See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/286950778

Child-centered education: Incorporating reconceptualism and

poststructuralism

Article  in  Educational Research and Reviews · August 2011

CITATIONS READS

12 3,632

3 authors, including:

Susan Wright
University of Melbourne
99 PUBLICATIONS   526 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

dance drawing View project

All content following this page was uploaded by Susan Wright on 03 January 2016.

The user has requested enhancement of the downloaded file.

Educational Research and Reviews Vol. 6(8), pp. 554-559, August 2011
Available online at http://www.academicjournals.org/ERR
ISSN 1990-3839 ©2011 Academic Journals

Review

Child-centered education: Incorporating

reconceptualism and poststructuralism
Tzuo, Pei Wen1*, Yang, Chien Hui1 and Wright, Susan Kay2
1
Early Childhood and Special Needs Education, National Institute of Education, Nanyang Technological University,
Nanyang, Singapore.
2
Arts Education, University of Melbourne, Australia.
Accepted 6 July, 2011

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 paper shows that the tenor of following a child’s lead is a product of three
paradigms (child-centeredness, 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 (1) 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 (2) 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.

Key words: Child-centered, early childhood education, diversity, equity, poststructuralism, reconceptualism.

INTRODUCTION

Reconceptualist and poststructuralist theorists have For the reason that education takes place within
influenced teachers’ views of child-centeredness, society’s ever-changing, increasingly global contexts, it is
diversity, and equity. The construct of child-centeredness important to view education from a holistic perspective
has dominated early childhood education for the past few (Popkewitz, 2003, 2007). With regard to early childhood
decades, especially in the form of developmentally education (ECE), we advocate a concept of child-
appropriate practices (DAP). However, reconceptualists centeredness that incorporates reconceptualist and
and poststructuralists emphasize diversity. In particular, poststructuralist notions of diversity and equity.
they have expressed concern that DAP is biased in its However, because the terms diversity and equity have
focus on Western theories of child development and has been popularly used in the field of education in general,
limited application with respect to education’s social and in light of the surging critical movement, here we focus on
cultural dimensions (Burman, 1996; Cannella, 2000; pedagogical elaboration in ECE by drawing on various
Lubeck, 1998; Grieshaber, 2008). related scholarly works, including Genishi et al. (2001),
Cannella (2002), Grieshaber (2008) and MacNaughton
(2001). In both ECE and general education, diversity and
equity have been examined by attending to the issues of
*Corresponding author. E-mail: [email protected]. Tel: inequity between the dominant and the oppressed
+65-6790-3291. through drawing on the theoretical lens of power
(Foucault, 1980; Freire, 1986). No matter what the field of
Abbreviations: DAP, Developmentally appropriate practices; education (including ECE), various applications have
ECE, early childhood education; SES, socioeconomic status; reconceptualized a wide array of issues, such as gender,
NAEYC, National Association for the Education of Young
Children; ESD, education for sustainable development.
race, socioeconomic status (SES) and culture, in relation
to policy, teacher education, choices of content
 Tzuo et al. 555

knowledge and school practice. Here we focus on the use DEVELOPMENTALLY APPROPRIATE PRACTICES
of the terms equity and diversity in opposition to the
standardized principles of ECE, including DAP and Since 1987 the National Association for the Education of
Western theories of child development. By synthesizing a Young Children (NAEYC) has emphasized a child-
number of scholars’ works, we integrate these two terms centered approach based on DAP (Bredekamp and
into the concept of child-centeredness. Copple, 1997). The NAEYC has provided DAP guidelines
This incorporation is based on the understanding that for teaching children eight years old or younger
any one theory of education has limited utility (Dewey (Bredekamp and Copple, 1997). According to the NAEYC,
1956). Dewey (1998) argued that education should pedagogical decisions that result in DAP are based on
integrate multiple theories to accommodate a variety of adequate knowledge of each of the following: “child
learning situations. Effective education requires constant development and learning,” each child’s “strengths,
reassessment and adjustment that take multiple elements interests and needs,” and “the social and cultural
into account (Dewey, 1956). In keeping with Dewey’s contexts in which children live” (Bredekamp and Copple,
(1956) view, reconceptualists and poststructuralists seek 1997). However, many teachers are uncertain as to how
to synthesize different concepts and approaches rather to provide DAP (Goldstein, 1997).
than treat them as separate and irreconcilable (Novinger
et al., 2005). Such theorists advocate combining the
notion of child-centeredness with principles of equity and Reconceptualism
diversity in order to achieve a more holistic approach to
education. It is hard to operationalize equity and diversity. Reconceptualists believe that a standard child-
These constructs have yet to be adequately analyzed in development approach to child-centeredness is limited,
terms of best practice (Genishi et al., 2001). partly because the theory underlying this approach
Nevertheless, a synthesis of the principles of child- developed only in the West and primarily before 80’s. In
centeredness, equity and diversity can serve as a their view, knowledge should continually be reconstructed
foundation for early childhood education. across a variety of individuals, cultures and contexts. For
example, Graue (2005) has remarked that the hegemony
of the developmental perspective has discouraged
CHILD-CENTEREDNESS adequate sensitivity and attention to sociocultural
differences among children. Reconceptualists urge a
The philosophies of Rousseau and Pestalozzi included holistic view of children’s developmental needs that
the view that early education should be child-centered encompasses sociocultural as well as biological factors
(Essa, 1999; Morrison, 2001; Roopnarine, 2000). Froebel (Burman, 1996; Rogoff, 2003). In a reconceptualist
(1989) is believed to have coined the term “child- approach, the teacher interacts with each student to
centered”, which appeared in his 1826 book “the discover that child’s unique needs rather than simply
education of man”, and it has been prominent in employs standardized practices (Burman, 1996;
education literature ever since (Chung and Walsh, 2000). Cannella, 2002; Grieshaber, 2008; MacNaughton, 2001).
For many years, child-centeredness has dominated MacNaughton (2001) has argued that the DAP approach
discourse about best practice in ECE (Bredekamp and can create inequity by neglecting social relationships
Copple, 1997). In contrast to a traditional didactic within the classroom, failing to value knowledge derived
approach to pedagogy, a child-centered approach from actual classroom practices, and relying on outdated
stresses the child’s autonomy and ability to construct theories of child development. Reconceptualists see
knowledge rather than knowledge as something imparted teachers as scholars who continually revise their theories
by the teacher as authority (Burman, 1996; Morrison, of education as well as their pedagogy based on what
2001). Also, whereas traditional pedagogy is linear and they discover in the classroom (Ayers, 2002; Cochran-
subject-driven, child-centered pedagogy focuses on Smith and Lytle, 1990; Payley, 1999; Rasberry, 1996;
children’s needs and interests. Zeichner and Liston, 1996).
Chung and Walsh (2000) conducted a comprehensive
review of contemporary literature on ECE and found
more than forty definitions of child-centeredness to be in Poststructuralism
use. It is, therefore, not surprising that educators differ in
the theories and approaches that they regard as child- Our use of poststructuralism in this paper serves to
centered. Influenced by such prominent child- highlight the particular observation made by a number of
development theorists as Piaget and Vygotsky, some scholars (Popkewitz’s, 2003; Slattery, 2006) that through
educators believe that child-centered education focuses multiple discourses, knowledge can be perceived
on a child’s developmental needs. Other educators differently and turned into various ways of thinking and
consider “child-centered” in terms of Dewey’s philosophy knowing. Poststructuralism emphasizes, through
of education, which emphasizes progressive forms of discourses across time (such as teachers’ autobiographies)
education. and place (such as the “funds of knowledge” studies by
556 Educ. Res. Rev.

González et al., 2005), the richer thinking and knowing by reconceptualism and poststructuralism to sustain
which a child’s development and learning occur. Through educational development in a changing context of
discourses, poststructuralism is sensitive to the equity of globalization. The United Nations (2005-2014) has been
diverse ethnic/racial, cultural and social contexts dedicated to the 10-year movement of education for
(MacNaughton, 2001). It emphasizes education as sustainable development (ESD). A number of scholars
spanning different times and places (González et al., (Jucker, 2004; Siraj-Blatchford, 2009) elaborated that
2005). In particular, poststructuralism calls for attention ESD has to be made by integrating values, principles and
to and voicing of underrepresented perspectives (Genishi practices to respond to both the current demands and
and Goodwin, 2008; Grieshaber and Ryan, 2005). future prospects of society. Moreover, scholars who have
Teachers who employ a poststructuralist approach studied ways to cope with volatile global changes (Jones,
often engage in autobiography and use other forms of 2002; Locher and Prugl, 2001) have also addressed that
self-examination to gain a deeper understanding of their the “only” perspective may tear the world apart by using
own teaching (Genishi and Goodwin, 2008). In the fragmentation to deal with complexity. Those scholars
classroom, they use children’s real-life experiences to stated their position, in line with Dewey (1938), to remind
foster literacy (González et al., 2005). Poststructuralist us that any single approach may break down
teachers also heavily rely on children’s artistic creations. collaboration and move us toward “unsustainability.”
For example, the Reggio Emilia approach encourages In addition, Kauffman’s (2009) reflexive theory and
children to give artistic expression to their unique Fuchs’s (2004) systematic thinking also validated the
perspectives (Edwards et al., 1998). In creating art, interlocking relationships among theories, perspectives
children create multiple discourses that result in each and ways of thinking. They address that the world
child’s meaning-making being valued (Wright, 2005). comprises a number of theories, and each is reflexive in
In Stockholm, it has implemented a project that nature (to complement deficiencies and move further) to
exemplifies education as an encompassing of diversity enhance our comprehension of reality. The ultimate
(Dahlberg et al., 2006). The Stockholm Project in Sweden purpose is to incorporate each theory.
manifests community networking as a way to embrace
diversity through delivering practices and educational
services across institutions such as schools, homes and Methods of incorporation
community spaces with multiple dialogues among
teachers, paraprofessionals, parents and children, the Various methods of integration have been proposed by a
project promotes “a more multi-voiced and multi-centered number of ECE scholars to push forward theoretical
discourse,” with fair consideration in constructing the development. For example, Graue (2005) connected the
quality of early childhood practices (Dahlberg et al., three domains of ECE studies to sustain teachers’
2006). professional development: developmental realism, critical
The international Netpal project supports intercultural realism and practical realism. Peter (2000) and Siraj-
communication and meaning-making among U.S. and Blatchford (2009) integrated theories by broadening the
Taiwanese kindergartners (Chang et al., 2008) with their concept of postmodernism with the necessity of opening
teacher’s assistance, the children communicate their life up to and integrating others in sustaining theoretical
experiences by drawing and by writing in their native development. Siraj-Blatchford believed that the narrow
language (Chang et al., 2008). Such poststructuralist view of postmodernism under which it prevails on others
educational projects foster learning through the sharing of to abdicate others may itself operate under the fallacy of
discourses that represent different histories, cultures, hegemony by neglecting others. However, although these
politics, and other contexts involved in the construction of integrated efforts have been merged, efforts still fall short
knowledge. of reaching a true vision to afford integration and amend
Poststructuralists challenge the view that knowledge is child-centered teaching. Here we aim to close this gap by
obtained strictly by scientific methods or imparted by providing a conceptual vision with classroom suggestions
those in power. They see knowledge as constructed by for incorporating child-centeredness with reconceptualism
all participants, whose perspectives have equal value and and poststructuralism.
who contribute their own unique discourses, which
change in response to factors such as culture, time and
place.
Incorporation of theories and implications into
practice
CHILD-CENTEREDNESS: INCORPORATING
RECONCEPTUALISM AND POSTSTRUCTURALISM Regardless of the varied disputes associated with the
construct of child-centredness, the philosophical tenor of
Rationale of incorporation focusing on and following a child’s lead is a product of
child-centeredness, reconceptualism and postmodernism.
Our intention here is to integrate child-centeredness, Child-centeredness understands children’s needs by
 Tzuo et al. 557

Figure 1. Ways to expand child-centredness with visual aids.

applying child development theories, whereas Prospects for children

reconceptualists critically analyze a child’s development
and learning across various cultures. In contrast, i) How can children’s development be perceived in a
poststructuralists inquire about various social discourses holistic way, encompassing macro-socio-cultural
relating to the wide-ranging possible views of a child. perspectives, in addition to developmental theories?
In other words, the preceding three paradigms can be ii) How can the multiplicities of children’s development
incorporated to broaden the scope with which one can and learning be reconceptualized in order to encourage
view a child. Analogically to Bronfenbrenner’s (1982) rather than prohibit teachers in uncovering unknown
ecological theory, reconceptualists broaden their scope of possibilities?
view from the micro layer of development in the school
context to the meso layer of community outreach. Suggestions drawn from reconceptualism: Viewing
Poststructuralits further extend their scope to the macro classroom practices as the scholarship activity of
layer, which has a larger sociocultural context with which reconceptualizing and theorizing knowledge.
to investigate various social dynamics (for example,
policies, globalization and societal changes) relating to a Suggestions drawn from poststructuralism: Take an
child’s growth and doing. In addition, acts of inquiry are equal account of each child’s meaning-making, a different
different but are graded across the three layers first by process in different cultures and families, in order to
understanding and applying developmental theories and make multiple discourses across institutions (such as the
then by rethinking, revising and reconstructing the practices of “funds of knowledge”, facilitation of
theories, if necessary. Figure 1 summarizes ways to multicentered discourse by Stockholm and intercultural
expand child-centredness with visual aids. communication by Netpal project).
The reflective questions and suggestions presented
below have been provided as examples of incorporating
for teachers and educators to reconceptualize children’s Prospect for teachers
development and learning, and to reconstruct new
possibilities. How can teachers interact with children as a way to
558 Educ. Res. Rev.

uncover the unknown truth embedded in education rather Burman E (1996). Deconstructing developmental psychology.
Routledge, London.
than to standardize practices and negate complicated
Cannella G (2000). Critical and feminist reconstructions of early
sociocultural factors? childhood education: Continuing the conversation. Contemp. Issues
Early Child., 1: 215-220.
Suggestion drawn upon reconceptualism: Emphasize Cannella G (2002). Deconstructing early childhood education: Social
teachers’ reflective thinking as a continual way to know justice and revolution. Peter Lang, New York.
Chang L, Lu S (2008). We got mails! An international Netpal project
children. between an American kindergarten and a Taiwanese kindergarten.
Paper presented at the annual meeting of the Asia-Pacific
Suggestion drawn upon poststructuralism: Explore Educational Research Association, Singapore.
Chung S, Walsh DJ (2000). Unpacking child-centredness: A history of
the multiple meanings behind the language and actions
meanings. Curric. Stud., 32: 215-234.
from multiple discourses across time and places (such as Cochran-Smith M, Lytle S (1993). Inside/outside: Teacher research and
a teacher’s autobiography and classroom narrative knowledge. Teachers College Press, New York.
inquiry). Dahlberg G, Moss P, Pence A (2006). Beyond quality in early childhood
and care: Languages of evaluation (2nd ed), Routledge, London.
Dewey J (1956). The child and the curriculum, University of Chicago
Press, Chicago.
CONCLUSION Dewey J (1998). Experience and education, Kappa Delta Pi, West
Lafayette, IN.
Historically, pedagogical theory and practice have Edwards C, Gandini L, Forman G (eds) (1998). The hundred languages
of children: The Reggio Emilia approach—Advanced reflections,
progressed from a didactic, teacher-centered approach to Praeger, New York.
a child-centered approach in which the child creates Essa EL (1999). Introduction to early childhood education (3rd ed).
meaning with the surging critical movement, Delmar, Albany, NY.
Foucault M (1980). Power-knowledge: Selected interviews and other
reconceptualists believe that child-centered education
writings, 1972-1977. Harvester, Brighton, UK.
should not be limited to DAP based on traditional Freire P (1986). Pedagogy of the oppressed, Continuum, New York.
Western theories of child development but should Fuchs C (2004). Knowledge management in self-organizing social
continually be reassessed and reconstructed. As part of systems. J. Knowl. Manage. Pract. 5: Article 61.
this continual revision, teachers continually examine their http://www.tlainc.com/articl61.htm.
Froebel F (1989 [1826]). The education of man (Hailmann W, trans).
own theories and practices. Recent efforts to reconstruct Appleton, New York.
an equitable outlook, poststructuralists advocate that this Genishi C, Goodwin AL (eds) (2008). Diversities in early childhood
continual reconceptualizing be based on diverse education: Rethinking and doing, Routledge, New York.
perspectives and that it entail particular attention to Genishi C, Ryan S, Ochsner M, Yarnall M (2001). Teaching in early
childhood education: Understanding practices through research and
underrepresented voices. Ultimately, the goal is to theory. In Richardson V (ed) Handbook of research on teaching,
facilitate the adoption of these multiple discourses across American Educational Research Association, Washington, DC., pp.
schools, communities and societies to broaden our scope 1175-1210.
Goldstein LS (1997). Between a rock and a hard place in the primary
of understanding and add depth to the possible ways in
grades: The challenge of providing developmentally appropriate early
which we can view children. childhood education in an elementary school setting. Early Child.
We support incorporating reconceptualism and Res. Q., 12: 3-27.
poststructuralism into child-centered education to González N, Moll L, Amanti C (2005). Funds of knowledge: Theorizing
broaden the scope of vision of a child from the micro practices in households, communities, and classrooms. Lawrence
Erlbaum Associates, Mahwah, NJ.
layer to meso and macro layers. Furthermore, we believe Graue E (2005). (De)centering the kindergarten prototype in the child-
that, we can foster such incorporation by basing ECE on centered classroom. In Grieshaber S, Ryan S (eds) Practical
both developmental and sociocultural significancies transformations and transformative practices: Globalization, post-
modernism, and early childhood education, Elsevier, Oxford, pp. 39-
across school, community and societal contexts. As
58.
Graue (2005) has noted, a synthesis of diverse Grieshaber S (2008). Interrupting stereotypes: Teaching and the
paradigms and perspectives will result in richer, more education of young children. Early Educ. Dev. 19: 505-518.
holistic childhood education. Such a synthesis will help to Grieshaber S, Ryan S (2005). Transforming ideas and practices. In:
Grieshaber S, Ryan S (eds) Practical transformations and
ensure equity, diversity and maximal learning (Zeichner, transformative practices: Globalization, post-modernism, and early
1993). childhood education, Elsevier, Oxford, pp. 3-16.
Jones S (2002). Social constructionism and the environment: Through
the quagmire. Global Environ. Change, 12: 247-251.
REFERENCES Jucker R (2004). Have the cake and eat it: Ecojustice versus
development? Educ. Stud., 36: 10-26.
Ayers W (2002). To teach: The journey of a teacher. Teachers College Kauffman LH (2009). Reflexivity and eigenform: The shape of process.
Press, New York. Constructivist Found., 4: 121-136.
Bredekamp S, Copple S (1997). Developmentally appropriate practice Locher B, Prugl E (2001). Feminism and constructivism: Worlds apart or
in early childhood programs serving children from birth through age 8 sharing the middle ground? Int. Stud. Q., 45: 111-129.
(Revised ed.). National Association for the Education of Young Lubeck S (1998). Is DAP for everyone? A response. Child. Educ., 74:
Children, Washington, DC. 299-301.
Bronfenbrnner U (2006). The ecology of human development: MacNaughton G (2001). Rethinking gender in early childhood
Experiments by nature and design, Harvard University Press, education, Sage, London.
Cambridge, MA. Morrison GS (2001). Early childhood education today (Revised ed.).
 Tzuo et al. 559

Merrill/Prentice Hall, Upper Saddle River, NJ. Roopnarine JL (2000). Approaches to early childhood education (3rd
Novinger S, O’Brien L, Sweigman L (2005). Challenging the culture of ed), Merrill, Upper Saddle River, NJ.
expertise: Moving beyond training the always, already failing early Slattery P (2006). Curriculum development in the postmodern era (2nd
childhood educator. In: Grieshaber S, Ryan S (eds) Practical ed), Routledge, New York.
transformations and transformative practices: Globalization, post- Siraj-Blatchford J (2009). Education for sustainable development in
modernism, and early childhood education. Elsevier, Oxford, pp. 217- early childhood. Int. J. Early Child., 41: 9-22.
242. Wright S (2005). Children’s multimodal meaning-making through
Payley VG (1999). The kindness of children. Harvard University Press, drawing and storytelling. Teachers College Record, 12175,
Cambridge, MA. http://www.tcrecord.org.
Peter W (2000). Environmental ethics today. Oxford University Press, Zeichner KM (1993). Connecting genuine teacher development to the
New York. struggle for social justice. J. Educ. Teach., 17: 5-20.
Popkewitz TS (2003). Governing the child. In: Bloch MN, Holmlund K, Zeichner K, Liston D (1996). Reflective teaching, Lawrence Erlbaum
Moqvist I, Popkewitz TS (eds) Governing children, families, and Associates, Mahwah, NJ.
education: Restructuring the welfare state. Macmillan, New York, pp.
35-62.
Popkewitz TS (2007). Cosmopolitanism and the age of school reform:
Science, education, and making society by making the child,
Routledge, New York.
Rasberry GW (1996). The classroom as living room and laboratory:
Appreciating the work of Vivian Gussin Paley. Curric. Inq., 26: 203-
210.

View publication stats