Early childhood education through a child-centered approach: Theoretical foundations and key issues

Tran Thi Thai Ha; Vu Thi Thuy Lien; Tran Thi Hang

doi:10.21744/mami.v6n2.40

Authors

Tran Thi Thai Ha
thaihactv.omg@gmail.com
Huynh Cung Kindergarten, Tam Hiep Commune, Thanh Tri District, Hanoi, Vietnam
Vu Thi Thuy Lien Yen Nguu Kindergarten, Tam Hiep Commune, Thanh Tri District, Hanoi, Vietnam
Tran Thi Hang Chu Voi Con Kindergarten, 343 Doi Can Street, Lieu Giai Ward, Ba Dinh District, Hanoi, Vietnam

Keywords:

Child-Centered Education, Early Childhood Development, Learning Environment, Teacher Professional Development, Educational Policy

Abstract

This paper explores the foundations and key issues of early childhood education through a child-centered lens. It reviews major educational theories from Vygotsky, Piaget, and the Reggio Emilia approach to highlight how children actively construct knowledge in socially and emotionally rich environments. The study emphasizes the roles of the environment, teachers, and play-based learning in fostering autonomy, creativity, and holistic development. Despite the benefits, the paper identifies challenges such as limited teacher training, inadequate resources, rigid curricula, and inconsistent policy support. In response, it proposes theoretical and policy-driven solutions, advocating for flexible frameworks, sustained professional development, and investment in inclusive learning environments to bridge the gap between theory and practice.

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