The introductory text reads, Preschool can be an academic and social benefit to children. Around the world,
increasing numbers of children are enrolled in early-childhood education. Programs are described as
‘teacher-directed’ or ‘child-centered,’ but in reality, most teachers’ styles reflect
a combination of both approaches. Some students benefit more from the order and structure of a teacher- directed
classroom, while others work better in a more collaborative and creative environment.
A subheading reads,
Teacher-Directed Approach. The following text reads, Focused on Getting Preschoolers Ready to Learn. Direct
instruction; Teacher as formal authority; Students learn by listening; Classroom is orderly and quiet; Teacher fully
manages lessons; Rewards individual achievement; Encourages academics; Students learn from teacher.
A
subheading reads, Child-Centered Approach. The following text reads, Focused on Individual Development and Growth.
Teacher as facilitator; Teacher as delegator; Students learn actively; Classroom is designed for collaborative work;
Students influence content; Rewards collaboration among students; Encourages artistic expression; Students learn
from each other.
A photo shows four kids seated together and having lunch at their kindergarten.
A
subheading below the photo reads, Different Students, Different Teachers. The following text reads, There is clearly
no ‘one right way’ to teach children. Each approach has potential benefits and pitfalls. A classroom
full of creative, self-motivated students can thrive when a gifted teacher acts as a competent facilitator. But
students who are distracted or annoyed by noise, or who are shy or intimidated by other children, can blossom under
an engaging and encouraging teacher in a more traditional environment.
A chart maps the situations when the
teaching approach is Teacher-directed or Child-Centered and children perform well or poorly.
Teacher-Directed, Done well: engaging teacher; clear, consistent assessment; reading and math skills emphasized;
quiet, orderly classroom; all students treated equally.
Teacher-Directed, Done poorly: bored students; passive
learning; less independent, critical thinking; teacher may dominate.
Child-Centered, Done well: emphasizes
social skills and emotion regulation; encourages critical thinking; builds communication skills; fosters individual
achievement; encourages creativity and curiosity.
Child-Centered, Done poorly: chaotic/noisy classrooms;
students may miss important knowledge and skills; inconclusive assessment of student progress; some students may
dominate others.