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Listening as a way of life
1. Listening as a way of life -Marie McAuliffe
Why and how we listen to young children
Alison Clark
Why do we listen to children? priorities, interests and concerns Who benefits from listening?
I of the difference it can make to our
We listen to children because: understanding of how children feel Listening is important for the children
I it acknowledges their right to be about themselves who are being listened to but also for the
listened to and for their views and I listening is a vital part of adults who are listening, whether at
experiences to be taken seriously establishing respectful relationships home or outside the home, in an early
about matters that affect them with the children we work with and years setting, a school, at a local
I of the difference listening can make is central to the learning process. authority level or in national government.
to our understanding of children’s
Benefits to young children
Listening to children is an integral part of understanding what they are feeling
and what it is they need from their early years experience. ‘Listening’ in this Everyday experiences can change
document is defined as: If young children’s views and experiences
are taken seriously then adults may
I An active process of receiving, interpreting and responding to communication. decide to make changes to children’s
It includes all the senses and emotions and is not limited to the spoken word. daily routines. This may include, for
I A necessary stage in ensuring the participation of all children. example, enabling children to help
I An ongoing part of tuning in to all children as individuals in their everyday themselves to water through the day, or
lives. may result in changes to other routines,
I Sometimes part of a specific consultation about a particular entitlement, such as children gaining open access to
choice, event or opportunity. the outdoors.
Understanding listening in this way is key to providing an environment in which Raising self-esteem
all children feel confident, safe and powerful, ensuring they have the time and If young children feel their views are
space to express themselves in whatever form suits them. respected and valued by adults then
2. 2 Why and how we listen to young children
This impact of listening has been
recorded by practitioners who were
involved in the Effective Early Learning
(EEL) programme: ‘One of the most
rewarding aspects of our involvement
with the EEL project has been the
children’s responses to the interview
schedules. Their views on the way the
school is run, the teachers’ jobs and the
parents’ involvement have been
expressed very naturally and with great
insight. They also come up with some
surprises and made us think.’
(School Enquiry and Research
Newsletter (2000) quoted in Dupree,
Bertram and Pascal 2001, p.19)
Listening to children’s and adults’ experiences - a washing line fence featuring memorable clothes resulting
from a community arts project at Sure Start Blakenall. Acknowledgement: Karl Lewis, Bostin Arts
Reciprocal process
this can have a positive effect on their to process and understand what is Working in a more democratic way with
self-confidence. This can be of happening. ’It’s not so much a matter young children can relieve practitioners
particular benefit to those children of eliciting children’s preformed ideas and parents from the burden of needing
who find it hardest to communicate and opinions, it’s much more a to know all the answers. Listening to
their perspectives or who have had question of enabling them to explore young children may reveal different
limited experience of adults who listen the ways in which they perceive the possibilities for engaging children and
to them. world and communicate their ideas in a new interests to explore together.
way that is meaningful to them’.
Developing skills and understandings (Tolfree and Woodhead 1999, p.2) Child protection
Young children may also gain new skills There is the possibility that listening to
as their confidence builds. These can Benefits to practitioners and parents young children may lead to some
include social skills, such as being able children sharing serious concerns. This
to talk to children who they have only Challenges assumptions is more likely to be the case if listening
just met, and to adults. Listening Listening to young children can is embedded in everyday practice and if
activities may offer children the challenge assumptions and raise listening to children is not limited to
opportunity to gain additional practical expectations. Seeing and hearing adult-led agendas. Such circumstances
skills, for example, how to operate a children express their interests and may be rare but reflect the
camera. Listening to young children priorities can provide unexpected responsibilities that come from taking
can create the time and space in which insights into their capabilities. children seriously.
they can reflect on their early years Practitioners and parents may see
experience and in so doing, help them children in a new light.
Case study
Benefits of listening to children
Cathy was a shy child who had taken a long time to making her maps. These she was happy to show with
settle in the nursery. Her keyworker commented on great pride to her parents and keyworker.
how Cathy’s confidence had grown during the period
she was involved in the listening project. She had taken
great pleasure in taking her own photographs and (Case study from Clark and Moss 2001)
3. Why and how we listen to young children 3
Case study
Children’s day
Wistanstow Under Fives meets in a village hall with like to do? They were keen to have such a day and came
mock Tudor beams. This is a shared community space, up with the idea of painting the hall pink!
used by a variety of groups during the week. Despite the
restrictions of the space the emphasis is on listening to, Initially this might have seemed like an impossible
and acting upon, the children’s wishes, opinions and suggestion for this shared space. But the playgroup took
interests. the children’s idea seriously, worked with it and came up
with an imaginative solution. On Children’s Day there
One example arose over a child’s enquiry about was a party where the children could make special
Children’s Day. glasses and choose the colour of the lenses, so they
could make the hall pink…or whatever colour they liked.
The play leader had been talking about Mother’s Day
with a group of children when one child remarked: ‘We This case study illustrates an early years setting where
have Mother’s Day and Father’s Day so why don’t we listening to and involving young children is embedded in
have Children’s Day?’ practice (see Miller 1997). The practitioners have found
creative ways to place young children and their ideas
The play leader explained she didn’t know why in this ‘centre stage’ – despite the restrictions of the premises.
country we don’t so she asked the children if they would
like to have a Children’s Day and if so what they would (Case study from Clark, McQuail and Moss 2003)
Benefits to early years provision How can we listen? Respect
Effective listening requires respect for
Opportunity to reflect on practice How we listen to young children will whoever we are listening to. We need
The sharing of children’s perspectives can depend on why we are listening. We may to believe that children of all ages,
provide the chance for early years be wanting to: backgrounds and abilities are important
practitioners to reconsider the I tune in to children as part of their and unique and worth listening to. This
relationships they have established with everyday lives is connected to our view of children:
young children as well as to rethink I listen as part of a specific do we see the child we are working
routines and activities. This process of consultation about a particular with as a strong child, a skilful
reflection can be ‘contagious’ in a multi- entitlement, choice, event or communicator, a competent learner
agency environment, with changes to opportunity and a healthy child? This includes
one service’s practice leading to changes I find out about their thoughts and babies, and children who may be seen
in neighbouring services. feelings. as having communication or other
difficulties.
Opportunity to reflect on the Foundations for listening
environment Openness and collaboration
Young children can make insightful Whatever methods we use to help us to Listening requires us to be sensitive to a
comments about their indoor and listen, there are certain principles which variety of ways of expressing feelings.
outdoor spaces. This information can provide the foundations for listening. Children are individuals, with different
be used to inform changes to existing Being a skilful listener is not easy. It cultural and ethnic backgrounds, and
provision or to contribute to new requires practitioners to show respect, they may use a variety of ways to
designs and buildings. honesty and patience, be sensitive to communicate their perspectives which
timing, be imaginative and work require us to be open, receptive and
collaboratively. willing to learn. Similarly we need to
4. 4 Why and how we listen to young children
respond to the preferred ways which Imagination Children can respond to formal and
children choose to communicate their We must use all our senses, not just our informal opportunities for talking
views and experiences. This is hearing. This includes using our eyes, (Cousins 1999).
particularly important with disabled sense of touch, and smell, in order to
children. listen to how children are Still and moving film can open up new
communicating to us. We need ways of young children communicating
One way to achieve this may be to work imagination in order to design ways of their perspectives. Projects have used
closely with parents or other adults who listening which are enjoyable and varied single use cameras, ‘polaroids’, digital still
know the children well. Listening can be and which take into account children’s cameras and video cameras with children
a collaborative activity. different strengths and abilities. aged three years and above (Clark and
Imagination may often be required in Moss 2001; Lancaster and Broadbent
Honesty order to act upon young children’s ideas 2003). This builds on innovative work
Honesty is required to make listening and expressed interests. with older children, where photography
effective. We need to be clear about has proved to be a valuable medium for
why we are listening. If we are listening Ways of listening children to communicate their
to children’s views and experiences perspectives about their schools and
about a particular issue, we need to We can use a range of ways of listening neighbourhoods (for example, Smith and
explain this carefully to children in ways to young children, a selection of which Barker 1999; Morrow 2001). Walker
appropriate to their levels of are listed below. Different tools have (1993) has described this as the ‘silent
understanding. strengths and limitations. More than one voice of the camera’. Listening to children
approach can be used at the same time. takes place through the process of the
We need to be honest about how far we Choosing which to use will depend on children choosing and taking the images,
may be able to act upon children’s views our skills, those of the children we work as well as in discussing the final product.
and to explain how other people’s views with and their ages, and the time, space
may need to be taken into account. and resources available. Several tools use Performing arts and play can provide a
We need to be honest in feeding back the arts, whether visual arts or natural way for young children to
the outcome of a consultation so performing arts, as a means of listening. communicate with adults. Role play
children can see how their views have activities can include the use of toys and
been taken seriously and where and why Observation is an important starting puppets as ‘intermediaries’ in
it hasn’t been possible to act on their point for listening to young children. This consultations. The Daycare Trust (1998),
suggestions. builds on a strong tradition within early for example, used a teddy bear as a
years practice of using observation as a starting point for young children talking
Patience and timing tool for understanding young children’s about their nurseries.
Effective listening takes time. Patience is abilities, needs and interests (for example,
essential when working with very young Paley 1981 and 1997). Visual arts provide a variety of different
children, especially if they have ‘languages’ for young children to
communication difficulties. Interviews are among the most popular communicate their perspectives. This
method for gathering the views of older links to Malaguzzi’s idea of the ‘hundred
Listening requires us to be sensitive to children and adults. This formal talking languages of children’ (Edwards, Gandini
timing. The best times for listening will needs to be adapted to be appropriate for and Foreman 1998). Visual tools for
vary according to individual children’s young children. Group interviews can be listening can include painting and
emotions, feelings and routines. How we used, following a similar approach to drawing (Lancaster 2003; Coates 2003)
ourselves are feeling will also effect how ‘circle time’ (Miller 1997). Interviews can and model making and map making
well we are able to listen. be conducted ‘on the move’ (for example, (Hart 1997; Clark and Moss 2001).
Clark and Moss 2001). Child-to-child Listening to children while they are in
Children’s timing may be different from interviews offer a different approach the process of making is often as
our own. Children may choose to express where older children can act as important as talking about the final
their feelings and wishes at the very consultants to younger children (for product (Coates 2003). Children can
moment we are least prepared. example, see Johnson and others 1998). demonstrate their interests and priorities
5. Why and how we listen to young children 5
Case study
Listening to children and parents
Sure Start Blakenall in Walsall, working with Walsall These arts activities were the basis for talking and listening.
Community Arts team, commissioned an artist from Bostin The young children’s and adults’ views and experiences
Arts to listen to the views and experiences of young were collected in scrapbooks.
children, parents and older members of the community
and to use these ideas as a basis for planned artworks Phase two: Listening turned into design
within the proposed new Sure Start building. The artist used the comments and ideas from the
scrapbooks to identify key themes. These formed the basis
Phase one: Talking and making for discussion with the architect and the building steering
The artist ran arts activities in different locations across the group. Examples of design features incorporated into the
area. The aim was to find out from local residents of all final building include a glass wall containing hand and
ages what is was like to grow up in this part of Walsall. This foot prints of babies, older children and adults, and
work included visits to centres with pre-school groups and fencing made into a washing line design incorporating
also interviewing adults and young children in the street. cutouts of memorable clothes. This Sure Start programme
Arts activities included making a height chart with children has demonstrated an imaginative approach to listening to
from a local playgroup, including pictures of things they and involving young children. The organisation has taken
liked to do. Other sessions involved taking photographs of seriously the need to consult young children and has
the children and making mobiles of favourite things. chosen to use the expertise of a community arts team to
(Note: It is always important to seek the permission of the help to do so.
child’s parent/carer as some families may not want their
children to be photographed.) (Case study from Clark, McQuail and Moss (2003)
through the visual arts. This may include I Times of transition – Listening in with parents/family members and
children with linguistic communication imaginative ways can support carers and their children, looking at
difficulties or other disabilities who children as they adjust to change. This different ways children, from birth,
might find a formal interview difficult. might be a whole class event such as listen and communicate.
Artists and community arts teams may starting in a new class or moving I Outdoor environment – Listening to
be a useful resource for practitioners to classrooms, or on a personal level how young children use existing
call on for consultations, in addition to helping children talk about a new outdoor provision can be an
practitioners’ everyday work on listening. sibling. important starting point for planning
I Assessment – Children can play an change.
Possibilities and challenges active role in recording their progress I Indoor provision – Listening can
and identifying what they have reveal concerns about how children
What possibilities are there for listening enjoyed or found difficult. Involving can or cannot access resources and
to young children and what are the children in this way can also open up equipment.
challenges? further channels of communication
with parents. Challenges
Possibilities I Internal audits – Listening to young
children could add to annual reviews Listening to young children places a great
There are many possibilities for including and help to identify activities, places responsibility on each of the adults
young children’s views and experiences. and people of importance from the involved and requires skill, understanding,
Here are some suggestions, but there will children’s perspective. time and space.
be others according to the context you I Parent’s centre – Listening to young I Taking children seriously – Children
are working in. children can be the focus of work need to know that their views and
6. 6 Why and how we listen to young children
experiences are valued and not I Time to listen – Listening to young drive to listen to and consult
ridiculed or ignored. This involves children cannot be a rushed activity. children becomes another invasion
demonstrating that we take them The younger the child the less of their time, thoughts and spaces
seriously. When it is not possible to possible and desirable it is to rely on rather than an empowering process.
act upon their ideas then we need direct questions. Time to listen There will always be the need for
to explain this to children. shouldn’t be seen as another bolt-on discussion and negotiation with
I Responding to what children say – activity but as an integral part of children about what material is
Listening to young children’s views every day. private knowledge and what can be
and not responding could have a I Respecting privacy – Adults cannot shared and with whom.
negative impact: ‘Asking children demand or require that children
what they think, but taking it no provide them with an opportunity
further will send a message that to listen to them. Adults should
there is little real interest in their respect children’s privacy and
view’ (Mooney and Blackburn silence as well as their expressed
2002). opinions. There is the risk that the
Case study
The Tree of Feelings
To explore the role emotion plays in painting or art- coloured what they saw as peaceful branches with a
making, we painted a 'tree of feelings', a branch potted in particular colour, whilst scary parts were painted with
sand and water. A tree of feelings represents a bounded another colour. The collaboration reflected the different
space that allows children to keep on adding or taking interpretations of the children.
away photos, drawings, pictures and messages about how
they are currently feeling. After this we asked children to think about the kinds of
feelings they experience. Those who wanted to shared
We talked about colour with the children: 'What colours some of their emotional experiences with the group.
do you like or dislike? What is your favourite colour? Why They then drew their own pictures to represent some of
do you like or dislike these colours?' the feelings they had discussed. They then hung them on
Jack said his favourite colours were: 'Gold and black the 'tree of feelings'. We then talked to the children
because I like Sonic and Brother Shadow ... He turns bad ... about their pictures to find out why they felt a
Black and red ... bad. Gold because I love money.' particular way. Sad faces were about: 'Someone hitting
Jacob said: 'Gold because it shines. Red for Liverpool you', 'Shoving ... pushing', 'When my mum is cross I cry',
football.' 'When I leave Gramps'. Happy faces were about:
Rachel said: 'Pink because I have a pink dress ... Barbie 'Snowflakes falling on my happy head', 'I like growing
wears pink.' beans', 'Walking in an airport', and 'Cuddling'. The
Johnny said: 'Silver because it shines.' children also drew faces that showed they were feeling
Helen said: 'Pink, it's in my bedroom in my new house ... I hungry, cross and sick. Children have spontaneously
love my house. ' continued to use the tree to register their feelings.
They then chose the colours they liked or disliked, that
made them happy or sad and began painting the tree with (Case study from ‘Exploring Feelings’ by Lancaster and
these. Spontaneously some children began choosing Broadbent (2003) in Listening to Young Children.
colours that reflected their interpretations of how they felt Reproduced with the kind permission of the Open
about parts of the tree. For instance some children University Press.)
7. Why and how we listen to young children 7
Specific information on Cousins, J (1999) Listening to Children Marchant, R and Gordon, R (2001) Two-
listening Aged Four: Time is as long as it takes. Way Street: Communicating with
National Early Years Network disabled children. NSPCC
Clark, A and Moss, P (2001) Listening to Describes what the author heard when A practice guide for involving disabled
Young Children – The Mosaic approach. listening to, recording and observing children in assessment, planning and
National Children’s Bureau 130 children aged four in a variety of review processes. Written with help from
Outlines a new framework for listening to early years settings, and their teachers. disabled young people, it is full of
young children's perspectives on their The author also discusses techniques of practical ideas for making initial contact
daily lives called the Mosaic approach observation. Case studies and with children, working directly with them,
quotations from the children illuminate observing children respectfully and
Clark, A, McQuail, S and Moss, P (2003) the text. representing children's views.
Exploring the Field of Listening to and
Involving Young Children. Research Miller, J (1997) Never too Young: How Kirby, P, Lanyon, C, Cronin, K, and Sinclair,
Report 445. DfES young children can take responsibility R (2003) Building a Culture of
This research study was commissioned by and make decisions. National Early Years Participation. National Children's Bureau
the Sure Start Unit of the DfES. The aim Network/Save the Children Provides an overview of the range of
was to carry out a state of the art review Shows how children under the age of participation activity currently being
into listening to and consulting with eight can participate, make decisions and undertaken at local, regional and national
young children under five years old. take responsibility for their actions. levels.
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