An examination of methodologies for the teaching of young children from point of view of developmental psychology

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  • 保育指導理論の発達心理学的考察
  • ホイク シドウ リロン ノ ハッタツ シンリガクテキ コウサツ

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Abstract

Theories related to the curriculum or educational methods used in early childhood education can bedivided into two broadcategories: the child-centered approach and the systematic approach. Conventionally,these theories were regarded as opposing, disputing whether it was preferable to attach greater importance to a child's autonomy or to a pre-school teacher's instruction. This perspective has recently been revised, andthere is now a discernible movement to reconcile these two approaches. However, it is even more importantto consider the fundamental effects each approach has on the child's development, and to acknowledge thedifferences that emerge when these respective approaches are compared. On one hand, there seem to besimilarities; on the other, there appear to be significant differences.

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  • 紀要

    紀要 9 1-18, 2015-03-31

    名寄市立大学

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