1. Canella Chapter 6“Privileging Child-Centered Play-Based Instruction” Ashley Dunston Lindsay Hutchinson Samantha Smith Shekinah Taylor

2. Introduction Roots in Pestalozzi Froebel, and Rousseau - focus on the "whole child" which means we try to cover all the bases from needs, development, to interests and play. - play is the children's "work" - big on "child-centeredness." let the child choose what materials/activities/centers/etc. -reinforces the idea of a "universal child" and predetermined stages of development -also shows that early childhood pedagogy is a "structured form of human regulation."

3. The Construction of Child-Centered Pedagogy Concept is located in the works of: 18th & 19th century philosophers Most notably Colonel Francis Parker who borrowed from Froebel’s belief that play should be used as the method for learning by young children. Believed that natural forms of education were best Believed that the school represents an “embryonic democracy” Published Works: Talks on Teaching (1883) Talks on Pedagogics (1894) Maria Montessori Susan Isaacs Margaret Lowenfeld John Dewey

6. Behaviorist models

9. “at first glance, these components of child-centered pedagogy would appear sound and grounded in genuine concern for people. Critical analysis of these central tenets, however, reveals an ideology that is not respectful of all human beings and does not necessarily provide human support.” ~Cannella, p. 119

11. Assumed to be located within the child.

12. Assumes progressive, predetermined, & linear change.

14. Children are labeled as immature or lacking experience.

15. Application of the notion of readiness implies that its okay for adults to categorize children as “not ready.”

16. Readiness is used as a mask to cover up any ambiguities and behaviors that the adult does not understand.

17. Serves as the foundation for surveillance of children by adults.“Within child-centered pedagogy younger human beings are more observed than ever before.” Rose, 1985

18. Choice as the Illusion of Individual, Self-Governance Autonomy & Democracy are key notions within the child-centered discourse. Child-centeredness is promoted as anti-authoritarian & a facilitator of individual choice & self-governance. BUT as we know from this course so far, freedom and democracy carry a variety of meanings for readers in different societies and cultures!! Example: In America, the individual is self-reliant, independent, and responsible. The construction of the individual is to have self-interest, be competitive and self- centered. You are taught to look out for yourself FIRST because no one else will. NOTE: When the individual is the unit of choice (the only site of freedom) gender, class, and cultural inequities are denied. The issues regarding choice are applicable to both children & adults!

19. “Choice for children is actually an illusion. Although children can be given choice within the privacy (and control) of their homes or within the pretend environment of the school, through the use of materials and experiences, adults actually control the choices that surround children and the capacity for follow-through when choices are made.

21. This is a problem because we automatically believe that the child can display their needs.

22. The discourse of children’s needs masks our disagreements about what is best for human beings.

23. This is where children are given the title of being “needy” because they don’t meet the standard that we have set for them.

24. The construction of needs as “fact” denies the value with which the needs are made.

25. Children’s history, context, or political agendas have an effect on their needs.

27. Play is consistent with the focus on universal developmental progress, meaning that play helps constitute that a child is on a path to educational progress.

28. The fact that play is considered “normal” for children resulted in its use for education in home and school, intervention, evaluation, and therapy.

29. We have made play universal, unidirectional, and standards of normalcy. But this does not take culture into consideration.

30. Play was used in historical analysis of European games and pastimes. It was described as a societal activity for people of all ages.

32. Children above this age played with same toys and same games as adults.

33. In the 1700’s puppet shows were popular forms of entertainment, for all ages in Paris.

34. Very young children played sports such as tennis and hockey. Today these sports are appropriate for only adults and adolescents.

35. Piaget described play as a major contributor to the process of assimilation.

36. An example of this is infants are viewed as exploring the world by using objects as repeating actions over and over.

37. Dominant construction of play has ignored the voice of people of color.

38. Black children prefer forms of play that are verbal, rather than object oriented.

39. We begun to realize that play is not only a cultural artifact, but an artifact to be controlled and even suppressed dominant forms are not exhibited.

41. Since childhood is a time to prepare for and learn about life. It is constructed as the time in which play is legitimate.

42. Adults believing “play as the young child’s work”, they construct environments that reflect their construction, creating agendas for controlling children.

44. 1. Stages of progress are predetermined for human beings.

45. 2. Learning is viewed as exploration with objects, and

47. Different knowledge’s are created and valued by different cultures through diverse life experiences.

48. The experiences that generate knowledge and the materials used for the attainment of information vary depending on the cultures involved, the knowledge constructed and chosen as important, and the societal contexts within which learning occurs.

49. The “culture of power” includes the knowledge, communication methods, strategies for the construction of self, and methods of personal presentation that are valued b those in power.

50. Children from upper and middle class are more successful in school because their home and school match the culture.

51. These children can “discover” knowledge of a particular type because most of their life experiences are constructed by the culture of power.

52. Those children from lower socioeconomic backgrounds or other cultural contexts work as collaborators, by constructing self as contributing to a group, or with goals that are not consistent with notions of autonomy.

55. Is seen as a human construction

56. this is a problem because it is bias according to the culture and this causes problems when trying to understand other cultures.

57. The most recent example is the DAP

58. the child is objectified, created as Other, and presented as a universal

59. the thought of DAP is seen as the truth in developmental psychology

61. They are expected to grow and progress in their intellectual development

62. Males are supposed to explore and be separate from the world to learn

63. Females are supposed to be cooperative, and explorations are used as rewards

65. 6 Challenges

66. Adults have power over children and the child is denied in judgment of education

67. Constructs the illusion that children in educational environments have a choice, but it is actually the “will” imprisoned through the pretense of freedom

69. Universally imposing this concept places the success rate dependant on how much money and materials that are available and also colonizes classrooms to be consistent with western middle-class values

70. Child-centeredness gives power to the group and this is a problem because the power is not always used consciously and is imposed on others regardless

72. The language is sensitive as opposed to direct and regulatory

73. Bambi Schieffelin, Elinor Ochs, and Shirly Brice Health have shown that the language reflects the beliefs of the culture

74. Children all over have learned to talk with and without a child-centered speech code

76. Canella Chapter 6 Questions for YOU 1. Name three philosophers who were involved in the construction of child- centered pedagogy: a. Colonel Francis Parker b. Montessori c. Susan Isaacs 2. True or False: Play is not considered to be a cultural artifact by Canella. Answer: FALSE 3. There are 6 challenges to child-centeredness. Three of them are: Adults have no power over children and the child is denied in judgment of education Constructs the illusion that children in educational environments have a choice, but it is actually the “will” imprisoned through the pretense of freedom Child-centered pedagogy and play have been created in particular cultures with those particular values and biases Not recognized as a cultural construction and child-centeredness is seen as truth