Definition of Child Centered Approach Pdf
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Definition of child centered approach pdf Continue It is important that children and young people's care workers know their background in order to provide them appropriately. A child's background can include a unique blend of the child's experience, history, culture, beliefs, preferences, family/carer relationships, informal networking and community. Getting to know children and young people's backgrounds allows you to understand their circumstances and consider what is best for them. The most important person in a child's life is the parent/carer. Parents/carers' wishes, traditions, culture and beliefs must be respected, even if they differ from our beliefs. A child's background can include a unique blend of the child's experience, history, culture, beliefs, preferences, family/carer relationships, informal networking and community. Experiences: Not all children have had much of an opportunity to learn through their experiences and it is important that child minders give children and young people these opportunities. However, some children have extensive experiences that need to be recognised in order to expand their learning. Language: Children's languages will vary depending on their cultural background. Some children can communicate using more than one language, while others find it difficult to manage using a language with confidence. The aim is to ensure understanding in order to communicate effectively. Culture and beliefs: Children come from a number of different cultural backgrounds and the nanny has a role to play in ensuring that they meet everyone's needs. Getting to know their culture allows their traditions to be celebrated because these are meaningful to them. Family/carer structure: How families/carers live can vary and this can affect children's and adolescents' lives. Family/carer structure may include: Nuclear family/carer - a family/carer group where only parents live with the children. Extended family/carer - where parents and other family/carers live together. A parent family/carer – where a parent/carer takes care of the children. Same-sex family/carer - where a same-sex couple takes care of the children. Adoptive family/carer - where children have been adopted or raised. Reorganized family/carers - where children can live with a biological parent and a stepparent, half-brothers and sisters. Common family/carer - where children live in municipalities with their parents. Nomadic family/carer - families/carers travelling from one place to another with their children. Choice: Not all children and young people like to have choices. It is important that children have opportunities to adopt this skill because it will increase their self-confidence which in turn contributes to their self-esteem. Mae'n hanfodol bod gweithiwr gofal plant a phobl ifanc yn gwybod beth yw eu cefndir er mwyn medru darparu yn briodol ar eu cyfer. Gall cefndir amrywio include the child's experiences, language, culture, beliefs, family structure and the choices children make. Getting to know children's and young people's backgrounds enables you to understand their circumstances and think about what is important to them. The most important person in a child's life is the parent/carer. The wishes, traditions, culture and beliefs of parents/carers must be respected, even if they differ from ours. Is there a need for a gap between different and i'n? Experiences: Not all children have had much opportunity to learn through their experiences and it is important that child minders give children and young people these opportunities. However, some children have extensive experience that needs to be recognised in order to broaden their learning. Language: Children's languages vary and depend on their cultural background. Some children can communicate with more than one language, while others have difficulty managing using a language with confidence. The purpose is to ensure intelligence in order to communicate effectively. Culture and beliefs: Children come from a number of different cultural backgrounds and the practitioner has a role in ensuring that they meet everyone's needs. By recognizing their culture their traditions can be celebrated because these are meaningful to them. Family structure: There is a variation in how families/carers live and this can affect children's and young people's lives. The family/carer structure may include; Family/nucleus carer - a family group where parents only live with the children. Extended family/carer – where parents and other family members/carers live together. Family/carer a parent/carer – where a parent/carer takes care of the children. Same sex family/carer - the children are cared for by a same sex couple. Adoptive family/carer – where children have been adopted or raised. Family/rearranged caregivers - where children can live with a parent/natural carer and stepparent/carer, half-siblings Family/community carers - where the children live in municipalities with their parents. Nomadic family/carer - families/carers travelling from place to place with their children. Choice: Not all children and young people like choices. It is important that children have opportunities to adopt this skill because it will increase their self-confidence which in turn contributes to their self-esteem. (Đ中nh ngh中a c中a barncentert t中 T中 đi中n & T中 đ中ng ngh中a Cambridge dành cho Ng中中i h中c Nâng cao © Cambridge University Press) Pedagogy Approaches Critical PedagogyAnti-oppressive Education Student-centred learningDiaological learning Key concepts EducationSocietyCulture Hidden curriculumLearning learning spaceLearning theories vte Critical pedagogy Major works Pedagogy of the oppressed Critical Pedagogy Primer Learning to Labour Theorists Paulo Freire Henry Giroux McLaren watch hooks Antonia Darder Joe Kincheloe Shirley Steinberg Paul Willis Ira Shor Pedagogy Anti-oppressive Education Anti-bias CurriculumA Multicultural Education Education Inequality Curriculum Studies Teaching for Social Justice Humanitarian Education Integration Investigation-based Learning Student-center learning Public sphere pedagogy Popular education Feminist composition Environmental science Queer pedagogy Critical literacy Critical reading Critical consciousness Critical theory of maker education Concepts Practices Hidden curriculum Awareness raising Related Reconstructive Critical theory Frankfurt School Political consciousness vte Student-centred learning , also known as student-centered education, includes largely methods of teaching that shift the focus of teaching from teacher to student. In original use, student-centered learning aims to develop the student's autonomy and autonomy [1] by placing responsibility for the learning path in the hands of students by passing on to them skills, and the basis for how to learn a particular subject and schematic is required to measure up to the specific performance requirement. [2] [3] [4] Student-centred teaching focuses on skills and practices that enable lifelong learning and independent problem solving. [5] Student-centered learning theory and practice is based on the constructivist learning theory that emphasizes the student's critical role in constructing meaning based on new information and previous experience. Student-centred learning puts students' interests first and recognises the students' voice as central to the learning experience. In a student-centred learning space, students choose what to learn, how to pace their learning[6], and how to assess their own learning. [4] This contrasts with traditional education, also known as teacher-centred learning, which finds the teacher as the primarily active role while students take a more passive, receptive role. In a teacher-centered classroom, teachers choose what students should learn, how students should learn, and how students should be judged on their learning. On the other hand, student-centred learning requires students to be active, responsible participants in their own learning and with their own pace of learning. [7] The use of the term student-centered learning can also simply refer to pedagogical ways of thinking or instructional methods that recognize individual differences in students. [8] In this sense, student-centered learning emphasizes each student's interests, abilities, and learning styles, placing the teacher as an intermediary of learning for individuals rather than for the class as a whole. Background theorists such as John Dewey, Jean Piaget and Lev Vygotsky, whose collective work focused on how students learn, have informed about the transition to student-centered learning. John Dewey was an advocate for progressive and he considered learning to be a social and experiential process. He believed that a classroom environment where students could learn to think critically and solve real problems was the best way to prepare students for the future [9]Carl Rogers' ideas about the formation of the individual also contributed to student-centered learning. Rogers wrote that the only learning that significantly affects behavior [and education] is self-discovery. [10] Maria Montessori was also a pioneer of student-centered learning, where preschoolers learn through independent self-directed interaction with previously presented activities. The self- determination theory focuses on the degree to which an individual's behavior is self-sustaining and self-determined. When students are given the opportunity to measure their learning, learning becomes an incentive. Student-centered learning involves inverting the traditional teacher-centered