本文旨在結合兩大幼兒教育法，（一）以幼兒為中心（二）建基於後現代主義。 並探索如何將這兩大教育法的中心思想轉化為實務教學，在注重幼兒個別需求及興趣的同時，亦可充分發揮課程影響力以促進社會和諧。換言之， 其目的在於兼顧個體與社會兩方面的發展。作者透過結合兩大理論、引用相關美國實務例證、以及應用後現代主義的知識再造的研究精神為本文之架構， 提出一個可以成功結合此兩大教育法。 透過教師與孩童啟發式的對話，以培養出對自我負責的情操、對弱勢少數社群的尊重、 及認知互惠合作精神的重要性。

This paper attempts to interconnect the notions of child-centeredness and postmodernism though transforming the complex and diverse notions pertaining to these two paradigms evolving in Early Childhood Education across time. Drawing upon child-centeredness’ tenets of attaining to each child’s needs and interests, and the postmodern provocation of extending possibilities to advance social movement (Bower, 2001; Slattery, 2006), a new space will be made in order to intertwine both notions in a practically sustainable way. Two dimensions of postmodernism –transformative and aesthetic inquiry– are adopted as a terminology to interweave and transform child-centeredness and postmodernity one another. Here“transformative” and “aesthetic” are utilized in broad ways
as an ongoing process of constructing and redefining individual, environment,and society (Eisner, 2002; Grieshaber & Ryan, 2005). The new
incorporated spaces are created through socially aesthetic pedagogical
experiences, embracing with reflective process, shifting between “being
and becoming,” and exploring “self and others” in classroom conversations.
It further addresses that constructing connection, negotiation, and
imagination are key to enacting both child-centeredness and postmodernity in classroom practices.