The Impact of Child-Centered Learning on Academic Achievement in Primary Schools (eBook, PDF)
A Case Study of Nigerian Public and Private Classroom Practices
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Seminar paper from the year 2025 in the subject Pedagogy - Nursery Pedagogy, Early Childhood Education, grade: 1,0, University Of Abuja (Faculty of Education), language: English, abstract: Child-centered learning (CCL) has steadily gained traction as a transformative pedagogical approach that redefines the role of the teacher and the learner. Grounded in constructivist theories by Piaget and Vygotsky, this approach emphasizes the active participation of learners in the knowledge construction process. As educational systems across the globe, particularly in the Global South, grapple with improv...
Seminar paper from the year 2025 in the subject Pedagogy - Nursery Pedagogy, Early Childhood Education, grade: 1,0, University Of Abuja (Faculty of Education), language: English, abstract: Child-centered learning (CCL) has steadily gained traction as a transformative pedagogical approach that redefines the role of the teacher and the learner. Grounded in constructivist theories by Piaget and Vygotsky, this approach emphasizes the active participation of learners in the knowledge construction process. As educational systems across the globe, particularly in the Global South, grapple with improving academic outcomes, child-centered learning presents an alternative to the rigid, often passive, teacher-dominated model still dominant in many classrooms. This paper explores the impact of CCL on academic achievement in primary schools, with a specific focus on Nigeria and comparative references to other developing countries. Drawing from a synthesis of peer-reviewed literature, classroom-based studies, national education reports, and interviews with educators, the paper examines both the pedagogical foundations and practical applications of CCL. Evidence suggests that CCL not only boosts cognitive outcomes such as critical thinking, retention, and comprehension but also nurtures social-emotional development and learner independence. However, implementation challenges remain. From inadequate teacher training and overcrowded classrooms to culturally entrenched expectations of discipline and performance, the paper outlines systemic barriers that hinder the widespread adoption of this learner-focused model. Policy gaps, limited instructional resources, and infrastructural deficits further complicate its rollout, especially in public schools. Despite these barriers, CCL holds significant potential for improving the quality of education and learner outcomes in Nigeria and similar contexts. This paper concludes by recommending a systemic reform approach that includes curriculum flexibility, robust teacher education programs, and increased community engagement. Ultimately, embedding child-centered principles into everyday classroom practice could be a meaningful step toward achieving both national education goals and the global Education for Sustainable Development agenda.
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