Preschool Teachers’ Perceptions on Child-Centered Pedagogy

Abstract

Child-Centered Pedagogy (CCP) has been attributed as the best approach to early years education, internationally and as well as by Sri Lankan Early Childhood Policy Framework. However, literature emphasize Sri Lankan preschools practice curricula inappropriate for early years holistic development. Studies reveal teachers’ perceptions on pedagogy are a determinant of their actual classroom practices. Further, perceptions - practice association can be mediated by contextual factors, and the factors vary across countries. Thus, the objectives of this study are to identify the level of teachers’ perceptions and practices on CCP in Sri Lankan context, the extent to which perceptions predict practices, and to explore the contextual factors influencing the perception-practice association. The theoretical framework of the study integrated Constructivist theories to define CCP with Bronfenbrenner’s Ecological Systems Theory (EST). The explanatory sequential mixed method study comprised of a questionnaire based quantitative phase (N = 159) indicated high positive perception level of teachers and moderate level of CCP practices. Pearson Correlation (r = .139, p = .080) indicated a weak positive relationship among the perception and practices. Hence the results indicated the existence of contextual factors mediating the association either as barriers or enablers. Qualitative phase explored contextual factors using semi-structured interviews from 8 participants. Thematic Analysis with respect to each ecological system of EST, revealed Parental Expectations, Teacher Collaboration, Training & PD, Curriculum Mandates and National Standardized Policies and Regulations as prominent contextual factors. The integration of results concludes implementation of CCP is a systemic issue instead of perception level.