The document discusses child-centered learning and design. It defines child-centered design as focusing on developing students' individual and social qualities by allowing students to take command of their own learning according to their interests and passions, with teachers providing support and facilitation. Key aspects include students co-creating learning objectives with teachers, capitalizing on students' interests to emotionally invest them in learning, and teachers taking more of a coaching role to provoke active learning rather than traditional passive teaching.

1. | PENGURUSAN KURIKULUM (KPF6044) |
CHILD-CENTERED
LEARNING

2. LEARNER-CENTERED DESIGN
CHILD-CENTERED DESIGN
EXPERIENCE-CENTERED DESIGN
ROMANTIC/RADICAL DESIGN
HUMANISTIC DESIGN

3. CHILD-CENTERED DESIGN
Learners interact with the teachers and the environment,
thus there is a collaboration effort on both sides to plan
lessons, select content and do activities together.
(John Dewey, Rouseau, Pestallozi and Froebel)

4. DEFINITION
• Child / Student-Centered Design
• Designed to develop the individual and social qualities of
a student rather than provide a generalized information or
training by way of prescribed subject matter (used of
elementary or secondary education or schools)
• Children take command of their own learning. Teachers
are there to provide support and facilitate the child’s
learning but children determine the direction of their own
learning following their natural curiosities, interests and
passions.

5. NEEDS AND INTEREST
TEACHERS AND ENVIRONMENT
LEARNING

6. • Children co-create their learning objectives and goals
together with teachers.
• Because this design capitalize on the children’s interests
and empower them to take an active role, therefore
children are emotionally invested in their own learning.
• When children are emotionally invested, they are willing to
explore in-depth and are able to reach deeper levels of
understanding.

7. ROLE OF TEACHER
• Student-Centered Teaching and Learning focuses on the needs,
abilities, interests, and learning styles of the students and has many
implications for the design of curriculum, course content, and
interactivity of courses.
• A prominent pedagogy will be teacher-as-coach, to provoke students to
learn rather than the more traditional teaching which places the teacher
at its center in an active role and students in a passive.
• Teachers plan the types of questions and prompts at multiple entry
points throughout a lesson, which build students’ understanding of, and
engagement toward, concepts and ideas and their application to real-
world scenarios.

8. THANK YOU