CONCEPTS OF CHILD – CENTRED AND PROGRESSIVE EDUCATION
6.1 Child – Centred Learning and its Characteristics :
Child-centred learning is one aspect of progressive education because it considers learning as a natural process for a child in which it learns from carrying out day-to-day activities. Here, the teacher focuses on a child’s learning, not on what the teacher teaches. The teacher must act as a guide who encourages, instructs and stimulates a child as per its needs, because every child has different capabilities and needs.
• The characteristics of child-centred education are as follows :
• It considers the growth of a child as a priority.
• It makes the child’s learning interesting and meaningful.
• It recognises the child’s potential and utilises it effectively.
• It leads to overall development of the child in physical, moral and spiritual areas.
• It enables the child to learn through experiences.
• It provides for the child’s full freedom for natural growth.
6.1.1 Principles of Child-Centred Learning :
• The basic principles of child-centred learning can be best understood through its various aspects given below :
1. Understanding of Child Psychology The teacher/ educator must understand that the children’s behaviour is governed by their requirements, social conditions, abilities etc thus, shifting the focus of instruction from the teacher to the student. Thus, for instance, the teacher will need to adopt different strategies for educating the high intelligence, average intelligence and poor intelligence children.
2. Evaluation and Testing Evaluation of learning is important to understand that it has been effective Traditional testing techniques are replaced in child-centred learning by Continuous and Comprehensive Evaluation (followed by CBSE since 2010). This ensures that the development of the child proceeds as planned and allows corrections to be made where a child is not learning as required. This evaluation is carried out through multiple means like projects, discussions, activities, class tests etc.
3. Syllabus This needs to be upgraded periodically, bu must be based on a psychological analysis of the children’s needs, values and variety required. It should be flexible to take care of all types of learners.
4. Managing Discipline Child psychology is used to manage discipline in a child-centred classroom. The teacher will need to have a flexible response to various kinds of indiscipline indulged in by the learners. He must understand the real reasons behind this behaviour and act accordingly to maintain discipline.
5. Practical Orientation Learners should be oriented towards practical aspects of the topic being taught to them. They must learn the value of experimentation to solve problems. As research in child psychology gives new knowledge of the psychology of children, the teacher should try to implement this knowledge in the classroom.
6. Diagnosis and Dismantling of Problems Various kinds of problems occur in the classroom. The teacher must understand how to categorise each problem and find a solution to it by using his knowledge of child psychology.
6.2 Progressive Education: Meaning and History :
Progressive education is a reaction against the traditional style of teaching. It is a pedagogical movement which values experience over learning facts at the expense of understanding what is being taught. It is based on the idea that we should teach children how to think and that a test cannot measure whether or not a child is an educated The process of ‘learning by doing’ is at the heart of person. this style of learning. It uses ‘hands-on’ projects as a means of learning. The concept of experiential learning (i.e. learning by experiencing) enhances the student’s experience the most. By actively engaging in an activity that puts a student’s knowledge to use, he develops a stronger understanding of the task at hand.
• Theorists who developed the concept of progressive education were as follows :
• Locke He believed that “truth and knowledge… arise out of observation and experience rather than manipulation of accepted or given ideas.” He further mentioned that children need to have concrete experiences in order to learn.
• Rousseau He continued in Locke’s line of thinking by saying that sub-ordination of students to teachers and only memorisation of facts would not lead to an education.
• Fröbel He laid the foundation for modern education based on his understanding that children have unique needs and capabilities. He believed in ‘self-activity’ and play as essential in child education. According to him, the teacher’s role was to encourage self-expression through play, both individually and in group activities. He created the concept of the ‘ kindergarten ‘.
• Dewey He was a principal figure in the Progressive Education Movement’ from the 1880s to 1904, and developed the philosophy of education as well as concrete school reforms. His reactions to the prevailing theories and practices in education, corrections made to these philosophies, and recommendations to teachers and administrators to embrace the style of education, were a major part of the history of the development of educational thinking in the late 19th and early 20th century. Beginning in 1897, Dewey published a summary of his theory on progressive education. This is outlined below
6.2.1 Dewey’s Theory of Progressive Education :
• According to Dewey, progressive education consists of the following five aspects :
1. Education It is ‘participation of the individual in the social consciousness of the race’. The educational process has two sides, the psychological and the sociological, with the psychological forming the basis. A child’s own instincts will help develop the material that is presented to it. This forms the basis of Dewey’s assumption that one cannot learn without motivation.
2. School It must represent the current life; thus, parts of the student’s home life (such as moral and ethical education) should take part in the schooling process. The teacher is a part of this, not as an authoritative figure, but as a member of the community who is there to assist the student.
3. Curriculum The curriculum in schools should reflect the development of humans in society. The study of the core subjects like languages, science, history etc should be coupled with the study of practical skills like cooking, sewing and manual training. Dewey also felt that progress is not in a succession of studies but in the development of new attitudes towards, and new interests in, actual experiences.
4. Method of Education This must be focused on the child’s powers and interests. Information presented to the student will be transformed into new forms, images and symbols by it so that the information fits with its development and interests. The development of this is natural.
5. Social Progress as Related to the School Education the most fundamental method of social reconstruction for progress and reform. Thus, Dewey understood that schools were a means to reconstruct society and so, educationists must be given the proper equipment to help perform this task and guide their students.
6.2.2 Importance of Progressive Education :
• Learners have different capabilities and interests, so they develop in different ways. Thus, progressive education is important, because it takes care of this variation by –
• giving children full opportunity to develop by providing an environment for development.
• not allowing any discrimination between learners.
• educating learners by cooperative learning.
• developing democratic values in the students.
• making education more practical with emphasis on self-learning.
• asking teachers to permit learners to design their own learning experiences according to their interests and capabilities.
• making children work on projects, so that they develop self-confidence, maturity and independence.
• making children learn how to work together with others, which instils discipline in their personalities.
• developing their moral character.
6.2.3 Characteristics and Types of Progressive Education :
From the above discussion, we can deduce the characteristics of progressive education given below –
• Curriculum is designed according to the interests children.
• The approach to education is developmental, meaning that each child has unique needs for its own development.
• Collaborative learning is used for developing social values and skills.
• The teacher works a facilitator.
• Rote learning is discouraged and there is less emphasis on text books.
• Progressive education can be humanistic (focusing on arts and social sciences), constructivist (focusing on the child’s creativity) or Montessori (teachers act as facilitators of learning in this type developed by the Italian doctor and educationist Maria Montessori). These are discussed below –
1. Humanistic This is also called person-centred education. It is an approach to education based on the work of humanistic psychologists like Abraham Maslow and Carl Rogers.
Here empathy, caring about students and genuineness on the part of the learning facilitator (i.e. teacher) were found to be the key traits of the most effective teachers. Important objectives include developing children’s self-esteem, their ability to set and achieve appropriate goals, and their development toward full autonomy.
2. Constructivist This is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Its guiding principles are as follows
• Learning starts with the issues around which students are actively trying to construct its meaning. Thus, it eliminates a standardised curriculum.
• The learning process focuses on primary concepts, not only isolated facts. Thus, the educators focus on making connections between facts and fostering new understanding in students.
• The educators understand the mental models that students use to perceive the world and the assumptions they make to support those models. The teachers tailor their teaching strategies to student responses and encourage students to analyse, interpret and predict information. They do this through open-ended questions and promoting extensive dialogue among students.
• The only effective way to measure learning is to make the assessment a part of the learning process, so that it provides students with information on the quality of their learning.
3. Montessori : The Montessori philosophy is a child-directed approach for primary level school children that is based on scientific observation of individuals from birth to adulthood. It is focused on allowing children to make their own choices in learning, with a teacher guiding the process rather than leading it.
Much of the education method relies on hands-on learning, self-directed activity and collaborative play. One of the differences between Dr Montessori’s approach to early childhood education and the approach found in many primary schools is the adoption of elements of the multiple intelligences theory.
6.2.4 Differences between Traditional Education and Progressive Education :
• Traditional education is vastly different from progressive education, as given below –
| Parameter | Traditional | Progressive |
| School : | Institution for preparing children for life | A part of life |
| Learners : | Absorb information and obey rules | Actively participate in problem-solving |
| Parents : | Treated as outsiders | Considered as the primary (first) teachers |
| Society : | Separate from school | Extension of the classroom |
| Knowledge : | Given by lectures and assignments | Constructed through direct experience and social interaction |
6.3 RTE ACT :
The Right of Children Free and Compulsory Education Act was proposed on 4th August, 2009. It came into effect on 1st April, 2010 except in the State of Jammu and Kashmir
The RTE Act is the first legislation in the world that pats the responsibility of ensuring enrolment, attendance and completion on the government and provide free and compulsory elementary education upto class 8th and every child.
• The RTE Act and emphasises on the development of both scholastic and co-scholastic areas. to each
• RTE Act lays down norms and standards relation to pupil-teacher ratios, classrooms, separate toilets for girls and boys, drinking water facility, number of school working days, working hours of teachers etc. Each and every elementary school (Primary School + Middle School) in India has to comply with these minimum standards set by the RTE Act.
• As per RTE Act physical punishment and mental harrassment is prohibited. Moreover teacher should not make any discrimination based on gender, caste, class and religion, or screening procedures for admission of children. Any capitation fee is disallowed, private tuition by teachers is also not allowed. Schools should be recognized in order to avail benefits.
• RTE Act also mandates that no child can be held back or expelled from school until class 8th. The Act has mandated the Continuous Comprehensive Evaluation (CCE) method to ensure grade appropriate learning outcomes.
• RTE Act is backed by Grievance Redressal Mechanism that gives opportunity to people to take action against non-compliance of various provisions of the Act.
6.4 Mid Day Meal Scheme :
• The mid day meal scheme is a school meal programme of the Government of India designed to improve the nutritional shades of school age children nationwide.
• The programme is the largest programme in the world and supplies free lunches on working days for children in primary and upper primary classes in government and government aided schools.
• This Scheme is covered by the National Food Security Act 2013.
• The scheme came into force with the Supreme Court Order dated 28h November 2001 which requires all government and government assisted primary schools to provide cooked mid day meals.
• The meals are cooked on-site by local cooks and helpers or self-help groups. It allows monitoring by teachers.
• The quality and nutritive value of the meals needs to be monitored on regular basis so that maximum underprivileged children are benefitted.
6.5 Sarva Shiksha Abhiyaan :
Sarva Shiksha Abhiyaan or Universalisation of Education is one of the most fundamental and promising schemes of government of India.
• Each one Teach One, this programme we introduced in 2000-2001 the flagship programme by government of India.
• This scheme aims to provide useful and relevant elementary education for all children in the age group of six to fourteen by 2010.
• The Sarv Shiksha Abhiyan aims to bridge Social, regional and gender gaps, with the active participation of the community in the management of schools.
• This SSA programme is an endeavour to provide an opportunity for improving human capabilities of all children, through the provision of community owned quality education in a mission mode.
Main Features of Sarva Shiksha Abhiyaan are :
• Programme with a clear time frame for universal elementary education.
• A response to the demand for quality basic education all over the country.
• An opportunity for promoting social justice through basic education.
• An expression of political will for universal elementary education across the country.
• A partnership between the central, state and the local government.
CHAPTER EXERCISE
1. Who created the concept of the kindergarten?
(1) Montessori
(2) Dewey
(3) Rosseau
(4) Fröbel
2. Which of the following statements did John Dewey believe in?
(1) Curiosity is not innate; rather, it is acquired
(2) Learners must be observed in the classroom but there is no need to give them feedback
(3) A learner is an active participant and problem solver
(4) Democratic space in the classroom hinders the learning process
3. John Dewey advocated “Lab schools”. These schools are an example of
(1) factory schools
(2) private schools
(3) government schools
(4) progressive schools
4. Dewey’s emphasis on the importance of classroom shifted the focus of education from the teacher to the students.
(1) authoritative discipline
(2) democratic relationships
(3) liberal thinking
(4) directed instruction in the
5. Which of the following is the role of the school in progressive education, as per Dewey?
(1) It must respresent the current life
(2) To reflect due development of humans in society
(3) To present material to the child to develop into understanding
(4) None of the above
6. More effective learning opportunities can be provided to students by
(1) giving detailed explanation of all topics
(2) using more teaching aids
(3) conducting periodical tests
(4) basing the teaching on real-life situations
7. A school founded on the progressive ideology will expect all students to
(1) actively construct knowledge by participation and collaboration
(2) follow the teachers’ instructions faithfully
(3) get good marks in all exams
(4) learn what the teachers teach without questioning
8. Sarla, a Hindi teacher, never answers directly a question raised by a student in class. Instead, she gives other students time to think of the answer, discuss in group etc, before leading them to the correct answer. She is following which of the following approaches to teaching?
(1) Behaviourist
(2) Traditional
(3) Progressive
(4) None of these
9. A ‘progressive’ teacher should always motivate her students to –
(1) ask all the queries they have
(2) acquire knowledge of the content given
(3) interact actively in any discussion in the classroom
(4) participate occasionally
10. Which one of the following is not a basic feature of progressive education?
(1) It considers each child as the same
(2) Integrated curriculum approach is
(3) Less emphasis is laid on text books
(4) Curriculum is designed as per the interests of children
11. Montessori education is basically for –
(1) women’s education
(2) teenage children
(3) older students
(4) young children
12. Teachers and students draw on one another’s expertise while working on complex projects related to real world problems in classroom.
(1) teacher-centric
(2) social-constructivist
(3) traditional
(4) constructivist
13. Humanistic education focuses on –
(1) arts and social sciences
(2) only science
(3) only arts
(4) social and political science
14. Shailaja, a Social Science teacher, wants her students to give creative answers to her questions. For this to happen, she should –
(1) lecture them on the subject
(2) ask questions from the text book exercises
(3) ask open-ended questions which are not restricted to a given framework
(4) maintain a high level of discipline in the classroom
15. Which one of the following is a feature of traditional education?
(1) Students obey discipline in the class
(2) Parents are treated as the primary teachers
(3) Society is an extension of the classroom
(4) None of the above
16. What is the cardinal principle of child-centred education?
(1) Learning by doing
(2) Learning by living
(3) All of the above
(4) None of the above
17. The best learning is that in which –
(1) it is given by a knowledgeable teacher
(2) the pupils learns themselves
(3) it is given by using educational technology
(4) None of the above
18. Which of the following is not a feature of child-centred education?
(1) It makes learning interesting and meaningful
(2) It stresses on timely completion of the syllabus
(3) It provides complete freedom to the child to grow naturally
(4) Growth of the child is a priority
19. A teacher, because of his/her democratic nature, allows students to sit all over the class. Some sit together and discuss or do group reading. Some sit quietly and read by themselves. A parent does not like it. Which of the following may be the best way to handle the situation?
(1) Parents should complain against the teacher to the principal
(2) Parents should request the principal to change the section of their ward
(3) Parents should show trust in the teacher and discuss the problem with the teacher
(4) Parents should take away the child from that school
20. In the context of the basic principle of child centred education, match the following.
Principle :
1.Social learning as a method and a goal
2. Active self- regulated learning
3. Orientation on the needs of the children
4. Addressing performance assessments in an encouraging manner
Characteristic :
(A) Models to conduct respectful argumentation and conflict resolution
(B) Having access to guidelines and opportunities for self- assessment of their performance
(C) Cooperating and discussing scholastic topics with others
(D) Having a say in the planning and design of the topics/units of instruction
| A | B | C | D | |
| 1. | 4 | 2 | 1 | 3 |
| 2. | 1 | 3 | 4 | 2 |
| 3. | 3 | 2 | 1 | 4 |
| 4. | 1 | 4 | 3 | 2 |
Previous Years Questions
21. Which of the following will foster creativity among learners ?
(1) Teaching the students the practical value of good education
(2) Providing opportunities to question and to nurture the innate talents of every learner
(3) Emphasising achievement goals from the beginning of school life
(4) Coaching students for good marks in examination
22. Which of the following should be considered the most important quality of a teacter at primary level ?
(1) Eagerness to teach
(2) Patience and perseverance
(3) Competence in methods of teaching and knowledge of subjects
(4) Competence to teach in highly standardised language
23. Which of the following is a feature of progressive education?
(1) Flexible time-table and seating arrangement
(2) Instruction based solely on prescribed text-books
(3) Emphasis on scoring good marks in examinations
(4) Frequent tests and examinations
24. The emphasis from teaching to learning can be shifted by
(1) focusing on examination results
(2) adopting child-centred pedagogy
(3) encouraging rote learning
(4) adopting frontal teaching
25. In the progressive model of education as implemented by CBSE, socialisation of children is done in such a way, so as to expect them to –
(1) give up time-consuming social habits and learn how to score good grades
(2) be an active participant in the group work and learn social skills
(3) prepare themselves to conform to the rules and regulations of society without questioning
(4) accept what they are offered by the school irrespective of their social background
26. In context of progressive education, which of the following statements is true, according to John Dewey?
(1) There should not be a place for democracy in a classroom
(2) Students should be able to solve social problems themselves
(3) Curiosity does not belong to the inherent nature of students rather it is be cultivated
(4) Students should be observed and not heard in the classroom
27. Teachers, in order to help learners construct knowledge, need to focus on
(1) making sure the es everything
(2) scores/ marks obtained by the learner
(3) involving the learner for active participation
(4) mastering learning of concepts by the learner
28. Children have the potential to create knowledge and make meaning. From this perspective the role of a teacher is that of a
(1) communicator and lecturer
(2) facilitator
(3) director
(4) negotiator
29. Child-centred education involves
(1) children sitting in a corner
(2) learning in restricted environment
(3) activities that do not include play
(4) hands on activities for kids
30. Child-centred pedagogy means
(1) giving moral education to the children
(2) asking the children to follow and imitate the teacher
(3) giving primacy to children’s voices and their active participation
(4) letting the children be totally free
31. Which one of the following situations is illustrative of a child-centred classroom?
(1) A class in which the teacher dictates and the students are asked to memorise the notes
(2) A class in which the textbook is the only resource the teacher refers to
(3) A class in which the students are sitting in groups and the teacher takes turns to go to each group
(4) A class in which the behaviour of students is governed by the rewards and punishments the teacher would give them
32. In a progressive classroom set-up, the teacher facilitates learning by providing an environment that
(1) is restrictive
(2) discourages inclusion
(3) encourages repetition
(4) promotes discovery
ANSWERS
| 1 | 4 |
| 2 | 3 |
| 3 | 4 |
| 4 | 2 |
| 5 | 1 |
| 6 | 4 |
| 7 | 1 |
| 8 | 3 |
| 9 | 3 |
| 10 | 1 |
| 11 | 4 |
| 12 | 2 |
| 13 | 1 |
| 14 | 3 |
| 15 | 1 |
| 16 | 3 |
| 17 | 2 |
| 18 | 2 |
| 19 | 3 |
| 20 | 2 |
| 21 | 2 |
| 22 | 3 |
| 23 | 1 |
| 24 | 2 |
| 25 | 2 |
| 26 | 2 |
| 27 | 3 |
| 28 | 2 |
| 29 | 4 |
| 30 | 3 |
| 31 | 3 |
| 32 | 4 |