Listening to young children

The lecture that I feel extended my learning was ‘listening to young children’. The reason why I feel that this module extended my learning, was because it taught me the importance of why listening to children, benefits children holistically. I feel that the lecture has not only improved my written work, but also improved my practical work within early years settings and working alongside children. When reflecting, I have noticed, I have improved some of my strengths and weaknesses, my weaknesses for this area, was observing a child whist communicating, I learnt the value of observing, waiting and listening to the child. Otherwise referred to, in speech and language therapy terms as OWL. Which is part of the Hanen approach programme.

Through completing the following module ‘Listening to young children’, I did research  on the areas I found interesting and wanted to find out more on. I reflected on my experiences as a Nursery nurse and thought about the times where I had to listen to children.  How I got down to their level and spoke to them in a calm voice, had good body language, considered every child’s individual needs, taking in considered ethnic backgrounds and made eye contact.

I believe if these steps are done within an early years setting, it can give not only a child, but their families a sense of belonging whilst allowing them to feel safe and secure and allows the child to have the best education, in a stimulating environments. “Listen to your children when they want to talk, have strong feelings or have a problem. Be open to talking about all kinds of feelings, including anger, joy, frustration, fear and anxiety…Learning the difference is an important step for a child learning to communicate.’’ ( why talking is important  2017)When thinking about listening to young children I asked myself a few questions; why is it so important to listen children? What might happen if this is not done? How can listening help a child to develop?

Electronic conversation

Hi Clare, so the lecture that I found the most interesting and that taught me a lot, was listening to young children. I feel like this specific topic would not just help me with my work that I have to do within my degree, but also my practice work as a nursery nurse and when I graduate.

Hi Hannah,
What did you learn from the lecture listening to young children?

I feel ‘listening to young children’ lecture extended my learning. The reason why I feel that this module extended my learning, was because it taught me the importance of why and how ‘listening to children’, benefits children holistically and if this doesn’t happen how it could impact on the child’s development, potentially even long term.

How could this impact on the child’s learning, I agree with what you are saying. I’m interested, in why you believe it would impact on the child’s learning?Within your practice as a Nursery Nurse when did you see this happen and what did you do?

As a nursery nurse or any other professionals that work with children or young people, listening to children or the young people is essential. You get to know about the child likes and dislikes and about the child personally. It is important, you take the time to listen to the child, to allow the child to feel valued within the setting and also this can help you plan activities, that the child will enjoy and benefit from.

That was very interesting to see your views, which again I strongly agree with. I believe listening to young children is significant within an early years setting.

Pound, L. (2006). How children learn From Montessori to Vygotsky – educational theories and approaches made easy. london: practical pre-school.

Tassoni, penny (2008) practical handbook. Edited by caroline low. 2008th edn. essex: penny tassoni.

Us, A., Us, C., Support, S., Support, P., Consultancy, L., EYFS, I. and News, E. (2017). A Unique Child – Early Years Matters. [online] Early Years Matters. Available at: http://www.earlyyearsmatters.co.uk/eyfs/a-unique-child/ [Accessed 23 Apr. 2017].

Raise Learning – Early childhood services (inc. LIFT, planning for the EYLF and the National Quality Standards). (2017). Learning Through Routines. [online] Available at: https://www.raiselearning.com.au/blogs/news/5863603-learning-through-routines [Accessed 23 Apr. 2017].

Anon, (2017). [online] Available at: http://www.earlyyearsmatters.co.uk/eyfs/a-unique-child/)http:/www.earlyyearsmatters.co.uk/eyfs/a-unique-child/) [Accessed 23 Apr. 2017

When we explore the meaning of parental partnership, what comes to our minds is the practitioner or other multi agency teams working alongside the parents. Parents have the right to play central roles, when making decisions for their children, so by the practitioner working in partnership with the parents, they can ensure that the child gets the best opportunity and education possible. Whilst feeling safe and secure with a stimulating environment. A strong relationship with practitioners and parents happens, when there is good professional communication between the two and they both listen to each other thoughts and opinions, on what they believe will help the child develop to their correct age and stage.  Parent and practitioner share a joint responsibility when it comes to the child’s well-being and education within the setting, as parents know their child best and knows the child likes and dislikes. The parent can help the practitioner plan activities that will best suit the child’s individual needs.  It is important for the practitioner to remember and consider that each family have their own beliefs. So, when working alongside different families the practitioner needs to try to meet the needs and respect these needs at all times. We live in a diverse and changing society and by the practitioner remembering this when working  with the parents it can help the child to develop holistically.

There are many ways in which parents and practitioners can work together, for instance, supporting the learning and development of the child, sharing information, contributing and making decisions and advocating different approaches and courses of action that can help the child development. By the parents and practitioner sharing this information with each other, it can benefit the child not just in their recent education but in their future education as well. Children benefits from having a routine and structure, by parents sharing information on the child routine and structure at home, it can help the child get use to a consistent pattern. Routine gives children a sense of security and helps children to develop their own self-discipline.

‘’Routines are important because they give children a sense of security and control over their environment. Children learn what to expect at various times in the day and as they begin to participate in these routines, they will experience a sense of control and satisfaction at being able to perform part of or all of the tasks associated with the routine.” (Listening through routine 2012)

Parental partnership is essential when meeting the needs of the children.  There are many different approaches in which parents and practitioners can take, to help a child develop within a safe, secure and stimulating environment for example, one to one meetings, verbally or non verbal, e.g. a written letter. These approaches may come to include multi agency teams, if the child needs extra support with their learning. ‘’The adult role is to identify and serve the needs of the children and to support their exploration.’’

There could be some barriers that could cause parental partnerships to not work correctly for the childs benefit. Lack of communication, this could either be from the parents first language, not being English, so therefore maybe a translator may be involved, or not agreeing with what is being said, so an multi-agency worker would be involved or another member of staff.  ‘’There is a strong emphasis on settings working in partnership with parents and other professionals to meet the needs of individual children and their families and on providing all-round, balance opportunities for development and exploration.’’

Pound, L. (2006). How children learn From Montessori to Vygotsky – educational theories and approaches made easy. london: practical pre-school.

Tassoni, penny (2008) practical handbook. Edited by caroline low. 2008th edn. essex: penny tassoni.

nutbrown, c. and clough, p. (2008). Early childhood education. London: sage.

I have chosen a chapter in a book called ‘Childhood Studies, A Readers Perspective of Childhood’.  The chapter I have chosen to write about is called ‘Children at Play’. This chapter focuses on the value of play for children, how play helps children to develop holistically and the different first hand experiences children can gain by playing and expressing themselves through play. This is why observing children playing is important and children as active players and social beings. The reason I chose this chapter, is because it underpins why play is important not just for the child but, also to us, as the adult. “Themes of children’s play are mostly influenced by their own experiences either first hand or second hand experiences, such as those who gleaned from television or stories.’’ (Nutbrown et al, 2008) This suggests that children can also  get second hand experiences when either watching a television programme, or storytelling and listening.

Observing children when playing is a fascinating experience, offering a window into the child’s life and the things that are important to the children themselves.  “Play is very fundamental to children, as it’s the most natural way into which children learn and develop new skills.” (Richard , A reader in perceptive of childhood, 2000)

Throughout reading this chapter it tells us that children are emotional beings and that they can progress and learn to control their emotions through play. Children lives are a social world and learning to play with other children and develop new healthy relationships with them, is important for their personal development.  ‘‘Emotions play a critical part in teaching and learning. We therefore need to make sure that early years settings are emotionally positive and supportive workplaces for all learners’’  ( How children learn , Linda P ,2006) Children learning to take turns and share is also important part, of their childhood. This can help a child throughout their life and future attachments that the child might make with other children or adults.

Tina Bruce’s, theory on play was influenced by Fiederich Frobel, Bruce believed that children do not learn through play, but instead practice what they have already learned on their play. Children learn from first hand experiences and by them having the chance to develop, extends their knowledge on their strengths and weaknesses  Tina Bruce believed that children make up rules in their play in order to gain control, rule making can allow children to develop on their independence  and to understand their boundaries. Throughout playing, children are given the chance to understand the world around them, play encourages creativity and imagination. Children attempting to define their boundaries through play. These are the enjoyments of play, open endless play, spontaneity, voluntariness’ and active engagements Jean M, Richard M children Studies,2000

Pound, L. (2006). How children learn From Montessori to Vygotsky – educational theories and approaches made easy. london: practical pre-school.

Tassoni, penny (2008) practical handbook. Edited by caroline low. 2008th edn. essex: penny tassoni.

nutbrown, c. and clough, p. (2008). Early childhood education. London: sage.

When reflecting on Early childhood studies I think about the development of the child. How a child develops holistically from birth to the later stages in their life. Each child is unique and I have learnt that in my practice as a nursery nurse, how important it is to remember this.  “Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured’’ (Early Years Matters:2017) I enjoy working with children and am particularly interested in continuing learning in this field. I find it fascinating to read about how a child’s brain develops from birth and thereafter the different stages of development a baby/child will go through. “The development of the brain begins in the first few weeks after conception….The neural tube continues to change, eventually becoming the brain and spinal cord. About seven weeks after conception the first neurons and synapses begin to develop in the spinal cord.’’ (The Urban Child Institute: 2017)

The mother/parent child interaction is very significant at the start of a baby’s /child’s life and this crucial relationship impacts on the baby’s development holistically, .e.g. a child’s self esteem or perception of the world. Early childhood studies explores the needs and experiences of children. As a qualified nursery nurse I have worked in the  public sector .e.g. children centre’s, schools, private sector. Where I have learnt that when overseeing a child provides you with a clearer understanding of a child’s strengths and weaknesses, including getting to know a lot about a child’s like and dislikes. There are many theories that talk about early childhood studies and look on the different ways children learn. For example, Skinner talks about how important it is for the child’s mother/parent/carer, to praise a child when showing positive behaviour.

I have chosen to embark on a degree to develop within my career and to enhance my own personal understanding of child development and increase my knowledge as part of my professional development. I have spent the last two years practising as a nursery nurse and I now feel it is time to embark on the next stage of my own professional development within early childhood studies. On my journey as a nursery nurse, I have worked with children from various backgrounds and I have found it particularly interesting working with children, who have either experienced domestic violence or are experiencing difficulty with learning. I have worked in a supporting role alongside a speech and language therapist, to deliver small group work to children experiencing speech and language delays. Through this opportunity I have learnt the value of observing, waiting and listening (OWL) following a child’s lead and adapting my interaction to meet that child at his/her level. Looking at a child holistically, waiting to see what the child does next then listening to the child on what they have to say.

I have a personal desire as a human being to do my best to work towards creating better opportunities, for children in need. For that reason, the passion within me to  continue to  learn, to develop and grow professionally, is something I look forward to and feel that this degree provides me with this.