Child Centred Education
By Sue Rogers
To Be Published March 1st 2014 by Routledge – 176 pages
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 Others argue that child-centred education has been superseded by a subject-driven and target led approach, one in which the child’s interests and ideas have been marginalised and where teachers have become mere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:
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.
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
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.