A Critical Discussion of “Cultural Conflicts of the Child-Centered Approach to Early Childhood Education in Taiwan” (2008) I-Fang Lee and Chao-Ling Tseng, the authors of “Cultural Conflicts of the Child-Centered Approach to Early Childhood Education in Taiwan” (2008), argue that while the child-centered approach has by now become an acceptable form of educational practice in schools in Taiwan, it is actually problematic for several major reasons. Lee and Tseng suggest that the child-centered approach to learning, which came out of the United States during the 1980s as a movement through which to reform the ways in which younger children were taught, should not be used on a global level (183). By universalizing, or generalizing, such a...The end:
.....hod, but one with its own strengths and failings that might not be appropriate for a Taiwanese culture. Adapting specific areas of child-centered teaching to conventional Taiwanese teaching methods might be a better solution than the all-out adoption of this Western-developed approach. Lee and Tseng constructively argue that we should “ problematiz [e] what we think we know and what we think of as ‘normal’ and ‘usual’” in terms of child development (195). To do otherwise would be a disservice to the children under the care of teachers across Taiwan and other non-Western cultures. References Lee, I-F, and Tseng, C-L. (2008) Cultural conflicts of the child-centered approach to early childhood education in Taiwan. Early Years 28(2), p.183-196.