Stories

Child-centeredness is a philosophy that prioritizes the needs, perspectives, and experiences of children in various domains of professional practice. Several academic disciplines, including child psychology, social work, education, and neuroscience, have contributed to shaping and refining scholarship on child-centeredness. Though its exact definition varies by field, child-centeredness consistently focuses on respecting the agency, rights, and development of children, ensuring that interventions, programs, services, and policies best prioritize the child’s needs and interests. 

Child-Centeredness Across Fields of Study

Child Psychology

In child psychology, child-centeredness refers to therapeutic approaches that focus on the child’s emotions, experiences, and developmental needs. One of the most well-known examples is Child-Centered Play Therapy (CCPT), which applies Carl Rogers’ person-centered principles to children. Developed by Virginia Axline, CCPT allows children to express themselves freely through play within a secure relationship, facilitating emotional and psychological well-being (Koukourikos et al., 2021). This method assumes that children, given empathy and autonomy, can guide their own therapeutic process rather than being directed by an adult (Landereth, 2023).

Social Work

In the field of social work, child-centered practice ensures that children’s rights, voices, and well-being remain the primary focus in child and family services. This perspective treats children as individuals with their own needs rather than as secondary figures within the family system. According to Horwath and Tarr (2015), child-centered practice involves ensuring that professionals consistently maintain a focus on children’s needs throughout assessments and interventions, rather than merely considering them when issues arise. Child-centered social work is grounded in developmental psychology, emphasizing the necessity of stable, responsive caregiving to support a child’s well-being. The UN Convention on the Rights of the Child (1989) reinforces this perspective by affirming that children have the right to be heard in all matters affecting them, encouraging a shift toward recognizing children as active participants in their care.

Education

In education, child-centeredness—often referred to as student-centered learning—emphasizes tailoring teaching to children’s interests, abilities, and developmental stages rather than strictly adhering to a fixed curriculum. The philosophies of Maria Montessori and Jean Piaget highlight that education should align with children’s natural curiosity and growth patterns. This approach underpins modern pedagogical frameworks such as inquiry-based learning, project-based learning, and Developmentally Appropriate Practice (DAP) in early childhood education (Kumar Shah, 2019). By allowing children to guide their own learning experiences, educators foster deeper engagement and intrinsic motivation.

Neuroscience

While child-centeredness is not a formal term in neuroscience, research in developmental and educational neuroscience supports its principles. Studies on neuroplasticity demonstrate that children’s brains are highly malleable and shaped by active engagement and environmental interactions. Neuroscientific research highlights the role of intrinsic motivation in learning, showing that when children pursue activities out of curiosity, the brain’s reward pathways are strongly activated, leading to enhanced learning and memory retention (Di Domenico & Ryan, 2017). Neuroscientist Jaak Panksepp’s concept of the “seeking system” further supports this notion, indicating that self-initiated exploration optimizes cognitive and emotional development. Additionally, neuroscience research highlights the importance of leveraging developmentally critical periods for experiences that include hands-on learning and positive relationships, as a significant promoter of neural development.

The Importance of a Child-Centered Perspective

Across multiple fields of study, there consensus that prioritizing the child’s experiences, rights, and agency leads to the best outcomes in emotional, cognitive, and social development. By integrating insights from psychology, social work, education, and neuroscience, legal professionals can better utilize evidence-based strategies that holistically support children’s well-being and improve outcomes for children involved in complex custody disputes. The Child’s Voice Project engages child-centeredness as a key tenant of high-quality child representation, which includes: 

1. Empowerment and Agency: Recognizing children as active participants in their learning, therapy, and care fosters confidence and self-efficacy.
2. Developmentally Informed Practices: Understanding the developmental needs of children ensures that interventions and education align with their cognitive and emotional growth.
3. Promotion of Positive Long-Term Outcomes: Research shows that child-centered approaches contribute to better emotional regulation, academic success, and mental well-being throughout life, and serves to promote protective factors that buffer against stress.

Conclusion

Child-centeredness is a concept that continues to evolve through contributions from psychology, social work, education, and neuroscience. These disciplines collectively reinforce the principle that children thrive when their perspectives, needs, and rights are at the center of professional practice. Adopting a child-centered approach ensures that children receive the support necessary for optimal development and well-being, and a key strategy for improving family court outcomes.

References

Bastian, C., Dunk-West, P., & Wendt, S. (2021). Being child-centered-Factors that facilitate professional judgement and decision-making in child protection. Child & Family Social Work, 27, 91-99. 

D’Cruz, H., & Stagnitti, K. (2008). Reconstructing child welfare through participatory and child-centered professional practice: A conceptual approach. Child & Family Social Work, 13, 156-165. 

Di Domenico, S. I., & Ryan, R. M. (2017). The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research. Frontiers in Human Neuroscience, 11(145), 1-14. 

Katz, L., Lederman, C., Osofsky, J., & Maze, C. C. (2012). Child-centered practices for the courtroom and community: A guide to working effectively with young children and their families in the child welfare system. Paul H. Brooks Publishing. 

Kumar-Shah, R. (2019). Child-centered education: Criticisms. International Journal of Education, 8(1), 22-37. 

Lerkkanen, M., Kiuru, N., Pakarinen, E., Poikkeus, A., Rasku-Pottonen, H., Siekkinen, M., & Nurmi, J. (2016). Child-centered versus teacher-directed practices: Associations with the development of academic skills in the first grade at school. Early Childhood Research Quarterly, 36, 145-156. 

Lin, Y., & Bratton, S. C. (2013). A meta-analytic review of child-centered play therapy approaches. Journal of Counseling & Development, 93, 45-58. 

Olsen, R. K. (2024). The value of child participation in research: A qualitative child-centered approach to the early development of an empowerment inventory for children. Child & Youth Services, 2024, 1-23. 

Paris, C., & Lung, P. (2008). Agency and child-centered practices in novice teachers: Autonomy, Efficacy, Intentionality, and Reflectivity. Journal of Early Childhood Teacher Education, 29(3), 253-268. 

Rafeedie, J., Hudson, S. M., Deavenport-Saman, A., Rao, S., Rogers, K., & Roberts. S. (2019). Decision-making in foster care: A child-centered approach to reducing toxic stress in foster children. Children & Youth Services Review, 96, 10-16. 

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