Child Centred Education
The philosophy of child centred education consists of a number of beliefs about the nature of childhood and the nature of education. A search into its origins would include a consideration of views expounded by Jean Jacques Rousseau who wrote “Nature provides for the child’s growth in her own fashion and this should never be thwarted.” (Emile 1762 p.50)
Other educationalists developed Rousseau’s views about education and the nature of childhood. In some instances they established their own schools and teacher training programmes to make their philosophy a practical reality. They included Pestalozzi, Froebel, Kirkpatrick, Montessori, Dewey and Neil.
The central recurring themes of child centred education are:
- An appreciation of children as individuals – the focus is on what already is and less on what each might become.
- The nature of the child to be active. In a physical sense, this means the child freely moves within the school environment and does not spend most of the day being quietly seated. In intellectual terms, children actively create their knowledge. They are not viewed as empty vessels to be filled.
- Childhood is seen as gradual progression towards adulthood, best aided by adults who have a respect and an appreciation of children.
- Diversity is welcomed as richness and celebrated. There is no pressure on conformity.
- Learning is largely self-motivated and is most effective when taking place in a relaxed atmosphere.
Some useful references
- Darling J (1994) “Child Centred Education and its critics” London, P.Chapman
- Cohen, D (1982) “Alternative Educatioon: The Currambena Experience” Sydney, MacQuarie University.
- Entwistle, H. ( ) “Child Centred Education” London, Methuen
- Gutman, A.S. (1987) “Democratic Education” Princeton, N.J. Princeton University Press
- Neil, A.S. (1968) “Summerhill” London, Penguin
- Rousseau, J.J. (1911) “Emile” (translated by B.Foxley) London, Dent
