Table of ContentsIntroductionChild-Centered Ideology: Focusing on the LearnerNavigating Teaching Experiences and Ideological BeliefsConclusionWorks CitedIntroductionIdeologies on Curriculum Influence Individual Classes, schools, districts and have historically shaped our nation's view on the goal of education. However, it is essential to subject these ideologies to ideological critique to arrive at a comprehensive understanding. Although every ideology has some positive aspects, my current curriculum ideology is child-centered. The fundamental elements of child-centered ideology are evident in the name: teaching and learning are centered on the child or learner. In agreement with Dewey, I believe that children learn best by doing, exploring their environment and having the opportunity to participate in developmentally appropriate learning projects. I believe it is my job as an educator to focus more on the development and whole child rather than standardized assessment. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”?Get the original essayChild-Centered Ideology: Focusing on the LearnerI was educated in public education at most strong of the No Child Left Behind law. I was in third grade the first year that passing the state standardized test became a requirement for promotion to the next grade level. I easily remember the stress that not only my teachers, but also the students were under. I clearly remember the practices and exercises to achieve mastery in preparation for high-stakes tests, which aligns with the ideology of social effectiveness. During that third grade year, I was invited to take reading lessons every day through my school's gifted and talented program. In this reading lesson, a child-centered ideology was clearly at the center of teaching practices. Students participated in project-based learning and creation activities where they were engaged in learning. The influence of this teacher who fostered a much more enjoyable learning experience helped shape my own child-centered ideology since I was a child and is also the reason I knew since I was a young child that I would be an educator. This has remained my personal ideology over the years of experiences in education and teaching, although I am beginning to see the value in some components of the ideology of social efficiency. Although my personal ideology is child-centered, this can be a difficult thing to implement when employed. in a public school that clearly follows a more socially effective ideology. Teachers are required to teach to state standards and assess students based on those standards. Teachers are evaluated on their effectiveness through student data and mastery of these standards. Although my personal teaching practices focus on project-based learning and creating an engaging and developmentally appropriate learning environment, the content I teach and what my students should know by the end of their kindergarten year still follows a social efficiency model. As I have gained teaching experience, I find myself trying to balance my personal child-centered ideology with these state requirements. Navigate teaching experiences and., 1997.