The Child-Centered Kindergarten: A Position Paper: Association for Childhood Education International

Educator Expectations in Full-Day Kindergarten: Comparing the Factors That Contribute to the Formation of Early Childhood Educator and Teacher Expectations

“…For me it is about being that scaffold if needed, giving just a little bit of help so that he can solve the problem" (E10). The themes that emerged from the ECEs' teaching philosophies focused on child-centred practices and interactions that are in line with the reviewed literature on child-centred approaches (Chung & Walsh, 2000;Moyer, 2001; Ontario Ministry of Education, 2010, 2016a).…”

STEAM Lessons from the Forest: Ingenuity, Instruments and Autonomy

“…Child-centered approaches change the dynamic of instructional leadership. Rather than a top-down, teacher-led curriculum, children and their interests lead the instruction and the teacher facilitates the learning (Moyer, 2001). When children are engaged in topics they find interesting they become motivated to learn (Katz & Chard, 2000).…”

Re-conceptualizing “directiveness” in educational dialogues: A contrastive study of interactions in preschool and special education

“…Special education teachers emphasize an obligation to continuously optimize the developmental process of children who struggle with learning. In contrast, inspired by Fröbel's kindergarten philosophy (Fröbel & Hailmann, 2005), preschool teachers tend to highlight children's self-activity and spontaneous growth (Ministry of Education and Research, 2012;Moyer, 2001). Therefore, special education teachers are sometimes described as assuming an instructional and authoritarian role (Fink, 1972;Goodman & Coles, 1992;Rimm-Kaufman, Voorhees, Snell, & La Paro, 2003), whereas preschool teachers are sometimes viewed as excessively child-oriented, valuing socialization and informal teaching (Alvestad, 2004).…”