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Chapter : 00:00 – Concepts Of Child-Centred & Progressive Education
Chapter : 00:14 – Important Topics covered in Concepts Of Child-Centred & Progressive Education
– What is a Child Centred Education ?
– What is Contextual Learning
– Meaningful Learning vs. Rote Learning – comparison
– What are Authentic Tasks
– What is Progressive Education ?
– Three Types of Progressive Education – Humanistic, Constructivist, Montessori
– Progressive Education Theories
– NEP National Education Policy, NCF National Curriculum Framework and Progressive Classrooms
– Sample Questions from Previous Question papers
Chapter : 00:54 – Teacher Centered, Subject Centered and Child Centered classrooms
Teacher Centered – Cocused on the Teacher – I will teach in my own way, at my own pace, as per my comfort
Subject Centered – Completing the syllabus, as prescribed & in-time is very important
Child Centered – The main focus is that the child should understand the concepts
Chapter : 01:52 – Child Centered Classrooms – Focus is on Learning by Doing
The main focus is that the child should understand the concepts.
I Hear – I Forget
I See – I Remember
I Do – I Understand
Some Key Words associated with Child Cetered Pedagogy :
– Hands-on Learning
– Experiential Learning
– Collaborative Learning
– Project Based Learning
Chapter : 02:28 – In a Child Centered Classroom and Teaching-Learning Method, all the factors are focused on the child
Factors in a Child Centered classroom; and there is also active participation by the Teacher and the Learners
The Curriculum, Projects and learning activities are also Designed for maximising ‘Learning by Doing’
Various factors in a Child centered classroom :
Teacher
Facilities
Curriculum
Location & Timings
Projects & Activities
Family
Community
Chapter : 03:10 – Key elements in Child Centered Education methods
– Children’s needs are the primary criteria
– Teacher & Children are active participants
– Learning is a Engaging, Hands-on, Experiential & Fun activity
– ‘Every Child is Different’
– Learning is a Social Activity, with Collaborative learning
– Focus on Relevant & Contextual Learning
– Development – Social, Emotional, Physical, Linguistic & Intellectual
Chapter : 04:36 – What is Contextual Learning ?
– Learning that is relevant to the Child’s actual life is Contextual learning
– Teachers present information in such a way that students are able to construct meaning based on their own experiences
– It is based on a constructivist theory of teaching & learning
Chapter : 05:51 – Meaningful Learning vs. Rote Learning comparison
Meaningful Learning : Connecting new information with previous knowledge or experiences & develop contextual understanding.
Rote Learning : Memorizing concepts without understanding the context and without relating it to any real-life situations.
Chapter : 07:28 – What are Authentic Tasks ?
Authentic learning activities or Authentic Tasks are :
– Real world tasks
– Children can apply what they learned in class
– Connect theory to situations in life
– Continue to learn more in a setting that is relevant to them
Example of an authentic task : After children are taught the concept of money at school, Parents can give them some money and let then shop at a store – to have a real-world experience in using money.
Chapter : 08:46 – What is Progressive Education ?
Child Centred classroom + Meaningful Learning + Contextual Learning = Progressive Education
Chapter : 09:11 – Key elements in Progressive Education
– Emphasis on learning by doing – hands-on, experiential learning
– Integrated curriculum focused on thematic units
– Strong emphasis on problem solving and critical thinking
– Group work and development of social skills
– Understanding & action as the goals of learning and not rote learning
– Collaborative and cooperative learning projects
– Education for social responsibility and democracy
– Integration of community service projects into the curriculum
– Design of content based on what skills will be needed in the future
– De-emphasis on textbooks in favour of varied learning resources
– Emphasis on lifelong learning and social skills
– Assessment by evaluation of child’s projects and production
Chapter : 09:41 – Types of Types of Progressive Education :
Humanistic : Believes in teaching the ‘whole’ child. Focus on students’ emotional wellbeing and eternally view children as innately good ‘at the core’.
Constructivist : Learners construct knowledge rather than just passively take in information. They incorporate new information into pre-existing knowledge (schemas).
Montessori : Seeks to develop natural interests and activities rather than use formal teaching methods. Uses specially designed classrooms & Trained Teachers
Chapter : 11:08 – Maria Montessori was an Italian physician & educator
Best known for – The Montessori Method.
The Montessori method seeks to develop natural interests and activities rather than use formal teaching methods.
Children are naturally eager for knowledge and capable of initiating learning in a sufficiently supportive and well-prepared learning environment.
Chapter : 11:56 – Friedrich Froebel was a German educator. He invented the concept of ‘Kindergarten’.
He considered that ‘Play’ & controlled ‘Self Activity’ are essential.
The child’s, health, physical development, the environment, emotional well-being, mental ability, social relationships and spiritual aspects of development are important.
In play, children construct their understanding of the world through direct experience with it.
Chapter : 12:56 – John Dewey was an American philosopher, psychologist, and educational reformer.
Described progressive education as “a product of discontent with traditional education” – which imposes adult standards, subject matter and methodologies on children.
Child Centric & Progressive Education includes :
– Socially engaging learning experiences
– that are developmentally appropriate for young children
Chapter : 15:14 – John Locke was an English Philosopher, Thinker and Physician.
People learn primarily from external forces. The mind is like a blank tablet (tabula rasa), and that successions of simple impressions give rise to complex ideas through association and reflection.
Chapter : 16:20 – Jean-Jacques Rousseau was a European Philosopher, Writer, and Composer.
Theorized that all children are perfectly designed organisms, ready to learn from their surroundings so as to grow into virtuous adults, but due to the bad influence of the corrupt society, they often fail to do so.
Advocated an educational method which consisted of removing the child from society – for example, to a country home and conditioning through changes to the environment.
Chapter : 18:20 – Carl Rogers was a Psychologist and Psychotherapist.
An important proponent of Humanistic Approach.
He divided learning into two types – Cognitive and Theoretical.
Cognitive learning is Academic, Theoretical
Experiential learning is Applied, Practical
Advantages of experiential learning:
– Self Initiated
– Personal Involvement
– Evaluated by Learner
– Pervasive Effect
Role of the Teacher
1. Setting a positive climate
2. Clarifying the purpose
3. Organizing & making available learning resources
4. Balancing intellectual & emotional components of learning
5. Sharing feelings & thoughts with learners – but not dominating
Chapter : 22:46 – NEP (National Education Policy), NCF (National Curriculum Framework) and Progressive Classrooms
Traditional Classrooms
– Teacher centric, rigid curriculum
– Theory focused teaching
– Teacher directs and decides
– Parents are not included
– Passive reception of information
– Learning within the classroom
– Single Disciplinary focus
– Linear Exposure to Concepts
– Traditional periodical assessments
– One approach for all learners
Progressive Classrooms
– Learner centric, flexible curriculum
– Experiential & Hands-on learning
– Learner participates in decisions
– Parents included in the processes
– Active participation in knowledge
– Learning in a wider social context
– Multi-disciplinary focus
– Contextual exposure to Concepts
– CCE Assessments
– Every learner is different & unique
The NCF, NEP recommend the usage of Constructivist Pedagogical Techniques and are aimed at moving the Indian School Education system from Traditional Classrooms to Progressive Classrooms.
Chapter : 26:42 – Which of the following is not a feature of child-centred education?
– It makes learning interesting and meaningful
– It stresses on timely completion of the syllabus
– It provides complete freedom to the child to grow naturally
– Growth of the child is a priority
Chapter : 27:40 – Which of the following will foster creativity among learners?
– teaching the students, the practical value of good education
– providing opportunities to question and to nurture the innate talents of every learner
– emphasizing achievement goals from the beginning of school life
– coaching students for good marks in examination
Chapter : 29:03 – Which of the following is a feature of progressive education?
– flexible time-table and seating arrangement
– Instruction based solely on prescribed text-books
– emphasis on scoring good marks in examinations
– frequent tests and examinations
Chapter : 30:32 – 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
– give up time-consuming social habits & learn how to score good grades
– be an active participant in the group work and learn social skills
– prepare themselves to conform to the rules and regulations of society without questioning
– accept what they are offered by the school irrespective of their social background
Chapter : 32:49 – Which one of the following situations is illustrative of a child-centred classroom?
– A class in which the teacher dictates and the students are asked to memorize the notes
– A class in which the textbook is the only resource the teacher refers to
– A class in which the students are sitting in groups and the teacher takes turns to go to each group
– A class in which the behaviour of students is governed by the rewards and punishments the teacher would give them
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