其他理论家，约翰·杜威和玛丽亚·蒙台梭利也在以儿童为中心的学习理论发展中发挥了重要作用。尽管他们认为有些指导对孩子发展智力很重要，但他们对孩子的教育自由和教师在课堂上的作用有着不同的看法。杜威认为，民主教育是建立在以儿童为中心的基础上的，学习就是体验。作为一名进步主义者，他相信发展儿童在更大的民主社会中发挥良好作用的能力，并实现个人成就。杜威强调，通过观察建立儿童的智力自由比他们的意志自由更重要。因此，他号召教师作为儿童整体利益的代表。他们应该在孩子身上建立自我控制，这将有助于教师理解教育的目的。相比之下，蒙台梭利认为教师的权威在于他们给予孩子的支持而不是他们的“尊严”。她认为有秩序的环境和适当的材料将促进儿童的发展。因此，教师应该在没有任何直接指导的情况下，准备动机，激励儿童的发展。
美国早教论文代写:发展智力
Other theorists, John Dewey and Maria Montessori, have also played a significant role in child-centred learning theory development. Despite the similarities in their belief that some guidance is important for children to help them develop their intelligence, they both have different perspectives about the role of children’s freedom in education and the teacher’s role in the classroom. Dewey believes that democratic schooling is based on child-centeredness where learning means experiencing. Being a progressivist, he believes in the development of the ability in children to function well in the larger democratic society and attain personal fulfilment. Dewey emphasises that the construction of children’s freedom of intelligence via observation is more important than their freedom of will. Therefore, he summons up the teachers to act as a representative of the children’s interests as a whole. They should create self-control in children, which will assist the teacher to understand the aim of education.Montessori, by contrast, sees teachers’ authority in the support they give to the children rather than in their “dignity”. She believes that orderly environment and appropriate materials will promote children’s development. Teachers, therefore, should prepare motives and inspire children to develop without any direct instruction.
