IMPLEMENTATION OF CHILD-CENTERED PEDAGOGIES

IN PRIMARY SCHOOLS OF PAKISTAN

A CRITICAL REVIEW OF CHALLENGES, HURDLES AND PROPOSED SOLUTIONS
 INTRODUCTION

• Education in 21st century is changing according to requirements of this advanced age (Shaw, 1998).
• Teachers across the world adopt different pedagogies to make the process of learning effective,
engaging and entertaining for children in schools (Edwards and Cutter-Mackenzie, 2011).
• Teaching and learning cultures also derived and affected by religion, social values and customs
(Song, 2015).
• Traditional teaching in Pakistan reflects the behaviourist approach (Pavlov, Skinner) not meeting the
standards of international education (Schweisfurth, 2011).
• The efforts to transform it are not gone successful yet, however there is a hot debate in country on
all levels to bring educational reforms.
RATIONALE

The aim of this study is to explore the of traditional teaching culture in schools of Pakistan
in order to analyze its various positive and negative aspects and to find practical solutions
for its transformation in the light of problems and challenges that will emerge from the
literature. The objectives are,
• To critically reflect upon the arguments and justifications for traditional teaching.
• To know the challenges and hurdles in implementation of child-centred pedagogies.
• To examine the recommended solutions and find the reasons behind the failures
of the reforms and efforts made for this purpose.
DEFINITIONS

Teacher-Centred Pedagogy
Pedagogy that reflects behaviourist approach, teacher as a master having full control, gives
clear directions, discourages questioning, focuses on memorization, discipline and
developing certain behaviours – Passive Learners (Banking Notion – Paolo Freire)
Child-Centred Pedagogy
Pedagogy that reflects social-constructivism in which teacher acts as a guide and facilitator,
encourages activity-based and collaborative learning and enhances cognitive skills of
pupils. (Students as active learners) (Vygotsky, Bruner, Wood, Montessori)
 DIFFERENT PERSPECTIVES FROM LITERATURE

• Educational system of country supports traditional teaching, that expects from teachers to finish the curriculum
and students are supposed to memorize it perfectly to score good marks and grades (Khan, 2018).
• Teacher-centred explicit pedagogies can meet these requirements and make children to proceed in their careers
(Iyer, 2013).
• Modern child-centred teaching practices do not suit and fit in this educational structure (Schweisfurth, 2011).
• Teachers are also practising child-centred pedagogies in traditional schools (Song, 2015).
• Policies and recommendations of child-centred pedagogies are neither practical nor aligned with the classroom
realities and teachers' problems (Song, 2015).
WHY THIS PEDAGOGY ?

• All developed countries are introducing and benefitting with child-centred pedagogies in education (Shaw, 1998).
• Use of modern technologies (internet, smart-phones) has changed children’s learning habits (Kanozia and Jindal,
2019).
• Access of social media has spread awareness among masses; globalisation has modernized the whole world (but
education is still traditional).
• We need thinkers, reformers, scientists, researchers etc, but with traditional mode of teaching, we are oppressing
our young generation and forcing every child to to pass the same test.
• Traditional teaching and education is not preparing children to compete and survive in the international economies
(Shaw, 1998)
• Enhance students learning and performance (Ullah and Iqbal, 2020)
 IMPLEMENTATION (CHALLENGES & SOLUTIONS)
Challenges:
 Teachers has their own false understanding of child-centred pedagogies (Thomas, 2013)

 Teachers implement them how they understand and according to their own requirement; no proper check, just formality. (Song, 2015)

 Low motivation level of teachers due to work-load, limited time and long courses, lesser pays and financial issues (Altinyelken, 2010).

 Parents, society and educational system only demand ‘good marks’ from children not ‘good understanding’ of the subject (Iyer, 2013).

 Teacher trainings are less effective and not giving results (Thomas, 2013).

Recommended Solutions:
 Changes in curriculum that facilitate child-centred learning (Altinyelken, 2010).

 A blend and combination of child and teacher-centred pedagogies (Song, 2015).

 Fundamental changes in educational system; focus on the root cause.

 Support and encouragement of teachers for adopting these practices from school administration (Schweisfurth, 2011)

 Government should provide quality trainings and make policies that explain ‘what to change’ and ‘how to change’ as well.
REFERENCES

Altinyelken, H. K. (2010) ‘Curriculum change in Uganda: Teacher perspectives on the new thematic
curriculum’, International Journal of Educational Development, 30(2), pp. 151-161.
Edwards, S. and Cutter-Mackenzie, A. (2011) ‘Environmentalising Early Childhood Education Curriculum
through Pedagogies of Play’, Australasian Journal of Early Childhood, 36(1) pp. 51-59.
Iyer, S. (2013) ‘An Ethnographic Study of Disciplinary and Pedagogic Practices in a Primary
Class’, Contemporary Education Dialogue, 10(2), pp. 163-195.
Kanozia R. and Jindal R. (2019) ‘DO YOUTUBE BASED CHILDREN CHANNELS IMPACT PARENTING?
AN EXPLORATORY STUDY’, Review of Research, 8(8), pp. 1-12
Khan, M. A. (2018) ‘The status of early childhood education in Pakistan: Inside stories’, Contemporary Issues
in Early Childhood, 19(3), pp. 310–317.
.

Schweisfurth, M. (2011) ‘Learner-centred education in developing country contexts: From solution to

problem?’, International Journal of Educational Development, 31, pp. 425-432.
Shaw, K. (1998) ‘Traditional society and modern teaching’, Teacher Development, 2(2), pp. 179-191.
Song, S. (2015) ‘Cambodian teachers' responses to child-centered instructional policies: A mismatch
between beliefs and practices’, Teaching and Teacher Education, 50, pp. 36-45.
Thomas M. (2013) ‘Teachers’ Beliefs about Classroom Teaching – Teachers’ Knowledge and Teaching
Approaches’, Procedia - Social and Behavioral Sciences, 89, pp. 31-39.
Ullah, O. and Iqbal, M. (2020) ‘Comparison of Impact of Traditional and Modern Teaching Methods on
Students' Performance at Elementary School Level’, Global Regional Review, 1, pp. 386-395.