围绕着以儿童为中心的教育，存在着各种相互矛盾的理论、期望和意识形态。卢梭，一个以孩子为中心的教育学创始人举行现在争议和诋毁的信念，带领他们的本能倾向的女性性别动力学对母系氏族的责任状态。[ 1 ]扩大在此基础上与现代主义定义的“性别歧视”的体验式学习理论，建立通过本能和传播教育，可能因此成为自主学习的重要激活课堂。明显的错误时考虑女性主义原则，这种期望的认知发展经历了什么将成为从传统主义教育逐步摆脱骨骼框架奠定坚实的基础。无论是理论上的失误，孩子的原则为中心的主动学习，现在连接到现代教育结构，是建立在自主的需要和孩子的学习与研究的基础结构。考虑到认知发展的本质，经验参与对于维持价值系统和适当调整刺激反应是至关重要的。利用卢梭的论点对于本能学习的本质，这是一个框架，围绕这一思想，后来的理论家都认识到教育的重要性，营养激活，以确保这种做法是成功的学习模式，各种各样的解释，早期的心理和行为的研究围绕教育实践提供了一个更具体的思想，制定了支持和维持内在的发展和成长的学校。维果茨基，另一个激进的理论家的挑战，发展的过程是周期性的，从而引发的一个扩展的过程中体验学习的过程中，在一个心理之间的水平功能的社会认同，并最终intrapsychologically在主动认知自愿形成。[ 2 ]这一理论的显著的应用是在教育发展方面，更高的认知功能是通过社会互动的积极参与，因此，被纳入一个参与结构。作为以儿童为中心的教育的看法，孩子学习，进化和发展演变，通过社会互动除了心理刺激，周期性的教育实践纳入到日常生活的整合建立一个实质性的基础，真正的理解是能够蓬勃发展。
There are a variety of conflicting theories, expectations, and ideologies surrounding child-centred education. Rousseau, one founder of child-centred pedagogy held a now controversial and denigrating belief that female gender dynamics led their instinctual proclivities towards a state of matriarchal duty. Expanding on this base and modernist defined ‘sexist’ theory, the experiential learning founded through instinct and propagated through education, could therefore become an essential classroom activation of autonomic learning. Remarkably misguided when considering feminist principles, this expectation of cognitive development through experience was a substantial foundation for the skeletal framework of what would become a progressive escape from educational traditionalism. Regardless of theoretical missteps, the principles of child-centred active learning, now interfaced into the modern educational structure, were founded on the need for autonomy and child-based structure in lessons and study. Given the nature of cognitive development, experiential participation is essential to sustaining value systems and appropriately aligned stimulus responses. Exploiting the nature of Rousseau’s argument regarding instinctual learning, there is a framework which surrounds this ideology from which later theorists would recognize the importance of educational nourishment and activate modes of study from which to ensure that this practice was successful.The variety of interpretations of early psychological and behavioural research surrounding educational practices gave way to a more tangible school of thought which was formulated to support and sustain internal development and growth. Vygotsky, yet another radical theoretician challenged that developmental processes were cyclical, thereby initiated during an extended process of experiential learning, a function of social identity at an interpsychological level, and culminating intrapsychologically in a voluntary formation of active cognition. The remarkable application of this theory is that in terms of educational programme development, higher cognitive functions originate through active participation in social interactions, and should therefore, be incorporated in a participative structure. As child-centred education evolved from the perception that children learn, evolve, and develop through their social interactions in addition to psychological stimuli, the integration of cyclical educational practices into their daily routine builds a substantive foundation from which true understanding is able to flourish.