2.3. Explain the importance of a person-centred and inclusive approach and give examples of how this is implemented in own work

This guide will help you answer 2.3. Explain the importance of a person-centred and inclusive approach and give examples of how this is implemented in own work.

A person-centred and inclusive approach is essential when working with children and young people. It ensures they are treated as individuals with unique abilities, needs, and preferences. This approach values their voices, choices, and experiences and helps create an environment where everyone feels respected and supported. The aim is to promote holistic development and meet their emotional, physical, and social needs.

A person-centred approach involves putting the individual at the heart of decision-making. It ensures that plans and activities support their personal goals and preferences. Inclusion means ensuring that no one feels excluded due to differences such as disability, culture, religion, gender, or socioeconomic background.

These approaches uphold children’s rights under laws like the Children Act 1989, the Equality Act 2010, and Articles in the United Nations Convention on the Rights of the Child (UNCRC). These laws focus on respecting their rights to participation, protection, and provision.

Benefits of a Person-Centred and Inclusive Approach

This approach has multiple positive impacts:

• Building self-esteem – Children who feel valued and heard develop confidence.
• Fostering belonging – Inclusion ensures everyone feels welcomed.
• Encouraging independence – Empowering children to make choices aids in their growth.
• Promoting equality – It ensures fairness and reduces bias or discrimination.
• Supporting development – Tailored support meets individual learning needs and goals.

Without such an approach, children may feel ignored, misunderstood, or stifled, impacting their development and wellbeing.

Examples of Implementing a Person-Centred Approach

A person-centred approach requires getting to know each child as an individual. Relationships, communication, and reflecting on practices are key. Here are examples of how you can apply this in day-to-day work:

Creating Individual Development Plans (IDPs)

IDPs are tailored to meet the child’s specific needs and interests. For example, if a child has communication challenges, their plan may include speech therapy sessions or using pictorial communication tools like PECS (Picture Exchange Communication System).

Encouraging Participation in Decision-Making

Engaging children in decisions about their own care or education is central to the person-centred approach. For example, involving older children in planning daily activities or allowing younger children to choose toys or books. This builds independence and self-worth.

Building Strong Relationships

Taking time to learn about the child’s likes, dislikes, and interests shows care and builds a bond. For instance, if a child loves art, providing access to paints and craft supplies can make them feel valued.

Adjusting Teaching Methods

Tailoring lessons to individual learning styles supports inclusivity. For example, kinaesthetic learners thrive with hands-on activities, while visual learners prefer diagrams and charts. Adapt your teaching methods to meet these differences.

Providing Emotional Support

Recognising when a child is upset or struggling and offering emotional guidance is crucial. For example, a child experiencing loss may benefit from one-to-one sessions focusing on their feelings and offering a listening ear.

Examples of Implementing an Inclusive Approach

Inclusivity involves creating an environment where everyone can participate, regardless of their background or abilities. Below are examples of how this can be implemented:

Adapting Activities for All Abilities

For example, during group play, a child with mobility issues might use sensory toys positioned within their reach to ensure they can join in equally.

Celebrating Diversity

Incorporate festivals and customs from different cultures to help children appreciate diversity. For instance, celebrate Diwali by creating rangoli art or Chinese New Year with a dragon dance.

Providing Accessible Resources

Ensure materials like books, toys, and games are accessible. For example, educational tools should include large-print texts for children with visual impairments or toys that represent a wide range of ethnicities and abilities.

Creating Inclusive Policies for Behaviour

Clear and consistent behaviour policies applied fairly to all promote equality. Address differences in behaviour constructively, using strategies like visual timetables or break-out zones, which can benefit children with autism or ADHD.

Collaborative Working with Families

Engage with families to understand and respect the child’s cultural or religious background. For example, providing space and support for Muslim children who may need to pray during the day.

Legislation and Frameworks Supporting These Approaches

Both approaches align with UK legislation and guidelines, ensuring good practice:

• The Children Act 1989/2004 – Promotes the welfare of all children, focusing on their needs and voices.
• The Equality Act 2010 – Prohibits discrimination based on characteristics such as disability, gender, race, or religion.
• UNCRC Articles – Article 12 gives children the right to voice their opinions in matters affecting them.
• Special Educational Needs and Disability (SEND) Code of Practice 2015 – Promotes inclusion and person-centred planning for children with SEND.
• Early Years Foundation Stage (EYFS) Framework – Supports individualised learning and inclusive practices.

Practical Steps for Embedding the Approach in Work

Here are some suggestions for implementing these approaches effectively in your work:

• Regular Observations – Observe children during free play or structured activities to learn about their interests, abilities, and what makes them happy or anxious.
• Meetings with Parents or Carers – Engage families to understand the child’s background, routines, and any additional needs.
• Professional Development – Attend training on diversity, SEND, or communication techniques like Makaton.
• Use of Visual Aids – Make learning accessible by using flashcards, symbols, or photos for children with limited speech.
• Promoting Peer Understanding – Teach children to respect differences by discussing kindness and inclusion through storytelling or role-play.
• Flexible Planning – Adapt routines or activities based on individual needs, such as offering sensory breaks for children prone to overstimulation.

Challenges When Implementing These Approaches

While person-centred and inclusive practices are key, they can be challenging to implement:

• Time constraints – Developing individual plans for each child requires extra time.
• Limited resources – Inclusive practices may need additional tools or equipment.
• Balancing group needs with an individual’s – Ensuring no one feels left out while addressing specific needs can be tricky.
• Bias or lack of awareness – Overcoming unconscious bias requires ongoing education and reflection.

Despite these challenges, addressing them ensures better outcomes for children and young people.

Conclusion

A person-centred and inclusive approach ensures children and young people feel respected, valued, and supported in their development. It is about recognising their unique qualities and ensuring equity in participation. By understanding their needs, listening to their voices, and adapting practices, practitioners can foster both individuality and belonging in their work settings. These approaches not only improve children’s confidence but also help them thrive socially, emotionally, and academically.