(De) Centering the Kindergarten Prototype in the Child-Centered Classroom

Abstract

On the basis of data from a project that examined the school experiences of children who were seen to have readiness risks, this chapter examines the child in the child-centered classroom and how this child shaped by our notions of development. Across the classrooms observed, the teachers seemed to teach to a kindergarten prototype, a generic child who had the social, physical, and academic maturity and did not have much pedagogical support. The data are then read through three conceptualizations of development (postmodern deconstruction, developmental realism, and cultural developmentalism). I argue that I use these conceptualizations almost simultaneously in my work and that a hybrid reading highlights the invisibility of individual children in child-centered classrooms.

Citation

Graue, E. (2005), "(De) Centering the Kindergarten Prototype in the Child-Centered Classroom", Ryan, S. and Grieshaber, S. (Ed.) Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education (Advances in Early Education and Day Care, Vol. 14), Emerald Group Publishing Limited, Leeds, pp. 39-58. https://doi.org/10.1016/S0270-4021(05)14003-8