Child-Centered Philosophy of Education (2)

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Until relatively recently, children were taught the three Rs in afairly straight forward fashion. The teacher explained the lesson andthen the children practiced it. No other way of accomplishing the jobever occurred to anyone, until the 18th century Roman philosopherJean Jacques Rosseau began to advocate that educators follow

nature slow down their students intellectual growth and wait forthem to demonstrate interest in a subject. Rosseaus ideas did notgain common currency, however, until they were adopted by theAmerican social scientist John Dewey around the turn of thiscentury. Deweys recommendations such as his emphasis onlearning by doing and his belief that the process is more important

than the product, were immediately hailed with enthusiasms bymany American educators who began to implement them inAmerican schools in the 1920s.
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A great Roman philosopherwho advocates in promotingthe idea of child-centerededucation during the 18thcentury.


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An American socialscientist who adoptedRousseaus ideas andconducted researchesabout child-centeredcurriculum early in the 20thcentury.


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Education shall be based upon the nature

of the child

by: Jean Jacques Rousseau


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The nature of the child as the first

principle for all education. The child

original nature or what he inherits is the

principal with which the education mustwork

by: Edward Lee Thorndike


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Education should center on the individualchild, but he takes the view that the child

must be considered as member of the

group. This is what generally known asCHILD C ENTERED SCHOOL

by: John Frederick Dewey


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Emphasized the importance of the nature

of the child and the child must be thought

of in relation to the subject-matter

by: Johann Heinrich Pestalozzi


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The child is the center of the educationalprocess and curriculum should be constructed

uponhisneeds, interests, purposes and abilities.As child is the center of education, development

of mind, body and spirit of the child should be

reflected in the programme and planning ofeducation.
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1. FREEDOM

The child should be allowed to learn

from nature in his natural way without

any interference from the adult.


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2. SELF-ACTIVITIESThat his natural interests like play and

curiosity should form the basis of his

education.

3. PROCESS OF SPONTANEOUSDEVELOPMENT

That nothing should be taught to him until

he is capable of understanding it.


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4. DEVELOPMENT OF INTEREST ANDNEEDS

That books should be avoided particularly at

the early stage and more emphasis should be

given to the child sensory and natural

development.5. EDUCATION-BASED ON EXPERIENCEEnable the child to learn through experience.


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The educational concepts based on thenature of the child are the following:The learner is an active organism who

must be stimulated, directed andguided toward the realization of all

inherent potentialities, thereby

becoming a worthy member ofa

democratic society.


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Each learner is the product of his own

peculiar heredity and environment.

The learner must be the center of

educative process.


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The innate tendencies or power of the

learner can be used as drives for individual

work and as stimulus to learning.

The innate tendencies of the learner canbe used by the teacher to direct the learner

in such a way that they will produce

activities that will lead to further activities.


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The nature of the child must be made the basis of theformulation of the immediate and ultimate aims ofeducations.

The nature of the child rather than the nature of thesubject-matter should determine the nature of teaching.

Each pupil differs greatly within himself in his potentialityto learn. This psychological concept is based on theprinciple of individual differences or the principle of traitdifferences.

Each individual is created with the power of create. Inother words, all pupils possess creative ability, but indifferent degrees.
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The Role of the Teacher

The teachers roleis that of aninterested observerand at best that of aguide whoencourages, advisesand stimulates thechild,

To understand thechild the teachermust:

To make teachingeffective andlearningproductive, theteacher must knowthe nature of thechild to bestimulated

Know the social andpsychological

environment of the childKnow the cultural

forces of which

he is a part.

Know him as abiological organism

with needs, abilities,and goods.


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The Child-centered curriculumwas the result of the research conducted by

John Dewey. According to this curriculumdesign, the child is the center of the

educational processes and the curriculum

should be constructed upon his needs,

interests, purpose and abilities.


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1. Children, rather than miniature adults, became the focus ofeducational effort.

2. Experience, rather than miniature adults, became the focus ofeducational effort.

3. Research assumed significance in planning for the developmental

needs of children.4. Childrens motivation in learning was recognized.

5. The creative energies of teachers and children were released.

6. Educational expectations and standards were custom made interms of each childs abilities and potentials.

7. Rigid grade organization was abandoned along with traditionalpromotion policies.

8. Reporting of childrens progress became descriptive.

9. For the first time, teacher education on a broad scale becameprofessional education.
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1. The misinterpretation of the philosophy of the child-centered

curriculum was a natural consequence of radical change.Teachers were sometimes ill prepared to adapt tochanging consents of child development, which fosteredlicense rather than freedom.

2. Often basic skills were neglected in the fierce towards self-

expression and creativity.

3. The cult of permissiveness confused teachers, children andtheir parents. While nothing inherent in the philosophy ofchild-centered curriculum supported many of the practicespurported to reflect this philosophy, numerousmisinterpretations created eventually a tidal wave of severecriticisms which underlies many of the reactionary trends inelementary education today.
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Child is the center of the whole education

process. The great philosophers at different times

emphasized on it. The role of the teacher is like a

guide and observer to provide complete freedom

to the child to grow naturally. Child-centered

Education is the ideal system to manifest the latent

talent of the child. In this process education is not

an extra venous imposition but natural stimulationfor development of the child.


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Presented by:

Josie M.PadilloJessica O. Dinglasan

MaEd-I

Presented to:

Dr. Genoveva A. VerdaguerProfessor

Documents

Child-Centered Philosophy of Education (2)