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Plenary: Just Listen: tuning into children

Plenary: Just Listen: tuning into children. Dr Hannah Mortimer Educational Psychologist. Where we are going …. Let’s think about our visions and values when listening to young children. Communication is a two-way process – so how can we communicate effectively with even very young children?

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Plenary: Just Listen: tuning into children

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  1. Plenary: Just Listen:tuning into children Dr Hannah Mortimer Educational Psychologist

  2. Where we are going … • Let’s think about our visions and values when listening to young children. • Communication is a two-way process – so how can we communicate effectively with even very young children? • How can we use this to ensure that each and every child can participate and belong? • And how can we consult young children on choices and decisions that affect them?

  3. It’s good to be listened to! • Think of a time during the last week or so when you simply weren’t listened to. • Share this with your neighbour • What did it feel like? • What did it make you want to do? (2 mins)

  4. How we listen to young children • By letting the child lead • By tuning into their voices and behaviours • By observing their body language • Through our use of eye contact • By mirroring what they say and do

  5. Listening involves … • Observation – practical ways for tuning in • Offering choices – and acting on children’s preferences • Communicating effectively – how we listen and how we feed back • Ensuring participation – gathering evidence that every child has been listened to and that we have reflected on what they have to tell us.

  6. Why is it important? • UN Rights of the Child Article 12: Every child has a right to be heard in the development of policy and practice that affects them Backed up by Children’s Act 2004, Childcare Act 2006: 3 (5), Every Child Matters: Change for Children (2004) and the new policy initiatives for Early Years and Childcare.

  7. Why IS it important? • Listening as an approach to life – a culture … • Meet Molly! • Molly and the ‘ditch the dodie’ project

  8. Observing and listening to children • An active process of receiving, interpreting and responding to communication. It includes all the senses and emotions and is not limited to the spoken word. • An ongoing part of tuning in to all children as individuals in their everyday lives • ‘Listening’ is necessary stage in ensuring the participation of all children. • Sometimes part of a specific consultation about a particular environment, activity, event or opportunity

  9. Simple methods for observing and listening • Individual and small group talking time • Using cameras • Child conferencing • Observations – open ended and open minded • Using puppets/stories/small world play/role play • Using displays –self selected • Circle time and musical interaction • Watch, wait, wonder

  10. Tuning In • Get to know children as individuals • ‘All about Me’ • Welcome profiles • Child passports • Establishing likes/dislikes • Observations • ‘My treasure box’ • Children’s prospectuses

  11. Listening to Babies • How can you ‘listen’ to babies who cannot talk to you? • Listen to the story of ‘Ellie’s Day’ • Could this approach be adapted for you?

  12. Offering real choices • When finding resources • When deciding who to play with • When encouraging creativity • When ensuring physical access • When adapting the session to fit the interests and needs of the children • When including children with SEN

  13. Sharing the menu • Swings and roundabouts • Don’t expect direct answers! • The Mosaic Approach (Alison Clark): observations/child conferencing / cameras/tours/mapping/role play/parents’ and practitioners’ perspectives ….. Pieced together to create a living picture of what is important to the child

  14. What might you consult on? • Room layout • Activities • Area/resource usage in the setting • Outdoor play spaces • What I want to do next • Who I like to play/work with • Anything else?

  15. Friendship Matters Listening to children with PMLD: • Carefully managed meetings and greetings • Know when to stand back • Friends are children we play with • Encouraging turn-taking and reciprocal play

  16. Friendship Matters • Inclusive therapy sessions • Photo books - ‘Meet Harry’ • Persona dolls • Visual helpers and timetables • PSA as ‘child magnet’! • Time to be solitary – My Space, nurture corners

  17. Showing that we listen • Record when, where, who and the issue concerned • How did you listen? • What did you do as a result? • How did the children give feedback? • What did they think about it?

  18. The resource ‘Listening to Children in their Early Years’ By Dr Hannah Mortimer with SureStart Stockton-on-Tees Available from: www.qed.uk.com

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