Seen and Heard – Why early years communication should be a two-way street
Naima Browne, quality improvement manager at the Pre-school Learning Alliance, explains what early years practitioners have to gain from from ensuring that children are properly listened to… The recently published Ofsted Early Years Inspection Handbook states that inspectors should consider how well practitioners, “Engage in dialogue with children; watch, listen and respond to children […] […]
- by Naima Browne
Naima Browne, quality improvement manager at the Pre-school Learning Alliance, explains what early years practitioners have to gain from from ensuring that children are properly listened to…
The recently published Ofsted Early Years Inspection Handbook states that inspectors should consider how well practitioners, “Engage in dialogue with children; watch, listen and respond to children […] and encourage children to express their thoughts…” (p16)
This recognition of why it’s important to communicate with, and listen to, children is part of an approach that has gained traction in recent years – one that places increasing emphasis on supporting young children’s sense of belonging, agency and active participation in shaping the decisions which affect their day-to-day lives.
Facilitating participation This approach is underpinned by current views of children’s competence, and the ways in which practitioners can support babies’ and children’s well-being. Studies have extended what many parents have felt instinctively – that babies and young children are dynamic and increasingly skilled communicators who have a powerful drive to connect with other people from birth.
This view of children impacts on ideas around supporting children’s well-being, which include not only ensuring that children feel cared for and respected, but also facilitating their participation.
This emphasis on participation is linked with helping children feel a sense of some control over their lives (their ‘agency’). Viewing children as active participants in society with rights is in line with the United Nations Convention on the Rights of the Child (UNCRC) [PDF], which the UK signed in 1990. The UNCRC makes it clear that all children from birth to the age of 18 have a right to feel they belong (article 7), and to have their views listened to and taken seriously (article 12).
A listening approach Adopting a ‘listening approach’ in your setting will play a key role in facilitating young children’s participation, and support their growing independence, sense of agency and sense of belonging.
A ‘listening to children approach’ will involve the following:
• Recognising that children are capable of having views • Respecting children’s views • Recognising that, with support, children are able to communicate these views • Ensuring that you have understood the intended meaning of what children tell you • Being willing to listen to and learn from children • Seriously considering the child’s viewpoint • Being willing to think about your own views, opinions and attitudes • Responding to children (eg. discussing their ideas further, explaining how decisions are made, making changes because of what children have told you)
Babies and young children communicate in a wide variety of ways, which are likely to include some or all of the following:
Body language Different facial expressions, hugs, turning away/hiding face, folding arms, tensing body, waving and so forth
Non-verbal language Crying, laughing, groaning, squealing, moaning, humming
Verbal language i.e. words
Communication schemes Such as the Picture Exchange Communication System
Drawings Paintings, models, music, play preferences
Strategies for listening to children Listening to children involves tuning in to the various ways in which babies and young children communicate, both non- verbally and verbally. The Mosaic Approach emphasises the importance of observation by adults as a key listening strategy.
Other strategies for listening to children within your setting could include:
• Encouraging children to take photos of things that are important or significant to them • Being a sensitive play partner during role play activities • Where relevant, asking a child to take you on a tour of the setting and tell you about it • Observing a child’s play choices and current interests • Creating a ‘feelings tree’, where children can add or remove ‘leaves’ (photos, drawings, messages, etc.) that express their current feelings, and talking to children about their leaves • Using puppets or soft toys for children to talk to or talk ‘through’ • Observing babies’ responses to particular situations/people/toys/foods/times of day and so forth • Using simple musical instruments to express feelings • Listening to what children say about their paintings/drawings/models • Providing children with small world toys that they can use to explore different experiences and ideas • Using listening postcards or ‘talking points’ so that children can record what they want to say • Providing opportunities for children to express themselves through dance
For more information, visit www.pre-school.org.uk or follow @Pre_schoolLA
