Balancing child-centred and teacher-centred didactic approaches in early years learning

Abstract

ABSTRACT The implementation of early childhood education (ECE) in under-resourced education systems has sparked debate about how to balance ‘child-centred learning’ and ‘teacher-centred didactic’ approaches. Drawing on both Piagetian constructivism and Vygotskian sociocultural theories, this study assessed teachers’ perceptions of ECE pedagogy and pedagogical practices used to implement the ECE curriculum in Tanzania. Data were collected through questionnaires, observations and interviews. Child-centred approach (CCA) and Teacher-centred approach (TCA) are considered to have unique contributions in facilitating preschool learning. To achieve a balance between CCA and TCA, teachers need to be activators and directors of learning without losing the valuable conceptual dimension of active learning.