Child-Centred Teaching: Helping Each Child to Reach Their Full Potential

Nicholas, Maria; Rouse, Elizabeth; Paatsch, Louise

doi:10.3390/educsci11060280

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…Current educational practice supports the view that learning is best supported by a child-centred approach (e.g. Nicholas et al, 2021). More specifically, educational practitioners believe MSE use should be centred on the autistic child's needs, capabilities and preferences (Unwin et al, 2021a).…”

Section: Implications For Practice and Future Researchmentioning

confidence: 91%

Patterns of equipment use for autistic children in multi-sensory environments: Time spent with sensory equipment varies by sensory profile and intellectual ability

Unwin

Powell

Price

et al. 2023

Autism

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Multi-sensory environments are widely used with autistic children. However, there are no data on how autistic children choose to spend time in the room and how this relates to their sensory, behavioural and intellectual profiles. We observed the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during 5 min of free play. At a group level, the bubble tube and touch, sound and light board were both highly popular, with the fibre optics and tactile board receiving less attention. Sensory seeking behaviours were more commonly observed in the multi-sensory environment than sensory-defensive behaviours. We found that observed sensory seeking behaviours, along with parent-reported sensory behaviours and non-verbal intelligence quotient, were associated with specific patterns of multi-sensory environment equipment use, but broader autistic behaviours were not. These data suggest that the multi-sensory environment equipment preferences of autistic children are related to individual differences in sensory behaviour and non-verbal intelligence quotient. This information has the potential to inform the development of best-practice multi-sensory environment guidelines that focus on individual needs. Lay abstract Multi-sensory environments, often called sensory rooms, are widely used with autistic children. However, we know very little about how autistic children choose to spend their time in multi-sensory environments. We also do not know how their equipment preferences relate to their individual characteristics such as their sensory differences, level of ability or general autistic behaviours. We measured the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during 5 min of free play. The bubble tube and touch, sound and light board were both highly popular, with the fibre optics and tactile board receiving less attention. The children displayed significantly more sensory seeking behaviours in the multi-sensory environment than sensory-defensive behaviours. These sensory seeking behaviours, as well as the sensory behaviours that their parents reported they showed in daily life, were associated with specific patterns of multi-sensory environment equipment use. Non-verbal ability was also associated with multi-sensory environment equipment use, but broader autistic behaviours were not. Our findings show that the multi-sensory environment equipment preferences of autistic children are related to individual differences in sensory behaviours and non-verbal ability. This information could be useful for teachers and other practitioners who want to know how best to use multi-sensory environments with autistic children.

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Section: Implications For Practice and Future Researchmentioning

confidence: 91%

Patterns of equipment use for autistic children in multi-sensory environments: Time spent with sensory equipment varies by sensory profile and intellectual ability

Unwin

Powell

Price

et al. 2023

Autism

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“…The authors of the article Nicholas et al (2021). discuss childcentered learning and how to help children develop their creative potential.…”

Section: Pedagogy Of Partnership As One Of the Main Aspects Of The Ed...mentioning

confidence: 99%

The Main Aspects of New Ukrainian School: Child-Centeredness, Competence Approach, Pedagogy of Partnership

Filatova,

Zhvava,

Kharchuk

et al. 2023

RREM

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The main aspects of New Ukrainian School are considered in the article. The relevance of the article is that the educational reform launched in Ukraine in 2017 is based on a model of 9 key components, among which the prominent pedagogy is partnership, which is based on the cooperation of students, teachers and parents; the content of education is realized through the competence approach; in the educational process the main reference point is the needs of the child, ie the so-called child-centeredness. The purpose of the article: to consider in detail the implementation of key components of the New Ukrainian School Concept in domestic and foreign educational institutions: to clarify the principles of implementation of child centeredness, to reveal the essential features of the competence approach to learning, to compare the implementation of partnership pedagogy in international and Ukrainian education. Methods of work: complex (analysis of the scientific literature and synthesis). Novelty: the activity-based approach to learning is the key to the formation of key competencies of lifelong learning. Results: According to research on this issue, the main goal of each reform is to improve the quality of education. Both the competence approach, and pedagogy of partnership, and child-centeredness interact closely with each other, complement each aspect. Thus, these factors are aimed at the diverse development of the child's personality, the formation of key and subject competencies that will be necessary for life skills and will be the basis for choosing a future profession and the key to success in life. Conclusion: these factors of the New Ukrainian School Concept proclaim the preservation of the value of childhood, personal approach to the child, the development of students' abilities, creating an educational environment that provides psychological and physiological comfort.

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A child-centred intercultural approach to the socio-educational inclusion of migrant and refugee children

Bajo Marcos,

Fabretti,

Ordóñez-Carabaño

et al. 2024

Open Res Europe

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The increasing trend of child migration, whether forced or voluntary, poses a challenge to policies aimed at ensuring social cohesion and protecting children's rights. Inclusive educational environments play a crucial role in the integration of migrant and refugee children by promoting intercultural dialogue and participation. This study aims to explore the potential of a child-centred approach to the socio-educational inclusion of migrant and refugee children in Europe, proposing a framework of inclusive interculturalism to address the specific challenges these children face in educational settings. A narrative review was conducted, examining a wide range of peer-reviewed sources to synthesise current knowledge on child-centred education and its applicability to migrant and refugee children. The review identifies key challenges in adopting a child-centred approach, including socio-cultural, linguistic and psychological barriers that hinder migrant and refugee children's full participation in education. It highlights the importance of promoting agency, cultural competence and emotional well-being through inclusive and intercultural educational practices. Implementing a child-centred, inclusive intercultural approach can promote social cohesion and reduce inequalities by ensuring that all children, regardless of their background, have access to quality education and opportunities for personal development. However, more empirical research is needed to translate these theoretical frameworks into practical interventions.

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Child-Centred Teaching: Helping Each Child to Reach Their Full Potential

Cited by 3 publications

References 13 publications

Patterns of equipment use for autistic children in multi-sensory environments: Time spent with sensory equipment varies by sensory profile and intellectual ability

Patterns of equipment use for autistic children in multi-sensory environments: Time spent with sensory equipment varies by sensory profile and intellectual ability

The Main Aspects of New Ukrainian School: Child-Centeredness, Competence Approach, Pedagogy of Partnership

A child-centred intercultural approach to the socio-educational inclusion of migrant and refugee children

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