“Active Child” and “Active Teacher”: Complementary Roles in Sustaining Child-centered Curriculum

As research in child development becomes more advanced, children's amazing inherent abilities are demonstrated again and again. All children are born scientists, learners, doers, makers, and empathizers. It is the role of teachers, parents, and community members to help foster and build on these existing aptitudes in children. In light of the research, over the past 60 years or so, curriculum and pedagogy have shifted from a teacher-directed, didactic approach to a child-centered model that recognizes the role of the child at the center of teaching and learning. Studies have consistently shown that high-quality learning is best achieved when the child feels a sense of ownership and agency over his or her learning. However, in many cultures, this notion has represented a sea change that has left some teachers, parents, and policymakers struggling to incorporate child-centrism into existing education systems and practices. In this article, the author acknowledges this history, and gives examples from Hong Kong of how both child and teacher can be active participants in quality education.