The Tension between Teacher Control and Children’s Freedom in a Child-centered Classroom: Resolving the Practical Dilemma through a Closer Look at the Related Theories

Abstract

This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced tensions between teacher control and childrenÕs freedom. While ECE professionals advocate the importance of childrenÕs individual interests and needs in education, they diverge somewhat in their perspectives about the teacherÕs role in education. This article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky, Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high childrenÕs freedom are not exclusive of one another: childrenÕs freedom is defined in an active way, as freedom to participate, rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of ''impressionist painting'', which may offer some insights helpful to those who have struggled with the tension between teacher control and childrenÕs freedom in the context of progressive and critical pedagogy.

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“…Teachers can have authority in these three elements without operating their classroom like a dictatorship. Tzuo (2007) came to a similar conclusion based on research from Piaget's and Vygotsky's theories and Dewey's and Montessori's educational philosophies. Tzuo questions the basic premise of child-centered classrooms in early childhood education and how that impacts the teacher role or authority.…”

“…Rather, the child is free to actively interact within the classroom while the teacher actively seeks to engage the students and facilitate their learning. Tzuo (2007) hopes, "this article encourages each early childhood teachers to create their own child-centered classroom through vividly incorporating multiple theories in various beautiful, creative, and harmonious ways" (pg. 39).…”

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