News

Just ask

Are the children in your setting not always co-operative? Then take the time to really listen to what they have to say about their concerns, writes Jennie Lindon. Many learning aims within the personal, social and emotional strands of UK early years curriculum documents will remain fuzzy hopes unless children are enabled to take an active role in their daily life.

Many learning aims within the personal, social and emotional strands of UK early years curriculum documents will remain fuzzy hopes unless children are enabled to take an active role in their daily life.

Consultation with even young children can make a real difference to their growing social skills and sense of personal worth.

What are seen as 'behaviour problems' from children are sometimes more created by limitations in the learning environment, arising from adult-determined timing and over-structured planning. Jacqui Cousins (Listening to Children, 1999, National Children's Bureau) described children who sadly said they did not have enough time to finish favourite games or activities. Such heartfelt views explain why some children are frustrated or angry, and why they refuse to co-operate when told to move on to another activity.

Register now to continue reading

Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:

What's included

  • Free access to 4 subscriber-only articles per month

  • Unlimited access to news and opinion

  • Email newsletter providing activity ideas, best practice and breaking news

Register

Already have an account? Sign in here