The Importance of Child-Centred Approach in Early Learning
THE IMAGE OF THE CHILD
The term “Image of the Child” is often
used, and a high level of value is placed on
taking account the interest of the child.
But what does this mean in practice?
“Each child is unique and a competent and active learner whose
potential needs to be encouraged and supported. Each child is a
curious, capable and intelligent individual. The child is a co-
creator of knowledge who needs and wants interaction with
other children and adults. As citizens of Europe children have
their own rights which include early education and care.”
The European Commission ECEC Description
Early Learning & Child Care
Needs to:
•
Be child-centred, acknowledge children’s views and actively involve
children in meaningful ways in everyday decisions in the setting
•
Offer a nurturing and caring environment
•
Provide appropriate spaces to play and learn allowing children to
develop their potential
•
Be responsive to children’s changeable interests and demands
•
Active, experienced learners with a natural curiosity
•
Unique individuals
•
Interested in themselves and their immediate environment
•
At times upset, vulnerable, from a challenging home
environment or have specific learning needs
Children are:
•
A happy environment where children and adults are actively
engaged with frequent smiles and laughter
•
An environment rich in opportunities to acquire language and
encourage communication, inquiry learning and be involved in
exciting experiences.
•
Positive adult to child interaction including providing
appropriate physical affection and comfort to children when
they are upset.
Children need:
Peter Moss describes children as ‘rich’ – not materially, but ‘rich’
in potential. That children are strong, powerful, competent and
most of all connected to adults and other children.
The ‘rich’ child is an active learner, seeking the meaning of the
world from birth, a co-creator of knowledge, identity, culture and
values, a citizen, the subject of rights not needs: and born with a
‘hundred languages’
The destination of learning is open and uncertain, with a strong
element of surprise and wonder.
THE IMAGE OF THE CHILD
Now think of your setting and
write down your thoughts…
THE IMAGE OF THE CHILD
NEXT STEPS
In practical terms, valuing the image of the child involves recognizing each child as a unique, competent learner with the potential to be actively engaged in their learning journey. This child-centred approach emphasizes creating nurturing environments that support children's curiosity, capabilities, and diverse interests. By acknowledging children's perspectives, involving them in decision-making, and providing spaces for play and learning, early childhood educators can effectively promote children's development and well-being. Recognizing children as active, curious individuals with varied needs and interests is essential in creating positive learning environments that cater to each child's growth and learning journey.
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Presentation Transcript
The term Image of the Child is often used, and a high level of value is placed on taking account the interest of the child. But what does this mean in practice?
Each child is unique and a competent and active learner whose potential needs to be encouraged and supported. Each child is a curious, capable and intelligent individual. The child is a co- creator of knowledge who needs and wants interaction with other children and adults. As citizens of Europe children have their own rights which include early education and care. The European Commission ECEC Description
Early Learning & Child Care Needs to: Be child-centred, acknowledge children s views and actively involve children in meaningful ways in everyday decisions in the setting Offer a nurturing and caring environment Provide appropriate spaces to play and learn allowing children to develop their potential Be responsive to children s changeable interests and demands
Children are: Active, experienced learners with a natural curiosity Unique individuals Interested in themselves and their immediate environment At times upset, vulnerable, from a challenging home environment or have specific learning needs
Children need: A happy environment where children and adults are actively engaged with frequent smiles and laughter An environment rich in opportunities to acquire language and encourage communication, inquiry learning and be involved in exciting experiences. Positive adult to child interaction including providing appropriate physical affection and comfort to children when they are upset.
Peter Moss describes children as rich not materially, but rich in potential. That children are strong, powerful, competent and most of all connected to adults and other children. The rich child is an active learner, seeking the meaning of the world from birth, a co-creator of knowledge, identity, culture and values, a citizen, the subject of rights not needs: and born with a hundred languages The destination of learning is open and uncertain, with a strong element of surprise and wonder.
THE IMAGE OF THE CHILD Now think of your setting and write down your thoughts
THE IMAGE OF THE CHILD NEXT STEPS
