Summary of good practice in listening to children in Ashfield District Children’s Centres 2007
While all of the centres have improvements to make, there were some excellent examples of good practice of listening to children and then putting this learning into action..
Buying Toys
Children at the centre were able to look through the toy catalogues and choose which toys they would like the centre to buy. These were then added to the list of toys to be purchased. Letting children choose which toys they wish the centre to purchase enables children to voice their preference and have these preferences acted upon. Using this practice acknowledges that children can communicate their wishes and are able to make a meaningful contribution to the centre. It also means that the news toys should be ones the children will enjoy playing with, rather than ones the staff presume children will like. This process could introduce new toys into the centre that have not been considered in the past.
Newsletters
The Sure Start Children’s Centres newsletter contains a section where children can express their views. The comments included are the exact words used by the children to prevent misinterpretation. Including comments from children in the newsletters allows children to make a meaningful contribution to the projects the centre runs. As the children are the main service users they should be given the chance to give their opinions on the centre and this is one simple way of doing this. Including children’s comments in the newsletter also allows children to see that their views are taken seriously and that the centre listens to what they have said. Finally by using the children’s words the centre acknowledges that children are skilful communicators.
Forest Schools Evaluation
Whilst at their forest school, the children were given the opportunity to evaluate their experiences. To do this children used creative materials to develop a map and guided an adult around the area. This allowed the children to talk about what areas of the forest school was important to them and the improvements they would like to see. Even though this project was not finished, due to a member of staff going on long-term sick, it is a good example of how children can be involved in an evaluation process. The project also showed the children responded enthusiastically to being involved. Being able to express their views encourages children’s self expression and helps to improve their self confidence and self esteem. Using creative arts during the evaluation process enabled younger children to be able to join in and give their views and opinions, without having to rely on verbal communication.
Free Movement Between Outdoor and Indoor Environments
During the whole session children could move between the indoor and outdoor areas. This enables children’s voices to be heard as they are able to choose where they want to spend their time rather than an adult making the decision for them. At this particular Sure Start Children’s Centre a good proportion of the outside area is covered so that children can still go outside even if it is raining. By allowing children this freedom, practitioners are acknowledging children as experts of their own lives who are capable of making decisions about how they spend their time.
Freedom to creative materials and creative activities
Children had access to the majority of the creative resources and had the freedom to use them as they wished. Giving children the freedom to access creative materials encourages children’s self expression, as they are able to choose the materials they want to use, rather than being limited to those used in the planned activity. Allowing children to be creative is one of the main ways young children can express their feelings/ideas and by allowing them this freedom the centre is helping children to develop these skills.
Song Cards
Children can choose the songs they wanted to sing from a selection of cards. Song cards allow children’s voices to be heard, as children are able to choose the songs they want to sing rather than an adult making the decision. This allows children to voice their preferences on the songs they like to sing. Even young children can be involved in choosing a song, as the activity does not rely on language skills as the child can point to make a decision between the cards.
Planning Sessions with Children
During the session staff talk to the children about what they are playing with and what activities they would like out the following session. These activities are then incorporated into the planning. This process may reach the same conclusions as staff observations but unlike observations this process actively involves children. It may also lead to the creation of activities, which staff may not have thought about. Children can also see their opinions and views being taken into account and acted upon, which encourages their confidence and self esteem. Planning sessions with children also allows children to tell staff what they enjoy, rather than practitioners assuming they know what a child would like to do.
Involving Children’s Interest in Role Play Planning
Children’s discussions on activities they have taken part in out of the centre are listened to and included in the role play planning, such as buying an ice cream or going to the post office. This allows children to incorporate their experiences in their play and to build upon them. By including these in the planning, practitioners are acknowledging that children’s experiences are important and should be listened to. This helps to build children’s self confidence and self expression. Finally by including children in centre planning practitioners are acknowledging that children are an expert of their own life and know what interest them and what they would like to play with. They are also recognising that when presented the opportunity children can make a meaningful contribution to the planning of sessions.
Children’s Permission to Take Photograph
Before a member of staff takes a photograph the children are for their consent. If a child does not wish to have their photograph taken or seems unhappy or distressed at the idea then their wishes are respected. By respecting the child’s decision, the centre is listening to the child and acknowledging that they are a valued member of the centre who has the right to make their own decisions and to have these listened to and respected. Finally by respecting a child’s decision it helps to increase their self-esteem and self-confidence.
