Дитиноцентрований підхід до навчання як цілісна категорія.

Abstract

The article is devoted to the
theoretical principles of childcentered
education as it is discussed
abroad. The issue is analysed as a
holistic category. Reconceptualists
and poststructuralists increasingly
criticize child-centered pedagogy as
being overly reliant on outmoded
notions of (developmentally
appropriate) practices.
Reconceptualists believe that
developmental theories should be
critically examined cross culturally,
whereas poststructuralists work from
a social perspective to reconstruct
views of a child based on his or her
multiple meaning making and
discourse. This article shows that the
tenor of following a child’s lead is a
product of three paradigms (childcenteredness,
reconceptualism and
poststructuralism) and differences in
the scopes of understanding of a
child and his or her acts of inquiry.
Incorporating these paradigms can
develop child-centeredness with an
expanded scope of view–from the
micro layer of schooling to the meso
layer of community and to the macro
layer of society- and by exacting acts
of applying, revising and
restructuring. Such a synthesis
would result in a deeper
understanding of a child’s optimal
learning and in a broadening of the
purpose of pedagogy at the
macrosocial level.