Concepts of Learner-Centered Teaching PDF

Shanlax International Journal of Education shanlax #SINCE1990...

Shanlax International Journal of Education shanlax #SINCE1990 Concepts of Learner-Centred Teaching Rajendra Kumar Shah Associate Professor, Tribhuvan University (Sanothimi Campus), Bhaktapur, Nepal https://orcid.org/0000-0003-0533-1338 OPEN ACCESS Abstract Manuscript ID: This article traces the historical development of learner-centered teaching (LCT) and examines the major contributions of educators. Accordingly, this article has also analyzed the perception of EDU-2020-08032926 various educationists regarding LCT. LCT is an approach to teaching that is increasingly being encouraged in education. The paradigm shifts away from teaching to importance on learning have Volume: 8 boosted the power to be moved from the teacher to the student. The teacher focused/transmission of information formats, such as lecturing, have begun to be increasingly criticized, and this has paved the way for the widespread growth of LCT as an alternative approach. Many terms have Issue: 3 been linked with LCT, such as flexible learning, experiential learning, self-directed learning, and therefore the slightly overused term LCT can mean different things to different people. Also, in practice, it is described by a range of terms, and this has led to confusion surrounding its Month: June implementation. LCT has a long history of development. Two of the first educators to emphasize the learners were Confucius and Socrates (5th to 4th centuries B.C.). Over two millennia passed before seventeenth-century Englishman Locke introduced experiential education (the idea that one Year: 2020 learns for experience). Another two hundred years spent before European educators Pestalozzi, Herbart, and Froebel designed and popularized experience-based, learner-centered curricula. In P-ISSN: 2320-2653 the school system, the concept of LCT has been derived, in particular, from the work of Froebel and the idea that the professor should not interfere with this process of maturation, but act as a guide. A century later, nineteenth-century educator Colonel Francis Parker brought this method to America. E-ISSN: 2582-1334 Twentieth-century Russian sociologist Lev Vygotsky, Swiss psychologist Jean Piaget, American philosopher and educator Dewey shaped the existing LCT into a program called constructivism. Keywords: Learner-Centered Teaching (LCT), Teacher-Centered Teaching (TCT), Received: 18.04.2020 Pedagogy, Teaching, Learning, Children, Learner. Accepted: 15.05.2020 Concepts of Learner-Centred Teaching The traditional teaching, which is distinguished by its expository form and Published: 01.06.2020 narrative character, has been the most pervasive pedagogical model around the world. Critique to this model has been developed at different historical moments, Citation: and socio-economic and geographical contexts, with different political aims in Shah, Rajendra Kumar. mind, by various actors such as critical pedagogues from developing countries “Concepts of Learner- (e.g., Freire), educationalists in the western world (e.g., Rousseau, Dewey, Centred Teaching.” Shanlax and Vygotsky) and international organizations involved in education (e.g., International Journal of UNESCO and UNICEF). Traditional teaching has been criticized for relegating Education, vol. 8, no. 3, education to an act of depositing whereby teachers make deposits and students 2020, pp. 45–60. receive, memorize, and repeat to the best of their efforts and capacities (Freire 1996). Such practices have also been examined for being ineffective and DOI: leading to the acquisition of skills of a lower taxonomic level (Gauthier and https://doi.org/10.34293/ Dembele 2004), for undermining spontaneity and initiative among students education.v8i3.2926 (O’Sullivan 2004) and for inhibiting creativity and critical thinking (Freire 1996). Early progressive movements proposing alternatives to traditional teaching originated in the second half of the 1800s (Windschitl 2002). In the following period, several other dilemmas have been proposed, yet the current This work is licensed discussion is managed by two competing approaches. These are traditional under a Creative Commons teaching approaches and learner-centered teaching (LCT), constructivism. The Attribution-ShareAlike 4.0 former advocate’s structure and some directivity in supporting the learning International License process effectively in school environments, and the second is contrasted with the traditional model (Gauthier and Dembele 2004). http://www.shanlaxjournals.com 45  Shanlax shanlax #SINCE1990 International Journal of Education The LCT has been known by a variety of terms, same vein, Lea, Stephenson, and Troy (2003) state including child-centered education; child-centered that there may be a variety of potential definitions pedagogy; child-centered teaching; child-centered of what LCT is and that different dimensions of the learning, learner-centered approach, student- learning and teaching process are highlighted by centered teaching, student-centered learning; learner- various researchers and practitioners. According to centredness; or student-centered. These terms have Muzumara (2011), LCT includes practical activities all been used interchangeably (Harmelen, 1998; such as panel discussions, quizzes, projects, Lall, 2010; O’Neill & McMahon, 2005). Chung and brainstorming activities, role plays, debates, textbook Walsh (2000) state that there have been more than study, field trips, and discovery learning. Learner- 40 different meanings of the term in contemporary centered methods also include active learning in usage. Because these concepts are applied across which learners solve problems, formulate questions all spectrums/levels of education, ‘learner-centered of their own choice, and answer questions. Felder teaching’ and ‘student-centered teaching’ tend to and Brent (2003) state that LCT has repeatedly be the preferred terms for older learners, whereas been shown to be superior to the traditional teacher- ‘child-centered’ might be used in early-childhood centered teaching (TCT) of instruction. However, or primary school contexts. More people are talking LCT is not expected to diminish the importance about learner-centered teaching (LCT) instead of of the instructional side of classroom activity, but child-centered teaching (CCT). This is because instead, instruction is broadened to include other the term LCT covers a wider range of learners. So activities that produce excellent learners’ outcomes. far as LCT is concerned, it has been identified that Dupin-Bryant (2004) defines LCTas as a style of education needs to go beyond a concern with only instruction that is responsive, collaborative, problem- children but a concern for a wider range of learners. center,d, and democratic in which both learners Thus, the term LCT began to be used with more and the instructor decide how and when learning frequency in general education and is considered occurs. On the other hand, LCT is considered as a more appropriate term to be applied to everyone a style of instruction that is formally controlled in this learning society (Lambert and McCombs, and autocratic in which the professor directs how 1997). The contemporary meanings of LCT draw something and when learners learn. TCT is often from a wide range of disciplines and research associated with “transmission” models of teaching bases, incorporating the historical meanings while (lecture methods), which includes drill and practice. accommodating the changing social, cultural, and Typical characteristics of TCT include more teacher educational needs of the present day, leading to a talk and questions than student talk and reliance holistic understanding and interpretation of LCT. on textbooks. Therefore, LCT puts pupils first in O’Neil and McMahon (2005), in their discussion contrast to TCT. LCT is focused on the learners’ of the term LCT, link the concept with other terms needs, abilities, interests, and learning styles with such as flexible learning, experiential learning, and the teacher as a facilitator of learning (Weimer, self-directed learning. They also emphasize that the 2002). LCT is an approach to education focusing on term has been overused and can mean different things the needs of the learners rather than others involved to different people. Similarly, Tabulawa (2003) in the instructional process, such as teachers states that ‘learner-centredness’ has “often been used and administrators like headteachers and deputy interchangeably with ‘participatory,’ ‘democratic,’ headteachers. LCT departs from the traditional ‘inquiry-based,’ and ‘discovery’ method, and so teaching methods (lecture methods) by focusing on on. These strands differ from each other only in so learners more than teachers and learning more than far as they emphasize different degrees of learner teaching. Traditionally, educators direct the learning autonomy” (p.9). According to Attard, Iorio, Geven, process, and students understand a receptive role in and Santa (2010), there is not a universally agreed their education. With the approach of progressive definition about LCT, even though the term is being education in the 21st century and the influence of used by a range of informing policy-makers. In the psychologists, some educators have largely displaced 46 http://www.shanlaxjournals.com  Shanlax International Journal of Education shanlax #SINCE1990 traditional teaching methods, which focused on how was the tutorial organization. For five thousand teachers taught instead of how learners learned. years, the tutorial method continued to dominate. (Blumberg, 2008) Although Locke recommended its use, he introduced Although learner-centered teaching (LCT) the concept of tabula rasa (blank slate), intending has recently become one of the most prevalent that at birth, the mind is a blank slate, and the only educational ideas in most of the country in the way to fill it is by having adventures, feeling these world, it has a long historical development. The experiences, and reflecting on them Henson (2003). history of LCT can be traced back more than 2000 Locke’s experience-based educational philosophy years. According to Ozmon and Craver (1999), gave birth to a concept called experiential education signs of LCT began appearing with the dawning of (Garforth, 1964). Locke believed that the mind gets formal education. They can be followed back to the its understanding from experience. Stimulated by Sumerians and the development of written language Locke’s philosophical assertion, philosophers like (around 3500 B.C.). Within five hundred years, the Rousseau and other philosophers who were inspired Chinese had also established formal schools where by Rousseau and continued to inspire others explored early teachers emphasized individual character and the breadth and depth of the LCT to teaching and citizenship. Perhaps the earliest unusual teachers learning. The details of their explorations are going to have a profound, direct effect on LCT was the to be explained below. Chinese savant Confucius (551 B.C.-479 B.C.). The Swiss-born philosopher Jean Jacques Ozmon & Craver (1999:105) cited in Henson Rousseau (1712-1778) was one of history’s most (2003) argue that Confucius stressed character and famous contributors to LCT. Though such notions citizenship, while Socrates stressed the individual. of LCT have existed for a long time, there was They believed that every person must strive for the little concern with specially treating children until continual development of self until excellence is Rousseau’s ‘Emile’ was published in 1762, which produced. Confucius stressed character and good became the first comprehensive presentation of LCT citizenship. He believed that every person should (Entwistle, 1970; Darling, 1994, Tabulawa, 2003). strive for the steady development of self until In Emile, Rousseau declared that ‘nature provides excellence is achieved. for the child’s growth in her fashion, and this should In the West, notions of LCTcan be seen to never be thwarted’ (p. 187). In this way, Rousseau reach back as early as Plato’s Socratic dialogues introduced to educational thought a completely new (Entwistle, 1970: 11; Brodie, Lelliott, and Davis, emphasis, presenting ideas that were LCT, such 2002: 542). In these dialogues, LCT manifests as arguing that children are naturally active, both itself in the strategic questioning through which physically and mentally; and that LCT requires the teacher draws out the ideas of the student based a focus on individual differences and levels of on his current knowledge and understanding, and learning (Entwistle, 2012; Mtika & Gates, 2010). Socrates stressed the individual. Socrates, in the Emile, caught many people’s interest, arguing form of dialogues, illustrated an early concern for an approach to education that was LCT and with `scaffolding,’ believing that a person’s latent experienced-based (Henson, 2003). Emile sought knowledge needed the guidance of an `other’ who to replace the conventional and formal education is more knowledgeable to bring it out. Therefore, all of the day with training that should be natural and that a teacher can do is to help a learner to become spontaneous. Learning in this era, however, was aware of his current knowledge, his mistakes, and limited to the education of boys and did not promote his limitations. And it is only the student who can the equal treatment of girls (Lall, 2010). bring about the improvement (Perkinson, 1980). The fundamental principle that runs throughout The concept was incorporated in the strategic `Emile’ is that children have their ` ways of seeing, questioning of Plato (Brodiea, Lelliotta, & Davis, thinking and feeling,’ and we should not try to 2002; Entwistle, 2012; Mtika& Gates, 2010). teach them in a way we as adults see, think and feel The earliest known regular teaching method (Rousseau, 1762: 54). Children are interested in http://www.shanlaxjournals.com 47  Shanlax shanlax #SINCE1990 International Journal of Education finding things out for themselves, so education should Now of these three parts in education, nature allow children opportunities to discover things and is wholly beyond our control; things are only draw conclusions from their own experiences. They partly in our power; the education of men is the should not be made to learn things that are beyond only one controlled by us, and even here, our their grasp (Darling, 1994). Rousseau criticizes power is largely illusory... (p. 6). conventional education as a failure in directing children’s attention to matters utterly remote from Rousseau further cautioned us to be careful that their minds, providing no opportunities for children education of man, which is the one controlled by us, to the reason for themselves, and putting children can be ruined ‘with our foolish and pedantic methods in an environment where they can be neither happy we are always preventing children from learning what nor free (Rousseau, 1762). He states, `it matters they could learn much better by themselves, while we little what he learns; it does matter that he should neglect what we alone can teach them. Rousseau’s do nothing against his will’ (p. 135). With such an point of view is not, to begin with, a vast amount understanding, education is not a matter of teaching of information that we want children to acquire, but knowledge but developing children’s interests and begin with what the child is capable of learning and ways of learning with their desire to learn. For interested. Also, he arg, used that children have their Rousseau, this is the basic principle for any good ways of seeing and understanding, which are different education. In his words, the school should be made from the adults. Children can exercise reason on to fit the child rather than the other way round, and what is within their own experience and not what is the curriculum should be managed by children’s beyond it (Doddington and Hilton, 2007). Therefore interests and needs (ibid). instead of beginning from the outside, such as from Furthermore, Rousseau recognizes the fact that subjects and specific skills thought to be important individual children vary; therefore, education needs from the adult points of view, we should begin from to be individualized to meet their individual needs what is already in the child’s experience and capacity and level of development (Darling, 1994). He argued to develop. In this way, learning will be joyful, and that children should be given more real liberty and it will lead to the development of a person who is let them do more for themselves. He viewed that keen to continue to learn and ultimately grow as a in the learning, experience plays a vital role, and it responsible member of society (Sutherland, 1988). precedes instruction. He stated that man is formed by According to Entwistle (1970), it was with education and further elaborated: Rousseau that there entered into education a We are born weak; we need power; helpless, we completely new way of thinking. This new thinking need aid; foolish, we require a reason. All that of education, based on children’s interests, their we need at birth, all that we need when we come natural stages of development with an emphasis on to man’s property, is the legacy of learning. first-hand experience and individual differences, was taken forward by later writers such as Pestalozzi This knowledge comes to us from nature, from (1746-1827) and Froebel (1782-1852) among individuals or things. The inner growth of our others. Pestalozzi, Froebel, and John Dewey media and faculties is the study of nature, the extended this approach to thinking about children use we learn to make of this extension is the and their education, developing and revising existing direction of men, what we gain by our knowledge ideas, and ensuring that the application of these new of our surroundings is the education of things. approaches to education was sound (Darling, 1994). Thus we are guided by three masters. If their Other child-centered authorities have adopted, instruction conflicts, the scholar is ill-educated modified, or extended the principles put forth by and will never be at quiet with himself; if their Rousseau. teaching agrees, he goes accurate to his goal; Pestalozzi (1746-1827) transferred some of the he lives at an agreement with himself; he is well- central themes in Rousseau’s account of learning intelligent. and teaching into his educational writing (Darling, 48 http://www.shanlaxjournals.com  Shanlax International Journal of Education shanlax #SINCE1990 1994). Pestalozzi believed that the whole child education is the key to the improvement of social should be trained (physically, psychologically, and conditions (Green, 1914; Heafford, 1967; Darling, emotionally) and that children should be supported 1994). He also gave some thought to how such like a plant while they learn by doing. Children, educational ideas can be put into practice for broader according to Pestalozzi, should learn through implementation by stressing that there should be a activities, and they should be free to pursue their sequence in the instruction given to children `so that interests and draw their conclusions. They should not beginning and progress should keep pace with the be anxious or put under stress, and their development beginning and progress of the powers to be developed should not be forced (Darling, 1994). Teachers, in the child’ (Pestalozzi, 1898: 58). He also valued according to Pestalozzi, must respect children and the use of picture books and real objects to create base their discipline on love - the school should be visual experiences for learning and proposed the like a good home, and the master should be like a use of textbooks for teaching and learning as he good parent (Darling, 1994; Henson, 2003). recognized that few teachers were experts, and Pestalozzi continued to stress that education some teachers were ignorant. He believed that well- should be for the child, not the child for education, designed textbooks could help solve the problems. and he strongly criticized the education of his time for In Switzerland, Pestalozzi opened a school with expecting too much of the child and forcing the child a learner-centered curriculum. Pestalozzi thought to learn miserably without attending to individual that the whole child should be educated physically, needs (Heafford, 1967). Pestalozzi stresses that mentally, and emotionally and that children should education should take full account of what the child be provided like a plant while they learned by is capable of achieving mentally, physically, and doing. Pestalozzi believed that teachers must respect intellectually. He claims that `all instruction of man children and base their discipline on love. He pointed is then only the Arty of helping Nature to develop in out that the school should be like a good home, and her way; and this Art rests essentially on the relation the teacher should be like a good parent. Pestalozzi and harmony between the impressions received held the philosophical view of the child’s innate by the child and the exact degree of his developed wisdom. He argued that it must be nurtured as powers’ (Pestalozzi, 1898: 57). In other words, `to consciousness in the child unfolds. First comes moral instruct men is nothing more than to help human education, and then comes intellectual education nature to develop in its way, and the art of instruction slowly merged into it. Intellectual education must depends primarily on harmonizing our message and start first centered on the perception of objects the requirements we make upon the child with his and then adapted and expanded as the mind of the powers at the moment’ (Green, 1912: 87, cf. Darling, child expands. His pedagogical idea envisioned 1994: 18). The child should learn through activity children as active learners and emphasized to move and things. He should be free to pursue his interests away from rote learning and instruction practiced and draw his conclusions. He should not be made at that time. Pestalozzi indicated that the task of anxious under stress, and his development should educators was not to instruct but to stimulate the not be forced (Green, 1914; Darling, 1994). While self-activity of the children through the training advocating the need for the child to proceed at his of the senses (Doddington and Hilton, 2007). own pace and recognizing the fact that the ability of The ideals developed towards child centeredness children could vary considerably, Pestalozzi valued promoted self-activity, freedom of movement, the instructional role of the teacher and was in favor space, a garden, communal play, and work, etc. The of firm discipline in the classroom and believed in traditional academic and syllabus centered approach the value of hard work (Heafford, 1967). was suggested to be replaced by a more LCT. In this Different from Rousseau, who presented his ideas regard, the curriculum is thought in terms of activity of education in a novel focusing on an individual and participation rather than of knowledge to be child cut off from society, Pestalozzi recognized obtained and facts to be stored. the importance of education to all and realized that http://www.shanlaxjournals.com 49  Shanlax shanlax #SINCE1990 International Journal of Education The first person who explicitly used the term Play, therefore, must not be left to chance. Just `child-centered’ was said to be Froebel. The term because he learns through play, a child learns ‘child-centered’ appeared in Froebel’s 1826 book willingly and learns much. So play, like learning ‘The Education of Man’ (1885) and steadily gained and activity, had a definite period, and it must greater prominence in the educational literature from not be left out of the elementary curriculum. The the late 1800s (Chung & Walsh, 2000). Froebel educator must not only guide the play since it is pioneered his child-centered ideas in kindergartens, so important, but he must also often teach this thus developing his philosophy of education, which sort of play in the first instance. (Lilley, 1967: combines child-centered theory and method. Froebel 167) confirmed that ‘only by the extension and enrichment With his concern about the crucial function of the child’s instinct to involve itself in active play of play, Froebel began to devise some concrete could sympathetic adult educators help the child in techniques such as simple toys to be used as teaching his or her full development as acting, feeling, and equipment to translate his principles into practice. thinking human being’(p. 14). Using these methods, Froebel’s elaboration on LCT had a strong impact kindergartens provided a child-centered curriculum, on education in Europe as well as in America in focusing on play and experimentation, gardening, the late 19thand early 20thcentury with lectures and singing. Froebel’s work promoted the idea that and exhibitions organized and the Froebel Society LCT implied that the teacher should not ‘conflict with formed (Lawrence, 1952; Darling, 1994). this method of maturation, but act as a guide’(Simon, Froebel used the learner-centered, child-centered, 1999). Simon highlighted that this was associated experience-based ideas to expand the world’s first with the process of development or ‘readiness,’ i.e., kindergarten, a school for young children (Campbell, the child will learn when he/she is ready. 1967). Pestalozzi’s work, which was founded on Inspired by Rousseau as well as Pestalozzi, the conception of education as development based Froebel earnestly devoted himself to this `new on the nature of the child, advocated such ideas as education’ (Lawrence, 1952: 21). He believed that nature walks, and the use of games and songs was schooling should fit children’s natural stages of much appreciated by Friedrich Froebel. As a result, development (Lilly, 1967; Darling, 1994; Chung Froebel used the philosophies of learner-centered, and Walsh, 2000). Because young children think child-centered, and experience-based learning to and learn differently from older children and adults, develop the world’s first kindergarten - a school for `schooling for young children must differ from that young children (Henson, 2003). Froebel viewed for older children and adults’ (Chung and Welsh, play as something important to the development of 2000: 217). Furthermore, Froebel stresses that `every the child’s awareness, with an emphasis that play human being, even as a child, must be recognized, is not only a form of creative activity but also the acknowledged, and fostered as a significant and means through which a child grows increasingly essential member of humanity’ (Froebel, 1886; aware of the world and his place in it (Froebel, Lawrence, 1952: 21). He stated that children should 1885). Froebel’s view is consistent with Rousseau’s, be regarded and cared for like plants: `Given the right namely that the best learning occurs when learners conditions, they would grow and unfold’ (Lawrence, are manipulating objects and solving problems. 1952: 195). The role of the teacher, consequently, Froebel (1931) developed teaching methods is to provide the right conditions for children’s that recognized play as one of the child’s main growth. In other words, creating a positive learning ways of learning that the move away from TCT environment was seen as an important factor for to LCT began to develop significantly. Froebel children to learn. Moreover, he sees children’s play emphasized children’s play in his kindergartens so as a form of creative activity, and such creative that children naturally learn to understand the world. work can be a means of knowledge (Darling, 1994). He suggested that children can be encouraged to Froebel states: understand physical objects and their properties in a natural way by providing them suitable toys and 50 http://www.shanlaxjournals.com  Shanlax International Journal of Education shanlax #SINCE1990 games (Sutherland, 1988). He realized that much of As we can see from the above analysis, the children’s play activity is culturally based. Children central tenets of learner-centered views lie in the naturally mimic, sing, dance, and listen to the respect for children’s natural interests, their natural stories from the world around them. He stated that developmental stages, learning through experience these activities should be encompassed in teaching- and discovery, the recognition of the function of play learning activities (Doddington and Hilton, 2007). in learning, and individual differences of each child. With his concern about the crucial function of play, These ideas were returned, reformulated, as well as Froebel began to devise some concrete techniques further developed by later writers such as Parker, such as simple toys to be used as teaching equipment Dewey, Piaget, Vygotsky, Bruner, Donaldson, and to translate his principles into practice. Froebel’s many others in the 20th century. elaboration on child-centered education had a strong Henson (2003) asserts that American educators impact on education in Europe as well as in America became serious about the LCT at the end of the in the late 19`h and early 20th century with lectures civil war when a soldier and teacher named Colonel and exhibitions organized and the Froebel Society Francis Parker returned to his home state of New formed (Lawrence, 1952; Darling, 1994). Hampshire, wherein 1865, he accepted principal ship In the nineteenth century in Britain, the ideas of in Manchester. Three years later, in 1868, unhappy Froebelianism gradually spread and were no longer with the rote memorization that characterized confined to the kindergarten but challenged the schools at that time, Parker accepted principal ship methods of teaching children in elementary (primary) in Dayton, Ohio, where he headed the first normal schools. LCT was promoted in North America and school, giving demonstration lessons to help teachers the UK in the late 19th and early 20th centuries by learn how to use the child-centered teaching methods. continental philosophers, who questioned the nature Frustrated by the American’s slow embracing of the of childhood and how children should be educated child-centered approach, Parker went to Europe in (Schweisfurth, 2013). However, there still existed Berlin to pursue an academic degree, because he got in parallel with another educational ideology where information that Europe was far ahead of America in schools continued to emphasize rote learning and the implementation of the child-centered education. authoritarian methods. His main goal was to learn immediately from the Richard Lovell Edgeworth developed the Europeans about their learner-centered education. ‘Practical Education’ methodology course based Campbell (1967:99) attests that on his return to on child-centered principles. This methodology the US in (1875) Parker accepted the Superintendence emphasizes early childhood priorities such as playing situation in Quincy, Massachusetts, where he with toys, performing simple tasks, and instilling gave model learner-centered lessons in all seven obedience and truthfulness. Edgeworth explained Quincy schools. He also held district-wide teachers’ particular ways in which children can be encouraged meetings, where he demonstrated learner-centered to learn through invention rather than being made to techniques to teachers. By replacing drill with learn by rote, which is usually enforced discipline inquiry activities, Parker restored the memorization or instructed in facts beyond their comprehension of facts with understanding. It has to be stated, (Doddington and Hilton, 2007). It provided a though, that some of the sections of the American comprehensive theory of education that combines society criticized Parker’s new approach to reform the ideas of Locke and Rousseau, as well as other the deplorable American education system. Such educational writers. It was the first educational criticism, however, instead of having a negative work to place more emphasis on experimental and impact, managed to have a positive impact by holistic teaching methods, emphasizing the notion making Parker’s LCT approach to education more that children should be encouraged to discover popular in American schools. In the time of his death for themselves and that ‘children’s attention, in 1902, Parker’s LCTto education was adopted interest, and understanding should be awakened by by many schools and had a lot of followers in the sympathy’(Doddington& Hilton, 2007, p.7). US. Seemingly this was the beginning of the new http://www.shanlaxjournals.com 51  Shanlax shanlax #SINCE1990 International Journal of Education revolution in learning not only within the boundaries books. Dewey emphasized the interest of children as of the USA but beyond to other territories of the world a source for learning, the imagination as the medium because in the 21st century, according to Henson in which the child lives (Dewey, 1915). In his one of (2003), many countries are dropping rote learning the articles Dewey expressed his pedagogic creed on and embracing the LCT approach to learning. ‘what education is’: Sparrow’s (2000) attests that the only concern I believe that all education proceeds with the about the LCT approach is whether countries are participation of the individual in the social implementing it correctly because the correctness of consciousness of the race. This process begins the implementation of the LCT approach is of great unconsciously almost at birth. I believe that interest to many education systems of the world. the only true knowledge comes through the By 1940, the ideals of progressive education stimulation of the child’s power by the demands under the influence of Dewey became prevalent in of the social circumstances in which he finds the rhetoric of American education (Ravitch, 1983, himself Alexander, 2000), which focused on identifying I believe that this institutional process has two the needs of the individual child and constructing sides-one psychological and one sociological educational contexts which supported individual and that either can be subordinated to the other interests by identifying children’s differences with or ignored without evil results following. a curriculum designed to meet the natural order of I believe that knowledge of social positions, of the development of the child (Vadeboncoeur, 1997). the present state of civilization, is necessary in The main principles were summarised by Kliebard order properly to interpret the child’s power. (1986: 191, Vadeboncoeur, 1997: 19) as follows: I believe that the emotional and social sides are `The aim of Progressive Education is the freest and naturally related and that education cannot be fullest expansion of the individual, based upon the regarded as a settlement between the two. scientific study of his physical, mental, spiritual, I believe that each of these doubts is true when and social characteristics and needs.’ Based on these urged against one side isolated from the other. principles, teachers had to learn to struggle between To know what power is, we must know what its the old-fashioned, subject-centered, authoritarian end, use, or function is, and these we cannot traditional school and the modern, child-centered, know to save as we conceive of the individual as flexible, democratic, progressive school. The active in social relationships. Progressive Education Association was formed in In sum, I believe that the individual who is to be 1919 with the sole purpose of applying the theories educated is social and that society is an organic of Dewey in advancing educational reform (Pulliam union of individuals. If we reject the social and Van Pattern, 1995). Dewey’s influence on factor from the child, we are left only with a American education brought fundamental changes in concept; if we drop the individual element from the way education was conceived, and there emerged the community, we are left only with an inert new thoughts about schooling and new patterns of and lifeless mass. Education, therefore, must classroom life (Darling, 1994), with public schools begin with a psychological perspicacity into extended to nearly all Americans (Lawrence, 1952). the child’s capacities, interests, and habits. It Dewey explained the relationship between the must be controlled at every point by reference school and society. He pointed out the necessity for to these same considerations. (1897, pp. 19-22). ‘certain differences in the methods and materials of school work that it might be better adapted to present Dewey (1897) believed that ‘education is the social needs.’ (Dewey, 1899) He was concerned that fundamental method of social progress and reform,’ schools were not providing children with enough and he maintained that for the children, education opportunities to learn what they would have learned was ‘a process of living and not a preparation for in their home surroundings. Practical activities were future living.’ In this spirit, he stated the ways which important for learning rather than through words and should be considered while education is carried on: 52 http://www.shanlaxjournals.com  Shanlax International Journal of Education shanlax #SINCE1990 The active side should precede the passive in the Different from Rousseau, who saw the education development of child nature, of a child in an ideal and isolated environment Ideas result from the action and devolve for the virtually with no history and social relationships sake of better control of action, (Entwistle, 1970), Dewey (1956a; 1956b) believed The image is the great device of instruction, that schools are necessary arrangements for learning The interests are the signs and symptoms of and school should not be separated from society. growing power, Instead, they should reflect on the real-life of society. Only through the continual and sympathetic He agrees with Rousseau that children are different observation of childhood’s interests can the from adults, and education should meet the needs grown-up enter into the child’s life and see what and developmental stages of children. Still, he is ready for, and upon what material it could disagrees with him on the value of a pedagogy which work most readily and fruitfully, just stirs up children’s interests `without directing it The emotions are the reflex of actions, towards definite achievement’ (Dewey, 1956a: 16). We can only secure the right attitudes of action Dewey argues for a pedagogy which should `get and thought, concerning the good, the true, and hold of the child’s natural inclinations and instincts, the beautiful; the emotions will, for the most and to employ them so that the child is carried on part, take care of themselves. (Dewey, 1897, to a higher plane of perception and judgment, and pp. 27-30) equipped with more efficient habits; so that the child has an extended and deepened consciousness and Dewey (1956b) likened this new approach to increased control of powers of action’ (p. 127-128). education to the Copernican revolution. He states: Dewey stresses that if such a result is not assigned, In traditional education, `the center of gravity is the play would simply be an amusement to children outside the child. It is in the teacher, the textbook, with no function in promoting educational growth. anywhere and everywhere you please except In other words, learning should not be simply in the in the immediate abilities and activities of the form of play, but in play, which fosters reflection child himself... Now the change which is coming and understanding through scientific inquiry into our education is the shifting of the center (Alexander, 2000). Dewey believes that children of gravity. It is a change, a metamorphosis, need experience and affection, as well as various not unlike that proposed by Copernicus when activities as conditions for learning. Learning for the enormous center shifted from the earth to children is a process of active thinking and problem the sun. In this case, the child becomes the sun solving (Dewey, 1956b). About the teacher’s roles in about which the appliances of education turn; child-centered education, Dewey insists that learning he is the center about which they are organized’ should be directed, and it should not be left to the (p. 34). child to grow out of his free will. For Dewey, the Dewey advocated that children pursuing their central question of education is how to take hold studies would be motivated to speculate, observe, of the child’s interests and give them direction. gather information, and test outguesses or hypotheses `Through direction, through organized use, they tend to solve their problems (Dewey, 1938; Pollard toward valuable results, instead of scattering or being and Bourne, 1994). Based on this ideal, Dewey’s left to merely impulsive expression’ (Dewey, 1956b: followers developed ‘Project Method,’ which focuses 36). Dewey further argues that the development of on the interest of the individual to find out more the child and the implementation of the curriculum about something or to solve some problem. In this should not be viewed as opponents to each other. method, the individual becomes aware of a problem He warns teachers to guard against the danger with and constructs, improves, and plans solutions. Then this `new education’ to simply `let children think the plan is carried, and the solution evaluated. All things out for themselves without supplying any of this is supposed to be interesting to the individual as the environing conditions which are requisite to start he is all involved. and guide thought. Nothing can be translated from http://www.shanlaxjournals.com 53  Shanlax shanlax #SINCE1990 International Journal of Education nothing’ (Dewey, 1956a: 18). For Dewey, it is the with the socio-constructivist theory (Wood, 1998; child, not the curriculum that should be at the center Cameron, 2001). Vygotsky (1962,1978) emphasizes of the school. interaction and engagement with learning tasks in The claims made by Rousseau, Froebel, and a social context through a language based on the Dewey that all children follow a natural sequence concept of `Zone of Proximal Development’ (ZPD). of growth were further strengthened by Piaget. In his words, this means `the discrepancy between a As a result of extensive experiments and tests, he child’s mental age and the level he reaches in solving maintained that children’s cognitive development problems with assistance’ (Vygotsky, 1962: 103). follows four biologically-based phases with each He states that `with assistance, every child can do representing a different way of achieving material more than he can by himself - though only within and rational thought (Turner, 1975; Wood, 1998). limits set by the state of his development.’ That is The significant implication is that the effectiveness to say, learning can best be accomplished through of teaching depends on children’s readiness to the dynamic interaction between the teacher and assimilate and accommodate new information. Until the learner and between learners. With the teacher’s the child is ready, it is futile to try to teach. Piaget’s help through questions and explanations or with works led to the initial formation of the constructivist more capable peers’ support, the learner can move theory. According to Piaget, children acquire an to a higher level of perception with extended skills understanding of the world about them primarily and knowledge. Through discussion with others- through an analysis of their actions upon the world, where ideas are shared, challenged, negotiated, and not by imitation or memorization, although these justified-new levels of conceptual understanding can factors make contributions (Piaget, 1970). In other be reached (Edwards and Mercer, 1987; Vygotsky, words, every learner constructs his or her knowledge 1978). The implication of Vygotsky’s ZPD is that by actively making sense of the world around him/ the teacher plays a crucial role in helping the child her as opposed to receiving ideas from a teacher or in learning by providing a bridge between what is an authority complete and correct. Learning is an known and what is to be learned instead of leaving internal and personal process largely obtained from the child alone to figure things out for himself. first-hand experiences and communication with other Children should be given opportunities to actively people (Selley, 1999). Therefore, each individual is compete and contribute to their learning guided by viewed as an active agent in his learning environment the teacher and gradually take on more responsibility (Turner, 1975), and he constructs new knowledge for their learning (Wood, 1998). Bruner (1977), based on what is already known (Marshall, 2000). along with Vygotsky, stressed the importance of Although Piaget accepts that social experiences teacher’s roles in children’s learning and the nature and inter-personal communication are an influential of interaction in the learning environment. He coined factor for children’s cognitive development, they the term `scaffolding’ to illustrate that the tasks of play a rather limited role in his theory as they are adults are to assist children’s understanding across modified by children’s readiness at a particular the zone of proximal development through carefully stage of cognitive development (Wood, 1998). In structured learning tasks and the use of language. contrast to Piaget’s concept of the isolated individual The influence of child-centered ideology on learner, both Vygotsky and Bruner offered a way British education was, for a long time, rather limited. of conceptualizing the learning process in a social It became popular during the 1920s to 1930s in infant context, adding an interactive dimension to practical education under the influence of the Froebel Society learning. For Vygotsky, the child is not an isolated and Dewey’s writings (The Open University, learner in a world of objects but an active discoverer 1984a). Still, it was not until the 1960s that the or participant in a world full of other people with philosophy of child-centredness was endorsed by whom he/she interacts to gain experiences and official reports in Britain of which the best known understanding of the world around him/her (Cameron, are Primary Education in Scotland or the Primary 2001). Therefore, Vygotsky is often associated Memorandum (SED, 1965) which claimed to be 54 http://www.shanlaxjournals.com  Shanlax International Journal of Education shanlax #SINCE1990 very much based on Piaget’s works, and Children providing resources, questioning and supporting and their Primary Schools orThe Plowden Report rather than teaching in more direct or didactic ways (CACE, 1967), which was said to be influenced more (Doddington and Hilton, 2007). The following by ideas from Rousseau, Dewey and Vygotsky. The extracts from both the Primary Memorandum (SED, latter contains the well-known rubric, `At the heart 1965) and the Plowden Report (CACE, 1967), can be of the educational process lies the child’ (Para. 9). said to capture most of the elements in child-centered These two official documents noted above were education: considered landmarks in the development of child- At the heart of the instructional process lies the centered education in Britain (Darling, 1994). child. No advances in policy, no acq.uisition In the 1920s and 1930s, there were major changes of new devices have their desired effect unless in the structure of primary education in Britain, and they are in harmony with the nature of the child the more didactic and syllabus-centered approach was unless they are fundamentally adequate to him then succeeded by an educational style that focused (CACE, 1967: Para. 9) on a more LCT approach. The Plowden Report, which These individual variations must be recognized was published by the UK government in 1967, built and catered for in all spheres of the child’s a primary system concentrating on pedagogy and the activities in school. The teacher’s methods and needs of deprived children in more deprived areas, organization should be sufficiently flexible to with the aim of “producing a creative, autonomous, allow each child to progress at an appropriate yet responsible and moral young citizenry across the pace and to achieve satisfaction and success at nation” (pp. 40-41). This report focused intensively his level (SED, 1965: 4) on more informal, flexible teaching methods, and group work. The Plowden Report made learner- (a) Individual differences between children of centered approaches widespread in the UK in the same age are so prominent that any class, the 1960s, and these approaches to teaching and however, comparable it seems, must always learning now dominate in the UK and most of the be treated as a body of babies needing an Western world (O’Sullivan, 2004). Learner-centered individual and different application. (b) Until a approaches are also endorsed and promoted in many child is ready to take a careful step forward, it developing countries. (Altinyelken, 2011; Black, is a waste of time to try to prepare him to take it Govinda, Kiragu, & Devini, 1993; Lall, 2010) (CACE, 1967: Para. 75). Plowden’s report on children and their primary It is now understood that learning occurs school in Britain is considered one of the most most effectively when the learner is personally remarkable reports on the theme. ‘At the heart of, involved in a purposeful activity that captures the instructional process lies the child’ is the most his interest or arises from it. Consequently, the quoted passage from this report, which embraces the emphasis in primary education is now more on basic principle of the LCT. The report emphasized learning by the pupil than on instruction by the that policy, material, or other things were to be in teacher (SED, 1965: 60) harmony with the nature of the child and acceptable Finding out’ has proved to be better for children to him if the desired effects are to be achieved. The than `being told (CACE, 1967: Para. 1233). proposal was on more informal and flexible teaching techniques such as project work. The school was Emotional, social, and intellectual aspects are supposed to provide the right environment for closely weaved in mental growth: the child is a children, allow them to be themselves and develop in total personality. Sentient life provides the spur the way and pace appropriate to them. The important and, in many ways, gives meaning to experience ideologies of Plowden report endorse all teaching (CACE, 1967: Para. 65). in the primary schools to be sensitive to child’s The curriculum is not to be conceived of as innate development; the curriculum to be open several discrete subjects, each requiring a and thematic; and facilitation of learning through specific allocation of time each week or each http://www.shanlaxjournals.com 55  Shanlax shanlax #SINCE1990 International Journal of Education month. Indeed, it is quite impossible to treat the The qualities of classroom learning experiences subjects of the curriculum in isolation from one need to develop, further, away from treating another if education is to be meaningful to the the students in classes as homogeneous units, child (SED, 1965: 37) and away from rote learning. The focus of teaching-learning methodology will be on As we can see from the above, basic principles learner-centered active learning with teachers advocated include the ideas that education should be being aware of each student’s level at all times compatible to children’s nature and their natural pace through using a wide range of formal and of development; teaching should be individualized informal techniques. (MOES, 2002, p. 13). to meet children’s differences; teaching and learning should provide a wide range of experiences for The above statement has been carried on to the children to learn actively and creatively through core document of ‘Education for All 2004-2009’ play and discovery method; the curriculum should (MOES, 2003). be integrated; every child should be cared for and LCT approach requires tailoring pedagogical respected, etc. All these reflect almost all the historical processes around the need, interests, learning meanings of child-centredness and have instigated styles, background, etc. of the child. Wiles and some fundamental changes in the way education Bondi (1993) viewed that a child-centered approach was perceived and conducted before the 1960s with needs to focus on the individual student to provide children seated at their desks and treated as the learning experiences in the affective, cognitive, and passive recipients of knowledge provided by teachers psychomotor areas. ‘LCT embraces principles of (Darling, 1994). Also, `the idea of education which quality and equity in education. Such a list is provided caters to each child’s interests suggests designing a in the manual-’primary curriculum development curriculum which allows choices between different in Nepal’ developed for curriculum developers by activities to the child’s actual preferences’ (Darling, Opifer Ltd (June 2002). These are as following: 1986: 37). All children are equal and should be treated Embracing learner-centered approach Kilpatrick with love and respect. (Kilpatrick, 1918; Pollard and Bourne, 1994) Put children first, respond to their needs and developed four-stage learning from the real situation build on their knowledge. through topics: The children specify what they want Children are unique individuals with different to know, ask questions, and devise ways of finding needs, interests, and abilities. out; They consult books and develop an action plan; Children come to school already knowing many They execute that work; They present findings to things. others, review, and make judgments. It has also been Children learn at different rates, i.e., they have advanced that if it is not children’s experiences and their own pace. interests that direct the curriculum content, then Children are curious and inquisitive. their activities and interests need to be considered Children learn best through concrete, hands-on by the teacher. This is termed as a ‘child-considered experiences. pedagogy’ (Collins, Insley, and Soler, 2001). Child- The learning environment should stimulate considered pedagogy takes account of children’s children’s development. experiences and interests, but the determination is Different children learn in different ways, and made by the teacher. varieties of strategies are necessary to cater to LCT, as emphasized in the aims of the primary the needs and interests of individual children. education system in Nepal, has been reiterated in The following table, based on Bell (1981: 17), major educational documents. Concept paper for The Open University (1984b: 31), and Bennett ‘Further Support on Basic and Primary Education in (1976: 38), illustrates the main characteristics of the Nepal 2004 – 2009’ emphasizes: LCT versus the traditional approaches to education. 56 http://www.shanlaxjournals.com  Shanlax International Journal of Education shanlax #SINCE1990 Table 1: Features of Learner-Centered is to guide thinking; therefore, LCT should guide Teaching and Traditional Teaching teachers’ thoughts, which will inevitably shape their S. Learner Centered Traditional behavior. Because the nature of all experience is No. Teaching Teaching fluid and temporary, responsible use of this model Emphasises interest and Emphasises requires educators to commit to a life-long chase of 1 play knowledge and work improving their understanding of LCT and of the Emphasises learning by Emphasises direct broader processes called teaching and learning. The 2 discovery teaching changing demographics of the student society and Emphasises pupil active Accept pupil passive the more consumer/client–centred culture in today’s 3 roles roles society have produced a climate where the use of Emphasises creative Emphasises factual LCT is thriving. The interpretation of the term LCT 4 expressions learning appears to vary between authors as some equate it Separate subject with ‘active learning.’ 5 Integrated subject matter In contrast, others take a more comprehensive matter Rejects rigid forms of Emphasises overt definition, including active learning, choice in 6 learning, and the shift of power in the teacher-student control control Emphasises intrinsic relationship. It is you, used very commonly in the Depends much on literature, but this has not necessarily transferred into 7 motivation more than external rewards external rewards practice. LCT is not without some criticism, but in Pupils participate in Decision-making general, it has been seen to be a positive experience. 8 decision-making in the is firmly in the For example, Altinyelken (2011). emphasizes the process of learning teacher's hands. value of LCT: ‘Placing learners at the heart of the Pupils work in learning process and meeting their needs, is taken Pupils work 9 competition with to a growing step in which LCTmean that persons cooperatively each other can learn what is appropriate for them in suitable Regular testing is ways. Waste in human and enriching resources is 10 There is little testing used used reduced as it suggested learners no longer have to Emphasises that all Favours only the learn what they already know or can do, nor what children are equal and able children and they are impassive in’. Although understanding that 11 teacher respects each believes in strict it is not necessarily an easy task, it is hoped that this individual streaming article has gone some way to providing evidence and Uses open plan ideas to move you higher up the continuum towards Uses separate, classrooms with no rigid a more LCT practice. enclosed rooms 12 physical boundaries for each class and dividing one learning References teacher group from another Alexander, R. Culture and Pedagogy: International Teacher as guide to Teacher as Comparisons in Primary Education. 13 educational experiences distributor of Blackwell Publishers Ltd, Oxford, 2000. of the children knowledge Altinyelken, H. K. “Student-Centred Pedagogy in Based on Bell (1981: 17, Open University, 1984b: 31) and Turkey: Conceptualisations, Interpretations Bennett (1976: 38) and Practices.” Journal of Education Policy, vol. 26, no. 2, 2011, pp. 137-160. Conclusion Attard, A. et al. “Student-Centred Learning: An A thorough review of the research shows that LCT Insight into Theory and Practice.” Time has been developing for over five thousand years, for a New Paradigm in Education: Student and it continues to take on various shapes. Yet, many Centered Learning, edited by A. Attard, of the inclinations that are placed in this education Partos Timisoara, 2010. model tend to proceed. The nature of all philosophy http://www.shanlaxjournals.com 57  Shanlax shanlax #SINCE1990 International Journal of Education Bell, B. Contemporary Issues in Education. Milton Dupin-Bryant, P. A. “Teaching Styles of Interactive Open University Press, 1991. Television Instructors: A Descriptive Study.” Bennett, S. N. Teaching Styles and Pupil Progress. The American Journal of Distance Education, Open Books, London, 1976. vol. 18, no. 1, 2004, pp. 39-50. Black, H. et al. School Improvement in the Entwistle, H. Child-Centred Education. Routledge, Developing World. An Evaluation of the London, 2012. Aga Khan Foundation Programme. ODA Freire, P. Pedagogy of the Oppressed. Penguin, Research Evaluation Report, 1993. London, 1996. Blumberg, P. Developing Learner-Centered Froebel, F. The Education of Man. A. Lovell & Teaching: A Practical Guide for Faculty. Company, New York, 1885. Jossey-Bass, San Francisco, 2008. Garforth, F. W. John Locke: Some thoughts Brodiea, K., Lelliotta, A., and Davis, H. “Forms Concerning Education. Barron’s Educational and Substance in Learner-Centred Teaching: Series, Inc, 1964. Teachers’ Take-up from an In-Service Gauthier, C., and Dembele, M. “Quality of Teaching Programme in South Africa.” Teaching and and Quality of Education: A Review of Teacher Education, vol. 18, no. 5, 2002, Research Findings.” Education for All Global pp. 541-559. Monitoring Report, UNESCO, Paris, 2004. Cameron, L. Teaching Languages to Young Learners. Green, J. A. Pestalozzi’s Educational Writings. Cambridge University Press, 2001. Edward Arnold, London, 1912. Campbell, J.K. The Children’s Crusader. Teachers Green, J.A. Educational Ideas of Pestalozzi. College Press, 1967. W. B. Clive. University Tutorial Press, Chung, S., and Walsh, D. J. “Unpacking Child- London, 1907. Centredness: A History of Meanings.” Harmelen, U. “Is Learner Centred Education, Child Journal of Curriculum Studies, vol. 32, no. 2, Centred?.” Journal for Educational Reform in 2000, pp. 215-234. Namibia, vol. 8, no. 1, 1998, pp. 1-10. Darling, J. Child-Centred Education and its Critics. Heafford M. R. Pestalozzi: His thought and its Paul Chapman Publishing, London, 1994. Relevance Today. Methuen & Co Ltd, Darling, J. “Child-Centred, Gender-Centred: A London, 1967. Criticism of Progressive Curriculum Theory Henson, T. K. “Foundations for Learner-Centered from Rousseau to Plowden.” Oxford Review Education: A Knowledge Base.” Education, of Education, vol. 12, no. 1, 1986, pp. 31-40. vol. 124, no. 1, 2003, pp. 5-16. Dewey, J. The School and Society. The University Kliebard, H. M. The Struggle for the American of Chicago Press, Chicago, 1899, pp. 30-50. Curriculum, 1893-1958. Routledge, New Dewey, J. “Froebel’s Educational Principles.” The York, 1986. School and Society. Cosmo Publications, New Lall, M. Child centred learning and teaching Delhi, 1915, pp. 95-107. approaches in Myanmar. 2010. Dewey, J. “My Pedagogic Creed.” School Journal, Lambert, N. M. and McCombs, B. L. “Introduction: vol. 54, no. 3, 1897, pp. 77-80. Learner-Centred Schools and Classrooms as a Dewey, J. Experience and Interaction. Macmillan, Direction for School Reform.” How Students New York, 1938. Learn: Reforming Schools through Learner- Dewey, J. The Child and the Curriculum. University centred Education, edited by N.M. Lambert of Chicago Press. and B.L. McCombs. American Psychological Dewey, J. School and Society. University of Chicago Association, 1997, pp. 1-22. Press. Lawrence, E. Friedrich Froebel and English Doddington, C., and Hilton, M. Child-Centred Education. Routledge and Kegan Paul, Education: Reviving the Creative Tradition. London, 1952. Sage, 2007. 58 http://www.shanlaxjournals.com  Shanlax International Journal of Education shanlax #SINCE1990 Lea, S. et al. “Higher Education Students’ Attitudes Pollard, A. et al. Changing English Primary Schools: to Student-Centred Learning: Beyond The Impact of the Education Reform Act at Educational Bulimia?.” Studies in Higher Key Stage One. Cassell, London, 1994. Education, vol. 28, no. 3, 2003, pp. 321-334. Pulliam, J.D. and Van Patten, J. The History of Lilley, I. Friedrich Froebel: A Selection from education in America (6th Edition), Prentice- his Writings. Cambridge University Press, Hall, NJ, 1995. Cambridge, 1967. Ravitch, D. The Troubled Crusade: American Marshall, H. H. “Teaching Educational Psychology: Education 1945-80. Basic Books, New York, Learner-Centered and Constructivist 1983. Perspective. How Students Learn: Reforming Schweisfurth, M. “Learner-Centred Education Schools through Learner-Centred Education, in International Perspective.” Journal of edited by N. M. Lambert and B. L McCombs. International and Comparative Education, American Psychological Association, vol. 2, no. 1, 2013, pp. 1-8. Washington DC, 2000, pp. 449- 461. Selley, N. The Art of Constructivist Teaching in Muzumara, P.M. Teacher Competencies for the Primary School: A Guide for Students Improved Teaching and Learning. Bhuta and Teachers. David Fulton Publishers Ltd, Publishers, Lusaka, 2011. London, 1999. Mtika, P., and Gates, P. “Developing Learner- Simon, B. “Why no Pedagogy in England?.” Learners Centred Education Among Secondary and Pedagogy, edited by Leach, J. and Moon, Trainee Teachers in Malawi: The Dilemma of B. Sage Publications, London, 1999. Appropriation and Application.” International Sparrows, L. Student Centred Learning. Perth Curtin Journal of Educational Development, vol. 30, University of Technology, 2000. no. 4, 2010, pp. 396-404. Sutherland, M. Theory of Education-the Effective Ozmon, H. A., and Craver, S.M. Philosophical Teacher Series. Longman, London, 1988. Foundations of Education, Prentice Hall, Tabulawa, R. “International Aid Agencies, Upper Saddle River, N.J., 1999. Learner-Centred Pedagogy and Political O’Neill, G., and McMahon, T. “Student-Centred Democratisation: A Critique.” Comparative Learning: What does it mean for Students and Education, vol. 39, no. 1, 2003, pp. 7-26. Lecturers?.” Emerging Issues in the Practice Turner, J. Cognitive Development. Methuen & Co of University Learning and Teaching, edited Ltd, London, 1975. by G. O’Neill, et al. AISHE, 2005, pp. 27-36. Vadeboncoeur, J. A. “Child Development and the O’Sullivan, M. “The Reconceptualisation of Learner- Purpose of Education: A Historical Context Centred Approaches: A Namibian Case for Constructivism in Teacher Education.” Study.” International Journal of Educational Constructivist Teacher Education: Building A Development, vol. 24, no. 6, 2004, World of New Understandings, edited by V. pp. 585-602. Richardson, Falmer Press, London, 1997, pp. Perkinson, H. J. Since Socrates: Studies in the 15-37. History of Western Educational Thought. Vygotsky, L. S. Mind in Society: The Development Longman Inc, New York, 1980. of Higher Psychological Processes. Harvard Pestalozzi, J. H. How Gertrude Teaches her University Press, Cambridge, 1978. Children: An Attempt to Help Mothers to Vygotsky, L.S. Thought and Language. The M. I. T. Teach their Own Children, translated by L. E. Press, Cambridge, 1962. Holland and F. C. Turner, 1904. Weimer, M. Learner-Centred Teaching: Five Piaget, J. “Piaget’s Theory.” Carmichael’s Manual Key Changes to Practice. Jossey Bass, San of Child Psychology, edited by P. Mussen, Francisco, 2002. John Wiley, New York, 1970. http://www.shanlaxjournals.com 59  Shanlax shanlax #SINCE1990 International Journal of Education Wiles, J. and Bondi, J. Curriculum Development: Review of Educational Research, vol. 72, A Guide to Practice. Macmillan Publishing no. 2, 2002, pp. 131-75. Company, New York. 1993, pp. 110. Wood, E. “Reconceptualisation Child-Centred Windschitl, M. “Framing Constructivism in Practice Education: Contemporary Directions as the Negotiation of Dilemmas: An Analysis in Policy, Theory and Practice in Early of the Conceptual, Pedagogical, Cultural, Childhood.” FORUM, vol. 49, no. 1, 2007, and Political Challenges Facing Teachers.” pp. 119-133. Author Details Dr. Rajendra Kumar Shah, Associate Professor, Tribhuvan University (Sanothimi Campus), Bhaktapur, Nepal, Email ID: [email protected]. 60 http://www.shanlaxjournals.com