Child centred approach
A) Reflect on the importance of a child centered approach in early years setting
A child-centred curriculum offers children the opportunity to make choices about what, how and who they want to play with. It enables children to progress and develop at their own pace. Good practice in an early setting will consider the child’s needs, likes and dislikes and adapt the planning of learning. It enhances the child’s growth and development and also makes them feel valued. It gives the child the right to freedom as well as learning alongside play. Practitioners need to make sure they put the child central as it encourages the child to progress. Practitioners need to make sure that they recognise the child’s voice and capture their ideas so they can achieve. To make sure that they are putting the child first, they shouldn’t use ideas from craft books or anything that may interest the practitioner, for example rabbits, not all children like rabbits so practitioners should put the child’s interest first. It is important that practitioners let the children be creative because it helps ‘children express and cope with their feelings’, (http://www.pbs.org/wholechild/parents/play.html, 23/11/12) for example if a child is angry then they will express their feelings through painting or drawing.
The child-centered approach is important so that the children have positive attitudes towards learning, for example, if a teacher didn’t listen to the child and never planned around their interests, then the child would have a negative attitude towards learning whereas if the teacher put them central, then the child will be more positive as they have been valued. Children concentrate better if they are interested in something and children that have been listened to gain high self-esteem. Observing children in the setting is important to understand the child’s progression and understanding, it also shows what their likes and dislikes are and the EYFS supports this- ‘observe children to find
A child-centred curriculum offers children the opportunity to make choices about what, how and who they want to play with. It enables children to progress and develop at their own pace. Good practice in an early setting will consider the child’s needs, likes and dislikes and adapt the planning of learning. It enhances the child’s growth and development and also makes them feel valued. It gives the child the right to freedom as well as learning alongside play. Practitioners need to make sure they put the child central as it encourages the child to progress. Practitioners need to make sure that they recognise the child’s voice and capture their ideas so they can achieve. To make sure that they are putting the child first, they shouldn’t use ideas from craft books or anything that may interest the practitioner, for example rabbits, not all children like rabbits so practitioners should put the child’s interest first. It is important that practitioners let the children be creative because it helps ‘children express and cope with their feelings’, (http://www.pbs.org/wholechild/parents/play.html, 23/11/12) for example if a child is angry then they will express their feelings through painting or drawing.
The child-centered approach is important so that the children have positive attitudes towards learning, for example, if a teacher didn’t listen to the child and never planned around their interests, then the child would have a negative attitude towards learning whereas if the teacher put them central, then the child will be more positive as they have been valued. Children concentrate better if they are interested in something and children that have been listened to gain high self-esteem. Observing children in the setting is important to understand the child’s progression and understanding, it also shows what their likes and dislikes are and the EYFS supports this- ‘observe children to find