CHILD-CENTERED CLASSROOM
MAKALAH
Lecturer :
Umi Rachmawati, M.Pd
Written By :
Lysa Afriyati – 14.0304.0020
Rika Setiani – 14.0304.0027
PG PAUD
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
MUHAMMADIYAH MAGELANG UNIVERSITY
2015
PREFACE
First at all, give thanks for God’s love and grace for us. Thanks to God for
helping me and give me chance to finish this assignment timely.
Wish this assignment are useful for everyone who read it. This assignment
is all about Child-centered Classroom’s Definition, purpose, and implementation.
Thank you very much to my lecturer Miss Umi Rachmawati who gave me many
knowledge about english.
The author realizes that this assignment is still a lot of mistakes. So for the
sake of this assignment perfectly, constructive criticism and suggestions really I
need.
March 17, 2015
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DAFTAR ISI
Kata Pengantar
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Daftar Isi ..........................................................................................
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BAB 1 Pendahuluan
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B. Rumusan Masalah ..................................................................
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A. Latar Belakang
BAB 2 Pembahasan
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B. CCC Purpose, Strategies and Characteristic .........................
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C. Implementation of CCC ......................................................
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D. Explain to Children’s parents about CCC ..............................
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A. CCC Definition
BAB 3 Kesimpulan
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DAFTAR PUSTAKA
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BAB 1
PENDAHULUAN
A. LATAR BELAKANG
Child-centred learning is a method who tried to create an
environment which will motivate the children to discover new skills
and knowledge. Teachers are no longer supposed to transfer facts
into passive students' heads but rather facilitate their discovery of
relevant information. As a result, teachers rarely stand in front of the
class and teach a lesson. Instead, activity centres may be set up
around the room with the children moving from station to station, or
students might be assigned to work together in groups on a project.
Relatively little whole-class teaching takes place; rather teachers use
methods such as peer tutoring, individual and group projects, and
teacher conferencing with one student while the rest of the class
works alone.
B. RUMUSAN MASALAH
1. What is the meaning of Child-Centered Classroom?
2. What is the purpose and strategy in Child-Centerd Classroom?
3. How we implement Child-Centered Classroom?
4. How we explain to children’s parents about Child-Centered
Classroom?
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BAB 2
PEMBAHASAN
A. DEFINITION OF CHILD-CENTERED CLASSROOM
Child-centred learning is a method who tried to create an
environment which will motivate the children to discover new skills
and knowledge. Teachers are no longer supposed to transfer facts
into passive students' heads but rather facilitate their discovery of
relevant information. As a result, teachers rarely stand in front of the
class and teach a lesson. Instead, activity centres may be set up
around the room with the children moving from station to station, or
students might be assigned to work together in groups on a project.
Relatively little whole-class teaching takes place; rather teachers use
methods such as peer tutoring, individual and group projects, and
teacher conferencing with one student while the rest of the class
works alone.
Child-centered classrooms can be linked to Piaget, John
Dewey, and Russian developmental psychologist, Lev Vygotsky.
According to Rallis (1995, p. 225), “Piaget explored the process by
which humans construct their knowledge of the world, and Dewey
emphasized the learner’s interaction with the physical environment.
Vygotsky developed the role of social interaction as a dimension of
learning”.
In a child-centered classroom, child are very much a part of
constructing their own learning in a holistic environment that
capitalizes on child interests. The child are encouraged to reflect on
their own learning, share their insights with their peers, and apply
new learning to real-life, authentic experiences.
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Every child is a unique and special individual. Consequently,
we have to teach individual children and be respectful of and account
for their individual uniqueness of age, gender, culture, temperament,
and learning style.
1. Children are active participants in their own education and
development. This means that they should be mentally involved and
physically active in learning what they need to know and do.
2. Children’s ideas, preferences, learning styles, and interests are
considered in the planning for and implementation of instructional
practices.
3. Child-centered education has been an important foundation of early
childhood education since the time of Froebel. As a professional, you
will want to make your teaching and practice child centered. In
addition, you will want to advocate for the inherent right of every
child to a child-centered education.
Concepts of child-centered classroom/education is seen to be
rooted in tenets of progressive education. This philosophy of
education is most closely linked to John Dewey’s ideasof starting
with the eeds and interests of the child, permitting the child to
participate in planning his or her own course of study,vand
promoting group learning and experiential learning as primary
classroom strategies. In other words , in progressive education the
locus of control shifts more toward the child and away from the adult,
as opposed to the locus of control intest-oriented and academically
rigorous educational system, where it lies predominantly with the
adult.
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In many American early childhood classroom, a childcentered pedagogy in classroom practice appears in the form of the
constructs, strategies, and routines that include, that instance, circle
time, multiple learning centers, small class sizes, individualized and
differentiated instruction, a whole language approach, thematic units
based on childres’s interests, experiential, and project based
learning’s portofolio assessment, an emphasis on block building, and
stress on social studies, with a particular focus on neighborhood on
community.
B. PURPOSE AND STRATEGY IN CHILD-CENTERED
CLASSROOM
1. Purpose of Child-Centered Classroom
a. To develop child ability naturally.
b. To make child free and safe psychologically, so child will be
happy to learn on the school.
c. Increase empathy and cooperation between school, family,
and environment.
d. To complete all child need.
e. Give children opportunity to explore all their ability.
f. Give the children opportunity to develop their multiple
intelligences.
2. Strategy of child-centered classroom include:
a. Developmentally appropiate practice.
b. Center of interest methods by thematic development.
c. Learning media vary.
d. Class management which make child’s social sense higher.
e. Using the principles of Learning by playing and Learning by
doing.
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3. Characteristic Child-Centered Classroom
a. Child active construct their knowledge
b. Teacher is the facilitator
c. Child do their activity by individualism or group (peer)
d. Child solve their problem by themself.
e. Child plan their activity
f. Noisy Class.
C. IMPLEMENT CHILD-CENTERED CLASSROOM
1. Learning Prosedur
Prepare materials and appliance
a. Sand and water area
b. Block area
c. Drama area
d. Art area
e. Manipulate area
f. Read and write area
g. Wood area
h. Music and exercise area
i. Computer area
j. Outdoor area
2. Planning
a. Planning Time
Give children opportunity to plan what they will do.
b. Work Time
Children started to work their plan.
c. Review
Children will explain about their activity with teacher and
shared with friends.
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CHILD-CENTERED LEARNING
High Level of Child Choice
Child Active
Power primarily with the Child
D. EXPLAIN TO CHILDREN’S PARENTS ABOUT CHILDCENTERED CLASSROOM
Many parents today are concerned that “child-centered”
activities won’t help their child in future state tests. How can we
explain to concerned parents that “child-centered” activities are as
vital to a child’s development as “intentional activities?”.
1. Explain to children’s parents :
a. When children play restaurant, they will learn about writing
menus, taking orders, making up prices. They will develop
their mathematics (number).
b. When children build with blocks, they are learning
mathematic concepts like shapes and size and spatial
relations, as well as science concepts like the principles of
balance.
c. Help parents understand that when children choose what and
how to use their materials during free play, they learn about
solve the problems.
2. Expalin to parents thet the specific knowledge and skills learned
in this play situations will not only help their children perform
well on test, but more generally to like and succed in school.
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3. Remember, both child-guided and adult guide learning are
equally “intentional” on the part of the teacher. It takes just as
much knowledge of child development to recognize and support
child guided learning as it does to initiate adult guided learning.
Don’t think of only adult guided learning as being “intentional”.
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BAB 3
SUMMARY
In child-centered classroom, children are directly involved and
develop in the discovery of their own knowledges from their experiences
and interactions with the world around them, and teachers foster children’s
growth and development by building on children’s interests, needs and
strengths within a safe and caring environment. Through collaboration and
cooperation with others, children engage in experiential learning that is
authentic, holistic, and challenging. Children are encouraged to reflect on
their own learning , share their insights with their peers, teachers and parents.
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DAFTAR PUSTAKA
Anonim. Child Centered Education.
http://www.education.com/reference/article/child-centered-education/ (acces
on March 17, 2015).
Anonim. High Quality Early Childhood Education Program.
http://www.childcare.indiana.edu/High%20Quality%20Early%20Childhood
%20Education%20Programs.pdf (acces on March 17, 2015).
Anonim. Six Strategies for 21st Century Early Childhood Teacher.
http://www.earlychildhoodteacher.org/blog/six-strategies-for-21st-centuryearly-childhood-teachers/ (acces on March 17, 2015).
Anonim. Child Learning Centered.
http://goforward.harpercollege.edu/academics/areas/education/clc/ (acces
on March 17, 2015).
Pickup, Ian. Child Centered Teaching Methods Enhance Early Childhood
Physical Education. http://www.humankinetics.com/excerpts/excerpts/childcentered-teaching-methods-enhance-early-childhood-physical-education
(acces on March 17, 2015).
Young, Kwon Ihm. 2007. Changing Curriculum for Early Childhood Education in
England. http://ecrp.uiuc.edu/v4n2/kwon.html (acces on March 17, 2015).
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