granted to the child to discover
things than getting second-hand
information through books
they like given on the freedom of children
to learn and create.
right of every child belonging to
different classes

7. Self-activities
great stress on self
development of the child and
child's activity should stem
from his own interests.
Froebel developed plays, games and songs and
occupations
designed especially to stimulate the
child's self-activity

8. The child progresses at
its own speed in a
subject.
The child's freedom and
individuality have found
expression spontaneously in the
lap of nature.
The role of the teacher
is to understand the
child..
Process of
spontaneous
development

9. The education of child depends on
his interest and needs.
The physical, social, moral and spiritual
development of the child is "the main
objective of the child-centred Education.
the importance of providing
opportunities for developing skills
Development
of interest
and needs

10. enable the child to learn through
experience which is permanent
The course and subjects should be
experience- oriented to meet the need of
the child.
Individualizing each child the capacity to
grow and learn
Children get fully involved in activities,
actively explore their environments, feel
proud when they can do things for
themselves
enjoy playing and learning
with others
Education-based
on experience

11. The whole child as the center of
teaching and learning

12. “What is a
child-
centered
class?”

13. The basic principle of child-centered Education in
teaching and learning
Orientation on the needs of the children
Active self-regulating learning
Well designed learning environment
Social learning as a method and a goal
Lessons should offer opportunities for children to
include and implement their needs and requirements
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 accountable for it
children can work towards developing their competencies in an autonomous
and self-directed manner, and in according to their own needs
Learning is designed as a shared social process.
Children can present their needs and learn individually
at the same time

14. The basic principle of child-centered
Education in teaching and learning
Broad understanding of performance
and ability
Conductive school community
pupil performance is not only demonstrating by competencies
which they use to become involved in their community to
develop their personalities.
Children are given diverse their opportunities to show their
capabilities. Feedback provides them with examples to manage and
achieve their tasks. This should help them to develop means of
evaluating their own performance.
Addressing performance assessments in an encouraging
manner
School administrators, teachers, pupils and parents all work together
in a respectful, professional and committed way and form a
conducive school community

15. Progressive education have been termed
"child-centered" and "social reconstructionist"
approaches.
A Progressive Education allows everyone to think and
process for themselves, this is not to suggest that we can't all
come to the same truth or answer, it simply means that we
are free to pursue knowledge without any attempt to classify
our pursuit or judge whether it's right or wrong.

16. Most progressive education programmes have these qualities
in common:
 Emphasis on learning by doing- experimental
learning, hand’s on projects
 Strong emphasis on problem solving and critical
thinking
 Group work and development of social skills
 Understanding and action as the goals of learning
as opposed to rote knowledge
 Collaborative and cooperative learning projects
 Selection of subject content by looking forward to
ask what skills will be needed in future society
 De-emphasis on textbooks in favour of varied
learning resources
 Emphasis on life-long learning and social skills

17. Aspects of the
student-centered
or child-centered
class!
 Student Communication
 Defending opinions
 Reaching “facts”
 Reach informed
opinions
 Planning
 Project-Based learning

18.  Child-centered education has been an important foundation of
early childhood education since the time of Froebel. As a
professional, we will want to make our teaching and practice child
centered. In addition, we will want to advocate for the inherent
right of every child to a child-centered education.
 A reemphasis on child-centered education is occurring as
society in general and becoming much interested in the whole child
and efforts to address all of children’s needs, not just their
academic needs. As a result, there is much concern for encouraging
children to become healthy in mind, body ,soul and lead healthy
lifestyles.

19. Maraming Salamat po sa
pakikinig!!!