Unpacking child-centredness: a history of meanings.

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Bibliographic Details
Title:	Unpacking child-centredness: a history of meanings.
Authors:	Chung, Shunah, Walsh, Daniel J.
Source:	Journal of Curriculum Studies. Mar2000, Vol. 32 Issue 2, p215-234. 20p.
Subject Terms:	Early childhood education, Preschool education, *Kindergarten
Geographic Terms:	United States
Abstract:	This paper examines the historical development of the term 'child-centred' in the discourse of early schooling in America. The discussion begins with the founder of the kindergarten, Friedrich Froebel, and traces the development of the kindergarten in the US until the 1930s. We explore how underlying meanings of the term child-centredness have changed - which were lost and which survived by tracing the educational and philosophical currents of each historical context. The term balances on many layers of complex and sometimes contradictory meanings that have been forged over the years by competing interest groups, each appropriating the term and, adding to and taking away from the existing meaning, moulding it to their own purposes. In the process, some underlying meanings were lost, others were added. Meanings were changed and then shared within and sometimes across groups. The term has masked complex and contradictory underlying assumptions about children and their learning and development that should be addressed. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

FullText	Links: – Type: pdflink Text: Availability: 0
Header	DbId: ehh DbLabel: Education Research Complete An: 3958649 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0
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Items	– Name: Title Label: Title Group: Ti Data: Unpacking child-centredness: a history of meanings. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chung%2C+Shunah%22">Chung, Shunah</searchLink><br /><searchLink fieldCode="AR" term="%22Walsh%2C+Daniel+J%2E%22">Walsh, Daniel J.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Mar2000, Vol. 32 Issue 2, p215-234. 20p. – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper examines the historical development of the term 'child-centred' in the discourse of early schooling in America. The discussion begins with the founder of the kindergarten, Friedrich Froebel, and traces the development of the kindergarten in the US until the 1930s. We explore how underlying meanings of the term child-centredness have changed - which were lost and which survived by tracing the educational and philosophical currents of each historical context. The term balances on many layers of complex and sometimes contradictory meanings that have been forged over the years by competing interest groups, each appropriating the term and, adding to and taking away from the existing meaning, moulding it to their own purposes. In the process, some underlying meanings were lost, others were added. Meanings were changed and then shared within and sometimes across groups. The term has masked complex and contradictory underlying assumptions about children and their learning and development that should be addressed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo	BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/002202700182727 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 215 Subjects: – SubjectFull: Early childhood education Type: general – SubjectFull: Preschool education Type: general – SubjectFull: Kindergarten Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Unpacking child-centredness: a history of meanings. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chung, Shunah – PersonEntity: Name: NameFull: Walsh, Daniel J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2000 Type: published Y: 2000 Identifiers: – Type: issn-print Value: 00220272 Numbering: – Type: volume Value: 32 – Type: issue Value: 2 Titles: – TitleFull: Journal of Curriculum Studies Type: main
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