Child-Centred Teaching for Children’s Literature: The Case of “Miss Rumphius”
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In an increasingly challenging, complicated and changing world, the moral, citizenship, spiritual and socio-emotional development of children and youngsters has attracted unprecedented global attention not only because it affects the well-being of individuals as future citizens and exerts a profound impact on an individual’s whole-person development and late adulthood but it also has a significant influence on societal (re-)construction and nation-building. Education aims to cultivate morally grounded individuals who lead lives of value, meaning, and spiritual depth. Early childhood is a critical stage of life development, and effective educational practices can enhance young children’s self-awareness and help them realize their full potential. In preschools, the practice of children’s literature teaching serves as a vital educational approach that combines language development, emotional growth, cultural appreciation, and the nurturing of creativity. Ultimately, the aim is to help young children recognize and fulfill their innate potential, and the well-being of individuals as future citizens. This article primarily analyzes child-centred teaching for children’s literature, and using the “Miss Rumphius” as a case. It aims to provide practical guidance for teachers’ teaching in children’s literature, thereby enhancing the quality of early childhood education.
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