2.4 Explain how to support children and young people according to their age, needs and abilities to make personal choices and experiences that have a positive impact on their lives

This guide will help you answer 2.4 Explain how to support children and young people according to their age, needs and abilities to make personal choices and experiences that have a positive impact on their lives.

Supporting children and young people to make their own decisions is an important part of promoting independence and self-confidence. This means giving them purposeful opportunities to choose and take part in experiences that help them grow, learn, and enjoy life.

Every child or young person is different, and their ability to make choices will be shaped by their age, needs, and abilities. A worker’s role is to offer appropriate choices, encourage decision making, and make sure experiences are safe and beneficial.

Building this into daily practice helps children and young people develop key life skills such as problem solving, self-awareness, and responsibility.

Linking Choice to Age, Needs, and Abilities

To support a child or young person in making personal choices, you need to think about:

• What is realistic for their stage of development
• Their physical or learning abilities
• Their emotional and social skills
• Their personal interests and preferences

A toddler will need very simple, visual choices like picking between two toys or snacks. A teenager can be supported to make more complex decisions such as planning a trip, choosing subjects at school, or joining social activities.

For children with additional learning needs, communication tools such as picture cards, sign language, or simplified language may be required so they can participate in decision-making in a meaningful way.

Encouraging Independence from an Early Age

Independence develops gradually. Small opportunities to choose in the early years lay strong foundations for making bigger decisions later.

Examples for younger children:

• Letting them choose what book to read at story time
• Picking between two outfits
• Selecting a fruit for a snack

These choices should be safe, limited to two or three options, and suited to their ability to understand. Offering too many choices at once can confuse or overwhelm them.

By supporting small, age-appropriate decisions, workers build a child’s confidence to have an opinion and make a choice that is right for them.

Balancing Freedom with Guidance

Offering choice does not mean allowing unsafe or inappropriate decisions. The worker must give options that are all positive and suitable. This ensures the child keeps ownership of the choice, while the adult sets safe boundaries.

For example:

• Instead of saying “What do you want to eat?” say “Would you like an apple or a banana?”
• Instead of “What do you want to do?” say “Shall we play outside or do painting?”

In both cases the adult controls the choices, but the child decides which one they want.

Supporting Personal Choice in the School Years

In primary school, children can handle more complex options. This may include choices about:

• Which club to join
• How to present a piece of homework
• Deciding on a role in a group activity

At this stage they can also be introduced to decision making that involves thinking about consequences. Workers can encourage them to ask questions like “What might happen next if I do this?” so they start to understand cause and effect.

For example, a child choosing to join a football club needs to consider if they can attend practice times and whether they enjoy team sports.

Supporting Teenagers and Young People

Older children and young people should be given the chance to make decisions that help prepare them for adulthood. This may involve choices about:

• Career options or work placements
• Balancing school, hobbies, and relaxation time
• Taking part in social activities
• Discussing and deciding on personal boundaries in friendships and relationships

Teenagers often want more control and can push against adult guidance. Workers need to respect their growing independence while keeping communication open. Encouraging them to think through the risks and benefits of a decision helps them develop a sense of responsibility for their own actions.

Adapting Support for Additional Needs

Children and young people with disabilities or learning needs have the same right to make choices and influence their experiences. They may need creative approaches to make this possible.

Ways to adapt support:

• Use visual timetables to show the day’s options
• Provide choices one step at a time
• Use assistive technology such as voice output devices
• Involve support workers, therapists, or family in planning choices

Breaking information into smaller parts can help avoid overload. Always check that the method of communication is accessible for that child or young person.

Creating an Environment that Supports Choice

The setting should promote independence and provide regular opportunities for decision making. This can be done by:

• Making resources accessible and easy to reach without asking for adult help
• Displaying information in ways children can understand
• Using routines that include small choice points throughout the day
• Encouraging peer discussions and shared decision making in group activities

Even the physical layout can make a difference. For example, clearly labelled storage areas and open shelves help children choose what they want to use.

The Role of Positive Experiences

Positive experiences help children and young people feel happy, supported, and included. They create memories, build skills, and strengthen resilience. Workers can support these experiences by:

• Involving children in planning days out or activities
• Introducing new opportunities for them to try
• Encouraging participation in sports, arts, music, or community events
• Supporting friendships and positive social connections

Linking choices to positive experiences helps children see the benefits of their decisions. For example, letting them choose which charity event to support could result in learning about teamwork, helping others, and feeling proud of their contribution.

Building Confidence to Make Choices

Confidence grows when children feel their voice matters. Even if an adult needs to adapt the choice, the act of being heard is important.

Practical ways to build confidence:

• Listen actively and without rushing them
• Respond positively to their ideas
• Avoid dismissing a choice unless it is unsafe
• Praise their thinking process, not just the outcome

Confidence to make decisions is a skill that will help them in education, work, and relationships in the future.

Supporting Reflection and Learning from Choice

After a choice is made, children can be encouraged to think about what went well and what they might do differently next time. This promotes problem-solving skills.

Reflection can be done informally in conversation or through creative methods such as drawing, role play, or keeping a diary.

Example: After choosing to take on a leadership role in a school project, a young person might reflect on how they handled responsibilities and what challenges they faced.

Respecting the Right to Choose

Respecting personal choice is part of promoting children’s rights. The United Nations Convention on the Rights of the Child states that children have a right to express their views and have them considered in decisions affecting them.

Workers must treat every child or young person’s view as important. This includes those who may communicate differently or need more time to express themselves.

Overcoming Barriers to Choice

Barriers might include:

• Limited resources or lack of suitable options
• Communication difficulties
• Low self-esteem or lack of confidence
• Rigid rules that prevent flexibility

To overcome these, workers can:

• Advocate for more options for the child or young person
• Use creative communication tools
• Provide encouragement and reassurance
• Work with the organisation to adapt rules where safe and possible

Recording and Monitoring Choices and Outcomes

Keeping a record of the choices a child makes and how they respond to them can guide support. It helps track development over time and identify patterns.

Records might include:

• Notes in a daily diary or log
• Photographs of activities chosen
• Feedback from the child or young person
• Reflections from staff and parents

Monitoring outcomes also helps to plan future opportunities that build on their interests and strengths.

Working in Partnership

Supporting choice works best when there is a shared approach between the worker, the child’s family, and other professionals. Regular communication ensures everyone understands the child’s needs and abilities.

Partnerships help to:

• Provide consistent messages
• Share ideas for promoting choice at home and in the setting
• Ensure safety and wellbeing are prioritised

For example, if a child is making decisions about trying new foods, parents and workers can agree on safe options and encourage them in both environments.

Final Thoughts

Giving children and young people the freedom to make personal decisions is about more than just offering options. It builds independence, confidence, self-esteem, and life skills. The approach must always be suited to their age, needs, and abilities so that the choices are meaningful and achievable.

A supportive worker listens, encourages, and sets safe boundaries so each choice leads to a positive and safe outcome. Over time, these opportunities help the child develop into an independent and capable individual, ready to make informed decisions throughout their life.