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.
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.
When asked what they like at nursery or pre-school, many children are enthusiastic about their outdoor space. In recent years the strong outdoor play movement has highlighted that many of the problems in the garden arise because children are desperately trying to fit their favourite play into a short outdoor period. When the timing is extended, or there is free-flow access between indoors and outdoors, some difficulties disappear.
Slightly older children, for instance in primary school, can be articulate about what they see as the real issues for their playground. Children do not want problems 'solved' by adult bans of activities like football with no proper discussion.
Children also want adults to listen to their concerns and take them as seriously as the adults require in their turn. When children are asked, they often raise the importance of somewhere to sit and chat; adults who have ideas for games rather than stopping what children choose to do; help when you have nobody to play with; and trying to negotiate space to play.
Expressing an opinion
Consultation needs to be genuine, so invite children's opinions when there is a real opportunity for them to influence what then happens. Tell children when there are limits to choice, such as money or amount of time. Children are often more realistic than we expect and can understand boundaries to choice or priorities.
Judy Miller (Never too Young, 1996, Save the Children) described how young children can be part of choosing new play resources to buy when they have pictures and a visual means (like counters) to understand the budget limits. In some schools children have been involved in staff selection and have understood that their preferences are part of the process and count, but that adults make the final decision.
Children need to get used to having their opinion asked. It may be a new experience for some children because of their family background. But if you are honest, you may realise that it is a novel experience for the children with you because you have rarely asked their views in the past. Even if children say little in conversation or appear to communicate limited information when you use visual means, do not give up straightaway. Be pleased about what they have shown and continue to give them the experience of expressing a view.
Children can only base opinions on what they know. So do not get disheartened if children seem to come up with few ideas other than more of the same or impossible requests.
Learning Through Landscapes has the sensible approach in its development work with the outdoors of asking children, 'What do you like doing in the garden?' and 'What would you like to do more often outside?' Such an approach helps children and adults to focus on activities and different ways to resource them. An enthusiasm for climbing and clambering can be met in many ways, not only by purchasing an expensive climbing frame. A love of digging, gardening and growing things can be developed through different kinds of child-led activities and may not benefit from getting somebody else to do an expensive landscaping job.
Children need to experience how their ideas and preferences have made a difference. Let them see how their ideas have been put into practice or are part of the final change. Just like us, children get very fed up if they realise, 'They keep asking us, but they never ever do anything that we've suggested.'
If you have already made a decision, then do not pretend to consult. Children soon realise if adults are sneakily trying to talk them around to a choice that is already made. Be honest and have an 'information meeting' with the children, and explain to them what will happen and why. False consultations cause more harm than good and they can make children cynical and resentful.
How to consult
We can consult in the most simple way by inviting children's views and really listening to what they say. Our behaviour needs to show children we really want to know how they feel.
- Communication may be with individuals, a very small group or with the larger group. Slightly older children can manage circle time.
- Children of primary age become able to deal with group meetings in an after-school club or a school council.
- As appropriate, consider helping the process with visual materials. Pictures of possible play resources support, 'How shall we spend the money for the big hall area?' Photos of food bring alive the question, 'What shall we have for meals next week?'
- Paper plates or stickers with smiley or turned-down faces can be a simple way for children to show their feelings about different play resources, spaces in your indoor and outdoor environment and activities (shown in photos). You then need to invite a short conversation about what makes this a 'smiley' or 'down-turned' face activity.
- Children can use a camera to take photographs of parts of your setting that are special to them or that they want to show and talk to you about. Some children are enthusiastic about using a tape recorder to gather and record their views. As well as experiencing how to express a choice and preference, the children are also promoting their practical understanding of technology.