let's listen

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  • 1. Lets listenYoung childrens voices profiling andplanning to enable their participationin childrens services B2 B1 A3 B5 B4 A6 A2 B7 B8 B9 A5 A9 A8 B1 0 A1 0 A4 A1 A7 C10 0 E9 E1 D 10 D7 E8 E6 D8 E7 D9 E3
  • 2. Lets listenYoung childrens voices profiling and planning to enable their participation in childrens services Contents Introduction 2 Using Lets listen to record 9 Lets listen values and principles 2 Mapping Lets listen to Hear by Right 10 Why is Lets listen needed? 4 Lets listen resource Profiling and planning tables 11 What is the basis of Lets listen? 5 Recording the findings table 22 What are the benefits of using Lets listen? 6 The Listening Wheel 23 How is Lets listen structured? 7 Overall assessment 24 Who is Lets listen for? 8 Further information 25 How can Lets listen be used? 8 Additional resources 26 Acknowledgements 27
  • 3. Introduction Lets listen valuesLets listen is designed to support all those working with, and for, young and principleschildren aged birth to five in developing a listening culture within theirservices. It has been developed by the Early Childhood Unit (ECU) in Lets listen is underpinned by the following values and principles developedpartnership with Participation Works* at NCB as part of the Young Childrens by ECU as part of the YCVN project:Voices Network (YCVN)* project. YCVN supports local authorities indeveloping good practice in listening to young children to inform policy and Listening as a way of lifeimprove early childhood services. Listening practice is an integral part of effective everyday practice it is central to a pedagogic approach that focuses on developing positiveLets listen is a profiling and planning resource which can be used to relationships based on mutual respect. Listening is incorporated into allrecord, evidence and plan for listening to young children and to enable their daily routines and learning opportunities.participation in childrens services*. If you require practical information andsupport in developing your listening practice and supporting others, please Listening is an ongoing processsee Additional resources, which you can use in conjunction with Lets listen. The process starts with listening within a respectful relationship. Childrens perspectives are documented and adults engage in reflection about whatFor more details of items marked * see Further information on page 25. has been shared. Practitioners take appropriate action and feed back to children and parents. This continuous cycle enables young childrens participation in childrens services. Participation Works defines participation as a process where someone influences decisions about their lives and this leads to change.2 Lets listen
  • 4. Listening with familiar adults Listening is made visible, shared and celebratedIt is vital that children are listened to by adults who know them well. Children Practitioners can record childrens perspectives with children, for example,need to be comfortable and able to trust that what they share is valued and included in childrens profiles and displays. Practitioners can advocate onrespected. Familiar adults will have knowledge about the childs language behalf of young children by sharing childrens voices with the local authorityand development to enable them to reflect on meaning with children. to inform plans and policies, (via a local YCVN for example, or as listening champions representing the voice of the child in their area).Listening requires learning from childrenReflective practitioners use what they see, and hear, from young children Listening to young children is part of a listening cultureto inform their interaction and planning with children. Assumptions may A listening culture and ethos can be developed by valuing the voices ofneed to be challenged in recognising childrens capabilities, with practice young children, parents and all staff, so that everyones views are taken intochanging as needed. account to inform quality improvement.There are many ways to listen Listening and belongingListening is a process which can be supported by different techniques, Active and empathetic listening enables children to be open about feelingsactivities and equipment incorporated into daily play opportunities for of inequality or isolation. Practitioners who are aware of children whoseexample, observation, conversations, using puppets and cameras. voice may be unheard, are more able to support all childrens rights.Consultations with children often work well using a multi method approachwith consideration of childrens ages, interests, capabilities and consent. Leadership for listening Valuing, and responding, to the voice of the child requires an open style ofListening to children, practitioners and parents leadership where the power to make decisions is negotiated and sharedRespectful relationships are central to listening and enabling meaningful in relation to all relevant members of staff, parents and young children.and ethical participation. Parents and practitioners perspectives are Practitioners should have training, supervision and support to enableconsidered alongside those of children to get a holistic sense of childrens participation within their setting.experiences.Young ch


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