Child-centered learning requires a child's achievement to deliver a wealth of experience in the rise itself, because school work is essentially to deliver a child into adult process, independence of thinking. So as to competitive (competitive). Hard to achieve the mission of these schools

without any individualization of learning experiences in such settings into the lesson plan, or curriculum. Schools can not apply the learning achievement of its mass. Because all children must be viewed from the perspective of their respective peculiarities, which lead to the development of individual potential.

Individualization of the learning experience here with an approach gives the child the freedom to pick and choose tools and forms of the game in play activities. Different initiatives among children is seen as a good diversity is influenced by nature, and culture environment each, which of course in this case must be understood as an intrinsic property. The presence of this diversity also reflects that the school reflects the miniature people, who awoke from the various  of individuals and groups in society Individualization of learning experiences, to entrust to each child as an active learner, these efforts give hope that the children have the flexibility in choosing and planning. In keeping with the educational goals one of which is reflected in the development of individual potential of each. Through the individualization of learning experiences will more likely achieve that goal. And more on creating it allows generation of learners who have the independence to think and identity more clearly. Unlike the conventional model of instructional, learning tends to uniformity of individual diversity, that finally the potential of each child is not detectable when faced with a learning atmosphere that is not mass.

Pamela, et al (2000) argues, that the process of individualization is achieved by respecting each child's stage of development and plan an appropriate range of activities to ensure the successful experiences of each child. Setting individual learning more here then signaled for more possible to meet the needs of every individual in the development stage. Children as learners in view of the diversity of each. In keeping with this view, Fischer, John (Brewer, Jo An, 2007) every child should be seen parallel to the service, not all be equal, but to be different for the stated number of positions to the uniqueness of each potential. Observing the individualization of learning experiences which focus more on each child, does not mean presenting a concern at a lack of social development in the domain. Individualization of social interaction in the learning process, much more was built by the children themselves, such as exchanging toys children (social contract), or make plans with friends while playing. Rest of social development indicators are present and awake here depart from the individual child.