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Relevant bibliographies by topics / Child-centered learning

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Academic literature on the topic 'Child-centered learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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Journal articles on the topic "Child-centered learning"

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Turner, Mark E. "Child-Centered Learning and Music Programs." Music Educators Journal 86, no. 1 (1999): 30–51. http://dx.doi.org/10.2307/3399574.

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Lee, Eun-kyung, and Hee-sook Park. "Exploring the Empirical Meaning of Child-Centered Play Practice through Learning Community Activities of Small-Scale Daycare Center." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (2022): 305–20. http://dx.doi.org/10.22251/jlcci.2022.22.19.305.

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Objectives The purpose of this study is to establish a learning community culture in small-scale daycare centers by sharing the difficulties experienced by teachers in child-centered play and finding ways to support children's play. Methods Cases of support for children's play were collected in the process of implementing child-centered play through the learning community activities of the director of a small daycare center and two early childhood teachers, and the empirical meaning was qualitatively analyzed. Results The empirical meaning of child-centered play through learning community acti

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Kusdaryani, Wiwik, Dwi Prasetiyawati D.H, Mila Karmila, and Peuwadi . "PENDIDIKAN BERPUSAT PADA ANAK DI KELURAHAN PALEBON." E-DIMAS 5, no. 1 (2014): 26. http://dx.doi.org/10.26877/e-dimas.v5i1.744.

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Abstract Community Service Event was held with the theme "IBM Child-Centered Education in?é?á Palebon". This activity is done with 3 different kinds of activities, namely 1) the extension of child-centered education; 2) a general description of child-centered curriculum; 3) examples of activities centered learning strategies in children. The training was held on 28 February to 2 March 2014 held at the Village Palebon with a team of resource persons PG-PAUD Teachers' Training College Lecturers IKIP PGRI Semarang. Participants of this activity is early childhood educators in the Village Palebon.

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Shekhavtsova, Svitlana. "The specifics of using a child-centered approach in teaching a foreign language at secondary education institutions." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (364) (2024): 161–66. https://doi.org/10.12958/2227-2844-2024-5(364)-161-166.

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The article discusses the issue of implementing a child-centered approach in secondary education institutions in foreign language teaching. It is emphasized that the implementation of a child-centered approach within the general secondary education system plays a significant role in promoting the development and improvement of the national education system in Ukraine. The child-centered methodology involves the idea that students have the freedom to choose what they want to learn and how they want to study. They acquire knowledge through the accumulation and synthesis of information, which is

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Sau, Nguyen Thi Ut, Ca Nguyen Linh Phuong, and Huynh Tan Hoi. "Benefits of Building Child-centered Learning Environment in Kindergarten." Universal Journal of Educational Research 8, no. 12 (2020): 6765–69. http://dx.doi.org/10.13189/ujer.2020.081241.

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Erviana, Yurita. "STUDENT CENTERED LEARNING APPROACH AS A MEDIA FOR DEVELOPMENT OF EARLY CHILDREN'S MULTIPLE INTELLIGENCES (Case Study in TK Islam Plus Mutiara Yogyakarta)." PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (2018): 119–33. http://dx.doi.org/10.32699/paramurobi.v1i2.532.

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This study is aimed to describe student centered learning approach to develop multipleintelligences on early childhood in kindergarten Islamic Plus Mutiara Yogyakarta. Theobject of this research is student centered learning approach as a media to develop multipleintelligences on early childhood in kindergarten Islamic Plus Mutiara Yogyakarta. Thisresearch is qualitatif research use case study approach to seeing a social phenomena(a case) was happened in islamic Plus Kindergarten Mutiara Yogyakarta. Technique indata collection through observation, interview and documentation. Analysis data usin

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Park, Seoyeon, and Sukhee Lee. "An Analysis of Early Childhood Teachers' Metaphors on Play and Child-Centered Approaches." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 23 (2024): 522–35. https://doi.org/10.22251/jlcci.2024.24.23.522.

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Objectives This study examined early childhood teachers' perceptions of play and child-centered education by utilizing the characteristics of metaphors. Methods To this end, a metaphor questionnaire was distributed to 170 early childhood teachers in City P, and a total of 163 responses were used as research data. The collected metaphors related to play and child-centered education were analyzed using Moser's content analysis method. Results The play metaphors of early childhood teachers were categorized into life, joyful emotions, learning, and freedom. The child-centered metaphors were catego

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Appl, Dolores J., Katelyn Longstreet Farrar, and Karen G. Smith. "Learning Family-Centered Practices Through a Parent–Child Playgroup Practicum." Infants & Young Children 25, no. 3 (2012): 232–43. http://dx.doi.org/10.1097/iyc.0b013e31825900b0.

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Choi, Eun-Hye, and Hye-Jung Hwang. "Differences in mother-child lexical interaction and the creative home environment according to clusters of mothers' beliefs in play." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 16 (2023): 267–83. http://dx.doi.org/10.22251/jlcci.2023.23.16.267.

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Objectives The purpose of this study was to investigate differences in mother-child lexical interaction and the creative home environment according to clusters of mothers' beliefs in play. Methods For this purpose, a survey was conducted with 297 mothers and their children aged 3, 4, and 5. Using the “Parent Play Belief Scale,” the mothers' beliefs in play were classified into four groups: ‘Academic-centered,’ ‘Play as a learning tool,’ ‘Confused,’ and ‘Play-centered.’ Based on these four cluster types, the differences in ‘parent-child lexical interaction’ and ‘creative family environmen

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KARAOULAS, APOSTOLOS. "THE CHILD-CENTERED EDUCATIONAL APPROACH OF DON GIOVANNI BOSCO." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION HUMANITIES AND COMMERCE 05, no. 06 (2024): 137–47. https://doi.org/10.37602/ijrehc.2024.5612.

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This paper examines Don Bosco's educational approach and its ongoing relevance in contemporary education, drawing on bibliographic sources. It highlights how his principles integrate lessons from the past with modern educational practices, emphasizing their enduring value and contribution to the evolution of the educational process. Don Bosco's pedagogical philosophy, grounded in the "Preventive System", introduced a humanitarian approach focused on creating a safe and supportive learning environment through love and understanding, as opposed to the punitive methods prevalent at the time. Desp

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Dissertations / Theses on the topic "Child-centered learning"

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Bertelsen, Cynthia Diane. "The nature of teaching and literacy learning of primary special education children within an inclusive child-centered environment : a qualitative case study /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951214940397.

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Lauritzen, Chareen Hardy. "The Roberta Jones Junior Theatre : a model children's theatre /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2882.pdf.

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Aguiton, Rhonda Lisa. "The Relationship Between Student Engagement, Recess and Instructional Strategies." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012.

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HO, CAI-JHEN, and 何彩榛. "The Effect of Child-Centered Group Play Therapy on Academic Emotions, Learning Motivation and Learning Achievement of Low Achievers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/c22c6b.

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碩士<br>中國文化大學<br>心理輔導學系<br>106<br>The purpose of this study is to explore the effects of Child-Centered Group Play Therapy (CCGPT) on the academic emotions, learning motivation and learning achievement of low academic achievers. Twelve sessions of CCGPT were conducted for a group of Second-Graders which comprised of two boys and one girl. These sessions were conducted twice weekly for 6 weeks and each session would lasted 40 minutes. Together with the results of three major exams which the group took during the semester, content analysis was performed on the interviews with the group’s parents

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Costa, Sarita Bastos. "Desenho de interface para o desenvolvimento do pensamento computacional no Ensino Básico: análise do Scratch." Master's thesis, 2016. http://hdl.handle.net/10362/19935.

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O pensamento computacional é a habilidade de aplicar métodos e técnicas das Ciências da Computação para resolver problemas em outras ciências, profissões e vida cotidiana. Nos últimos anos, acumulam-se evidências que reforçam os argumentos económicos, sociais e educativos para o desenvolvimento do pensamento computacional no Ensino Básico. Esse desafio foi impulsionado, em boa parte, pelo artigo Computational Thinking, escrito por Jeannete Wing, em 2006, em que a autora aponta as razões pelas quais ter a capacidade de pensar computacionalmente será tão importante quanto ler, escrever e f

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Books on the topic "Child-centered learning"

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Pattillo, Janice. Learning centers for child-centered classrooms. National Education Association, 1992.

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Hansen, Kirsten A. Creating child-centered classrooms. Open Society Institute, New York, 1997.

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Szanton, Eleanor Stokes. Creating Child-Centered Programs for Infants and Toddlers (Creating Child-Centered Classrooms). Open Society Institute, 1997.

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Education through work: A model for child-centered learning. 2nd ed. E. Mellen, 1993.

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Cultivating Outdoor Classrooms: Designing and Implementing Child-Centered Learning Environments. Redleaf Press, 2015.

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Cultivating outdoor classrooms: Designing and implementing child-centered learning environments. Redleaf Press, 2012.

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Masterson, Marie. Transforming Teaching: Creating Lesson Plans for Child-Centered Learning in Preschool. National Association for the Education of Young Children, 2021.

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Masterson, Marie L. Transforming Teaching: Creating Lesson Plans for Child-Centered Learning in Preschool. National Association for the Education of Young Children, 2021.

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Introduction to early childhood education: A multidimensional approach to child-centered care and learning. Allyn and Bacon, 2003.

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Wardle, Francis. Introduction to Early Childhood Education: A Multidimensional Approach to Child-Centered Care and Learning. Allyn & Bacon, 2002.

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Book chapters on the topic "Child-centered learning"

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Lee, I.-Fang. "Child-Centered Learning." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_2439-1.

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Krogh, Suzanne L., and Pamela Morehouse. "The Child-Centered Learning Environment." In The Early Childhood Curriculum. Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-3.

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Butler, Yuko Goto. "Child-centered assessment research and practice." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.02but.

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Packman, Jill, and Ireon Lebeauf. "A School-Based Group Activity Therapy Intervention with Learning-Disabled Preadolescents Exhibiting Behavior Problems." In Child-Centered Play Therapy Research. John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269626.ch9.

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Rosier, Soren. "PeerTeach: Teaching Learners to Do Learner-Centered Teaching." In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.

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AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these interv

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Kocherthaler, Sylvia van Dijk, and Jaime Hoogesteger. "15. Child-centered sustainable development: intergenerational learning approaches in Mexico’s central highlands." In Intergenerational learning and transformative leadership for sustainable futures. Wageningen Academic Publishers, 2014. http://dx.doi.org/10.3920/978-90-8686-802-5_15.

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Xu, Ying, Yenda Prado, Rachel L. Severson, Silvia Lovato, and Justine Cassell. "Growing Up with Artificial Intelligence: Implications for Child Development." In Handbook of Children and Screens. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-69362-5_83.

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AbstractArtificial intelligence (AI) technologies have become increasingly integrated into children’s daily lives, influencing learning, social interactions, and creative activities. This chapter provides an overview of key research fields examining children’s learning from, interactions with, and understanding of AI. Current research indicates that AI has the potential to enhance children’s development across multiple domains; however, ethical considerations need to be prioritized. When children engage in learning activities with AI, they may encounter inappropriate, inaccurate, or biased con

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Schertz, Hannah H., and Kathryn Horn. "Facilitating Toddlers’ Social Communication from Within the Parent-Child Relationship: Application of Family-Centered Early Intervention and Mediated Learning Principles." In Handbook of Parent-Implemented Interventions for Very Young Children with Autism. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90994-3_9.

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"Child-Centered Teaching." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_3395.

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Amorós Elorduy, Nerea. "Young Children’s Learning Environments in East African Refugee Camps." In The Oxford Handbook of Child-Centered Approaches to Migrant Children. Oxford University Press, 2025. https://doi.org/10.1093/oxfordhb/9780197654750.013.31.

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Abstract This chapter examines the lessons learned by children in long-term refugee camps in East Africa from their surrounding built environments. Focusing on seven camps in Southwest Uganda, Northwest Kenya, and Rwanda, the research employs a child-centered qualitative approach, utilizing ethnographic methods, game-based questionnaires, and spatial analyses. The findings reveal that children benefit from formal, non-formal, and informal learning environments, with informal settings proving to be the most impactful. Additionally, the chapter highlights the necessity of amplifying refugee chil

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Conference papers on the topic "Child-centered learning"

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Govender, Diloshini. "RESEARCHING YOUNG CHILDREN: METHODOLOGICAL AND ETHICAL CONSIDERATIONS IN A CHILD-CENTERED APPROACH." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0540.

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Gonzalez, Berto, John Borland, and Kathleen Geraghty. "Whole body interaction for child-centered multimodal language learning." In the 2nd Workshop. ACM Press, 2009. http://dx.doi.org/10.1145/1640377.1640381.

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Ragone, Grazia, Safinah Arshad Ali, Andrea Esposito, Judith Good, Kate Howland, and Carmelo Presicce. "Child-Centered AI for Empowering Creative and Inclusive Learning Experiences." In IDC '24: Interaction Design and Children. ACM, 2024. http://dx.doi.org/10.1145/3628516.3661157.

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Stoeckelmayr, Kerstin, and Michael Tesar. "THE FIFTH ROLE OF CHILDREN TAKING PART IN A CHILD CENTERED DESIGN PROCESS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1058.

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Ogallo, William, Skyler Speakman, Victor Akinwande, et al. "Inspection of Blackbox Models for Evaluating Vulnerability in Maternal, Newborn, and Child Health." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/770.

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Improving maternal, newborn, and child health (MNCH) outcomes is a critical target for global sustainable development. Our research is centered on building predictive models, evaluating their interpretability, and generating actionable insights about the markers (features) and triggers (events) associated with vulnerability in MNCH. In this work, we demonstrate how a tool for inspecting "black box" machine learning models can be used to generate actionable insights from models trained on demographic health survey data to predict neonatal mortality.

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Chen, Chen, and Mohd Nazri Bin Abdul Rahman. "ADAPTING THE REGGIO EMILIA APPROACH IN SINGAPORE: ADDRESSING PROFESSIONAL DEVELOPMENT AND TRAINING NEEDS OF PRESCHOOL TEACHERS." In Singapore International Conference on Teaching, Education & Learning, 03-04 March 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.262274.

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With the ongoing reform of early childhood education in Singapore, the Reggio Emilia Approach (REA) has attracted more attention in the field. This qualitative study explores the practical challenges and professional development needs of preschool teachers in Singapore in implementing the REA. Despite the increasing popularity of the REA, which emphasizes child-centered pedagogy. Research findings from semi-structured interviews with three preschool teachers indicate that teachers face barriers. Challenges include inadequate resources, insufficient training, and cultural differences between th

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ENACHE, Amalia. "Asigurarea continuității între educația timpurie și învățământul primar prin învățarea experiențială." In "Învățarea școlară în contextul provocărilor societale", simpozion științific transfrontalier. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/s.23-06-2023.p330-336.

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This study highlights improving children’s transition from early education and care to primary education. Ensuring continuity from early education to primary education is a big step for all children, a supportive experience at this stage can influence whether or not they can develop their potential at school, academically and socially. Quality transitions that are well-prepared and child-centered, managed by trained staff who collaborate with each other and guided by an appropriate curriculum enhance the positive effects of early learning and care to last through primary school and beyond. Thr

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Patras, Svetlana. "Child protection in sport for sports coaches." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.43.

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Actuality Football is one of the most popular sports worldwide and millions of children around the world are involved in it. Many of them play, whether in organised matches or kick-abouts. At the same time, almost all children follow a favorite team, learning valuable life lessons such as loyalty and team work. In this context, involving children in playing football requires ensuring and respecting their right to a safe environment, a culture of respect and understanding within the football team. Every child has the right to enjoy football in a safe and inclusive environment, free from any for

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Gavrea mazur, Iuliana. "QUALITY EVALUATION OF THE PRESCHOOL EDUCATION SYSTEM IN IASI." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-094.

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The interest shown to the children of pre-school education increased due to the benefits which the students had by participating in the preschool education and they achieved the necessary abilities in school. The investments in good quality pre-school education had benefits on the long term because they contributed to the increase not only of the social inclusion and the employment of workforce, but also to the poverty reduction. The pre-school education systems within the European Union support investments in pre-school education programs offered to the children who come from disadvantaged en

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Reports on the topic "Child-centered learning"

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing

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Green, Crystal, Clara García-Millán, and Frederika Warren. HundrED Global Collection: 2022. HundrED, 2021. http://dx.doi.org/10.58261/bdye5393.

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2021 has once again been a challenging year, with the educational provision and students’ learning continuing to be impacted globally. We have seen firsthand how education innovators over the last two years have not been overwhelmed, but have risen to the occasion and put students and their education first. This year has shown us the value of enhancing social and emotional learning, supporting teacher professional development, engaging parents in education, and teaching 21st-century skills to ensure students can adapt to a constantly changing society. We have seen that all these factors must b

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