INTRODUCTION
From a brief discussion about the intellectual and ecological background of modern education and some of its characteristics, it can be said that education in human society is an evolutionary concept. In the course of this evolution, the education system has reached the modern stage due to the effect of coordination between the thinking of people of different periods and the stimulation based on the social and environmental needs at the intellectual level.
In determining the relative importance of various components of the educational process, modern pedagogy, influenced by the psychological approach, accepted the child as the central component of the educational system.
In the traditional system, the teacher was at the center of the education system i.e. the knowledge imparted by the teacher was passively received by the student. But while discussing what should be the role of the teacher in the current education field, it is said that the responsibility of the teacher to be a friend, helper and provide life lessons should be influenced by the scientific stream.
Modern education will be at the core of the student, i.e. the curriculum should be designed in terms of the student’s interests, needs, abilities etc. and the school environment should be designed. Also in modern education it is necessary to organize project based education system ie students also advocate for hands-on, experiential learning, critical thinking, and active participation in the learning process.
Progressive education, on the other hand, covers a wider range of ideas and objectives, whereas child-centered education is primarily concerned with addressing each child’s individual needs. Beyond tailored instruction, progressive education is dedicated to social justice, equity, democratic values, and the whole student development.
CHILD CENTRIC EDUCATION
The term “child-centric education” has not been coined by a single person, but rather has developed throughout time. But thanks to the efforts of educational theorists and practitioners like Lev Vygotsky, Maria Montessori, John Dewey, Jean-Jacques Rousseau, and others, it received a lot of attention and growth.
The foundation for child-centered techniques was created by Rousseau in “Emile, or On Education,” where he stressed the value of educating children according to their interests and needs.
Child-centered education has also been greatly impacted by John Dewey’s progressive educational theory, which promotes active involvement and experiential learning.
The development of child-centered techniques was tremendously aided by Maria Montessori’s observational and tailored learning approach.
The understanding of child development and education has been further enhanced by Lev Vygotsky’s sociocultural theory, which highlighted the importance of social interaction and cultural context in learning.
Therefore, even though no one person can be credited with creating the term “child-centric education,” it eventually came to be as a result of the efforts of many practitioners and theorists.
PROGRESSIVE EDUCATION
John Dewey, an American educational reformer, popularized the term “progressive education” in the late 19th and early 20th centuries. Dewey’s theories focused on problem-solving, experiential learning, and the application of knowledge to real-world situations. They were described in books like “The School and Society” (1899) and “Democracy and Education” (1916).
Dewey argued against the conventional educational approaches, which he felt placed an undue emphasis on rote learning and passive comprehension. Rather than the previous strategy, he suggested a more dynamic and student-centered one that promoted cooperation, critical thinking, and active engagement.
Although Dewey was not the sole advocate of progressive education, his impact on the concept’s tenets and methods was noteworthy, and he is frequently acknowledged for popularizing the phrase.
KEY POINTS OF CHILD CENTRIC EDUCATION
A educational method that centers on the needs, interests, and abilities of the child is known as child-centric education. It is predicated on the idea that learning occurs most effectively when students participate actively in the process and when instruction is customized to meet each student’s requirements. Below is a summary of some of the main ideas and elements that support child-centric education:
1. Child-centric education makes extensive use of ideas of development by authors like Erikson, Vygotsky, and Piaget. According to these beliefs, when creating educational experiences, it is crucial to take into account a child’s cognitive, social, emotional, and physical development.
2. students actively create their knowledge and comprehension of the world by experiences and introspection. Using a child-centric approach, teachers support educational activities that let kids build their own understanding through exploration, experimentation, and problem-solving.
3. The goal of child-centric education is to foster holistic development by emphasizing academic proficiency together with physical and mental health, moral growth, and social-emotional competency. It acknowledges the interdependence of different facets of a child’s development and aims to provide holistic care.
4. In child-centric education, play is seen as essential to children’s learning and development. Children learn through play by participating in imaginative, exploratory, and social activities that develop cooperation, creativity, and critical thinking.
5. Instead of just being instructors, teachers serve as mentors or facilitators, helping students develop a sense of agency, independence, and self-direction.
6. A child-centric education recognizes and celebrates the diversity of intelligences, enabling kids to thrive in disciplines other than academics, like art, music, and interpersonal interactions.
FEW CONCEPTS
JUG AND MUG THEORY
The “jug” stands for the position of the instructor as the advisor, information base, and provider of skills.
The student’s ability to take in and retain information is represented by the “mug”.
The “water” stands in for the knowledge, information, and abilities that the student (mug) is receiving from the teacher (jug).
Efficient teaching basically happens when the instructor can impart knowledge and skills to the student in a way that corresponds with the student’s understanding and learning abilities. This entails modifying instruction, timing, and content delivery to each student’s unique needs and skill level.
GOLD SACK THEORY
A philosophical framework known as the Gold Sack Theory emphasizes the significance of intrinsic drive and individual interest in the learning process. This is how the hypothesis is broken down:
The sack: The learner’s innate drive, curiosity, and desire to learn are represented by The Sack. Students’ dedication to the learning process and level of involvement are fueled by this internal motivation.
The Gold: Denotes the importance and worth of this internal drive. For learning to be meaningful and successful, intrinsic motivation is seen as being crucial, just like gold is highly valued and sought after.
Implication: Students who are personally committed in the learning process and who find meaning and relevance in the subject are more likely to succeed in their academic activities, according to the Gold Sack Theory. By designing stimulating learning activities, leveraging students’ interests, giving them opportunities for autonomy, and cultivating a positive learning atmosphere, teachers may help students develop and use their intrinsic motivation.
Overall, the Gold Sack Theory highlights how crucial it is to identify and nurture students’ intrinsic motivation because it is a major factor in both lifetime learning and academic performance. Teachers may urge their students to become self-directed learners who are driven to explore, discover, and grow by instilling in them a feeling of curiosity, passion, and purpose.
TABULA RASA
The Latin phrase “tabula rasa” means “blank slate” in English. This philosophical idea gained popularity in the 17th century because to the writings of philosopher John Locke. According to the theory of tabula rasa, people are born with no prior knowledge or tendencies; instead, their minds are like empty canvases that can be filled in by experience.
The idea of a “tabula rasa” in psychology and education implies that people do not have predetermined qualities, attributes, or talents from birth. Rather, people pick up knowledge, abilities, and behaviors from their experiences and interactions with their surroundings over the course of their lives.
The concept of a tabula rasa has important ramifications for our comprehension of human growth and learning. It implies that people have the capacity to learn and develop, and that experiences and the circumstances in which they are raised have an impact on their capacities. This idea has impacted educational theories and methods, highlighting how crucial it is to give kids stimulating and encouraging situations in order for them to learn and grow to the best of their abilities.
CONCLUSION
To sum up, child-centric education is a revolutionary method of instruction that puts the student at the core of the learning process. Child-centric education prioritizes each child’s individual needs, interests, and abilities in order to provide inclusive, relevant, and engaging learning environments that support lifelong learning and holistic development.
