‘Person centred’ is based on the individual child getting support on the activities that are set by the planning, which should be focused on the childs interests and ability to progress in the activity. Whereas, ‘Child-centred’ the planning is considered to be what’s the best for the child and how we engage and encourage the child to take part. When we do the planning it’s important that we do not treat a child differently from other children and they do not feel excluded, but try to adapt the activitiy so their areas of development can be supported.
For example, In my setting if I saw a child prentending to be on the phone, I would take that as an observation and created it to fit into many different developmental areas. For example, I would encourage the children to get a box and get them to pretend it’s a phone by decorating it in a colour of their choice and to ‘share’ the paint around, getting them to talk about the numbers encouraging them to count, asking them who they are calling, what they are going to say on the phone, to improve their communcation skills in accordance to their idp folders and their individual developemental needs.
3. Under the ‘United Nation Convention on the Rights’ children and young people have the right to make decision that affect them. On promoting children’s development this can be an opportunity for the individual child chosing their own activitiy, by providing stimulating and a wide variety of activities and toys. We can provide support to their development and praising their ability to learn and develop. In our setting involving children encourages the children to get out activities or toys they want to play with and talking to them about what toy/activity they are interested in and how they are going to play with it, i.e. getting the dolls out and wanting to wash the doll, giving them opportunities to do this.