The intrinsic and undeniable value of a child centred approach Genevieve Mackenzie, Head of Early Years at Hampton Court House, on the benefits of a bespoke curriculum “What is essential is that children learn independently, not in bunches; that they learn out of interest and curiosity, not to please appease the adults in power; and that they ought to be in control of their own learning, deciding for themselves what they want to learn and how they want to learn it” John Holt Early years pedagogy has always valued the unique and individual child. The Montessori Method asks teachers to “follow the child” (Maria Montessori). The Early Years Foundation Stage describes the “unique child” (EYFS, 2021). While the Reggio Emilia approach puts children in control of their own education. When we think about early years education from this perspective, it is simple to
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acknowledge that an individualised approach should be used. But what does it mean to be truly child centred in your approach to early years education? So much of what teachers do today are driven and determined by assessments. Where their focus is on pushing children to conform, gaining the knowledge they need to meet certain criteria and planning lessons and activities to ensure they do. Whilst I understand and endorse necessary assessments that are required to protect children from falling behind and ensure they are making progress, assessment should be used to create each child’s curriculum. I truly believe that providing a bespoke and truly child centred approach has the biggest impact and ensures children make the best progress. Creating a bespoke curriculum for each individual
