A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.

1. Child Centered Curriculum

2. Definition
Designed to develop the individual and
social qualities of a student rather than
provide a generalized information or
training by way of prescribed subject
matter —used of elementary or secondary
education or schools

3. Child Centered Curriculum
 Child-Centered Curriculum means children
take command of their own learning.
Teachers are there to provide support and
facilitate the child’s learning but children
determine the direction of their own
learning following their natural curiosities,
interests and passions.

4. Child Centered Curriculum
 Children co-create their
learning objectives and goals
together with teachers.
Because we capitalize on the
children’s interests and
empower them to take an
active role, we find children
are emotionally invested in
their own learning. When
children are emotionally
invested, they are willing to
explore in-depth and are able
to reach deeper levels of
understanding. For children,
child-centered curriculum just
feels like fun!

5. Scope
 High/Scope is an
“active learning”
educational approach
that seeks to meet a
child's needs on all
levels social,
cognitive, physical,
and emotional.

6. Scope
 With this approach children are mentally and
physically active using their whole bodies and all
their senses to explore and learn about their
world.

7. Scope
 It views play as children’s work – a time when
children are planning, testing, questioning, and
experimenting to construct their own knowledge
about people, objects, events, and ideas

8. Merits
 Help children become
independent,
responsible and
confident
 Give children and
adults opportunity to
invent and discover
together as they
explore materials and
ideas and experience
events

9. Merits
 Maintain children’s interest by allowing
them to do what is important to them
 Give children the opportunity to develop
skills in which to take care of their own
needs and solve problems
 Minimize adult-child conflicts
 Avoid Borden

10. Merits
 Help child develop executive skills (self
control)
 Help children gain knowledge and skills in
content areas such as creative
representation, language and literacy,
initiative and social relations, movement
and music, classification and serration,
number, space and time

11. Demerits
 The weaknesses of the
child-centered
curriculum are chiefly
in the possibilities for
“misinterpretation”
 Teachers sometimes
ill prepared to adapt
to changing concepts
of child development,

12. Demerits
 In this effort to free the
child, many critics charged
that the basic purposes in
the establishment of
schools were ignore
 Selection of activities is
difficult
 Focus is on activities rather
than subject
 School values are ignored

13. Role of Teacher

14. Role of Teacher
 Student-Centered Teaching and Learning focuses
on the needs, abilities, interests, and learning
styles of the students and has many implications
for the design of curriculum, course content, and
interactivity of courses.
 A prominent pedagogy will be teacher-as-coach,
to provoke students to learn rather than the more
traditional teaching which places the teacher at
its center in an active role and students in a
passive.

15. Role of Teacher
To capitalize on this, teaching and learning
should be personalized to the maximum
feasible extent.
 Decisions about the details of the course
of study, the use of students’ and
teachers’ time, and the choice of teaching
materials and specific pedagogies must be
unreservedly placed in the hands of the
staff.

16. Role of Teacher
 Teachers plan the types of questions and
prompts at multiple entry points
throughout a lesson, which build students’
understanding of, and engagement
toward, concepts and ideas and their
application to real-world scenarios.