Child -Centered Teaching: Facilitators’ Perceptions and Practices in Nepalese Early Childhood Development (ECD) Center
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Date
2014-03-03
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Chitkara University Publications
Abstract
It is a blunder if students are regarded as empty vessels to be filled by the teacher. But we find most of the schools in Nepal; the classes are generally conducted in very primitive and traditional manner in the name of maintaining discipline (Gharti, 2006). The present study sheds some spotlight on the facilitators’ perceptions and practices of child- centered teaching in the context of Early Childhood Development (ECD) centers in Nepal. The study was based on qualitative approach and used the case study method. The result showed that the majority of facilitators have positive perception towards teaching profession and used child- centered teaching methods. Most of them reported the unavailability of teaching materials and low monthly pay.
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Keywords
Child- centered method, perception and practices, early childhood development and facilitators