| Although the prevalence of constructivism requires teachers to acknowledge and respect children's active roles in constructing their own knowledge, researchers have rarely paid attention to teachers' beliefs about the nature, images, and abilities of children. This qualitative case study investigated three pre-k or kindergarten teachers' beliefs about children and their practice. By examining and comparing the teachers' instructional and managerial views embedded in their beliefs and practice regarding "good" children, this study delineated the teachers' view on children, which is an essential element in understanding their philosophical/pedagogical stances.;Three self-defined "child-centered" teachers in New Jersey private or public schools participated in this study. During 8 to 12 weeks of the data collection period, the teachers were involved in three in-depth individual interviews and four post-observation reflective conversations with the researcher. Each participant's classroom was observed about 12 to 13 times. As supplemental data, relevant school/classroom documents were also reviewed.;While the teachers commonly claim "child-centered" teaching, they show a surprisingly broad spectrum with regard to children's nature and ability. Only one of them appreciates and fosters children's ability to be self-fulfilled and autonomous, while another one highlights children's obedience. The third one seems to stand between the other two. Across the three, their own beliefs about children play a critical role in determining their instructional and managerial goals and practice. Their beliefs about "good" children clearly reflect their pedagogical stances. Moreover, their instructional and managerial strategies work reciprocally, reinforcing their own images of "good" children. Self-reflection and school context are highlighted as important factors in the process of beliefs-into-action.;Such findings suggest that early childhood teachers, administrators, teacher educators, and researchers need to be more conscious about the importance of individual teachers' assumptions, images, expectations, and goals regarding children. In addition, developing strategies for critical reflection, a continual effort to articulate visions within schools and teacher education programs, more attention to the relationship between instruction and classroom management, as well as specific school contexts would help to make better constructivist classrooms. |
