IndexIntroductionChild-Centered Ideology: Focus on the StudentNavigating Teaching Experiences and Ideological BeliefsConclusionWorks CitedIntroductionCurriculum ideologies influence individual classrooms, schools, districts, and have historically shaped our views nation on the purpose of education. However, it is essential to subject these ideologies to ideological criticism to gain a comprehensive understanding. While there are some positive aspects to each ideology, my current curriculum ideology is child-centered. The core components of the child-centered ideology are evident in the name, that teaching and learning are child- or student-centered. According to Dewey, I believe that children learn best by doing, exploring their environment, and have 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 integrity of the child rather than a standardized assessment. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay The Child-Centered Ideology: Focus on the Student I attended public education during the height of the No Child Left Behind law. I was in third grade the first year that passing the state standardized test became critical to promotion to the next grade level. I can 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 align with the ideology of social efficiency. During this third grade year, I was excluded for reading lessons every day through my school's Gifted and Talented program. In this reading class, a child-centered ideology was clearly at the center of instructional practices. Students participated in project-based learning and creative activities where students were engaged in learning. The influence of this teacher, who fostered a much more enjoyable learning experience, helped shape my child-centered ideology since I was a child and is also why I knew from an early age that I would be a educator. This has remained my personal ideology through years of educational and teaching experience, although I am beginning to see the value of some components of the social efficiency ideology. Although my personal ideology is child-centered, this can be a difficult thing to implement when I work. in a public school that clearly follows an ideology more based on social efficiency. Teachers are required to teach state standards and evaluate students against those standards. Teachers are evaluated on their effectiveness through student data and mastery of these standards. While my personal teaching practices focus on project-based learning and creating an engaging, developmentally appropriate learning environment, the content I teach and what my students need to know by the end of the year nursery schools still follow a model of social efficiency. As I have gained experience teaching, I find myself trying to balance my personal child-centered ideology with these state requirements. Navigating Teaching Experiences and Ideological Beliefs This practice was extremely difficult in my first two teaching positions, teaching first grade and preschool.., 1997.