Discuss the major theoretical differences between child-centered and teacher-directed early childhood education programs.

Student’s Name:
Professor’s Name:
Course:
Date:Major Theoretical Differences between Child-Centered and Teacher-Directed Early Childhood Education Programs
The debate surrounding early childhood education is continually gaining prevalence in the modern world. Teacher-directed and child-centered educational programs have brought about constant arguments on which practice is best for the children. It is important to note that, both practices differ in the extent and type of teacher training, management performance and the level of socio-emotional care obtainable in the classroom.
The theory that underlies child-centered approach is the constructivist theory whereby the children are regarded as the dynamic constructors of knowledge while the teacher’s role mainly being to aid their learning in the classroom (Lerkkanen 146). On the other hand, traditional learning theory underlies the teacher-centered approach, and it states that the basic academic skills can only be attained through direct training and instruction (Lerkkanen 146).
The emphasis that child-centered practice is based on is the adherence to the ethics and certified procedures of developmentally appropriate practices (Lerkkanen 148). Moreover, in this approach, the teachers usually help and enable the children’s learning by providing them with chances, leadership and boost to explore different academic topics hence creating a good educational relationship between the teachers and the children. Whereas, the teacher-directed practice emphasizes on the delivery of information and the engagement of organized group lessons, teaching distinct skills and giving praises to children who have reached the set goals.

Moreover, they do not put more emphasis on the children’s interest like the child-centered approach (Lerkkanen 151).
I recommend scholarship programs for the pre-school children to the federal government regarding pre-school education. The children that this program will be targeting are the less privileged those who cannot afford to enroll their children in pre-school. Moreover, the federal government and well-wishers will bear the costs of the program.
Work Cited
Lerkkanen, Marja-Kristiina, et al. “Child-centered versus teacher-directed teaching practices:
Associations with the development of academic skills in the first grade at school.” Early
Childhood Research Quarterly 36 (2016): 145-156.