Listening to Young Children - Northamptonshire County Council

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Understanding children’s ways of communication Children communicate how they feel and what they want, to adults who ‘tune in’ with all their senses. They recognise all of their children’s actions and interpret these in order to respond in the best possible way. A key person system enables the practitioner to get to know the child and their family to recognise and be responsive to their individual needs. Adults need to secure knowledge of child development to be skilled listeners and have an underpinning knowledge of the stages of children’s communication skills. (The Science of Language- John Kirche). 12
Practitioners need to have regard to the development matters statements in the EYFS Practice Guidance. Understanding listening is key to providing an environment in which all young children feel confident, safe and powerful, ensuring they have time and space to express themselves in whatever form suits them. Taken from ‘The Enabling Environments’ Page 42 EYFS Guidance - it is advocated that practitioners need to provide time and relaxed opportunities for children to develop spoken language though sustained conversations, both 1-1 and in small groups and between the children themselves. Practitioners need to allow time for children to initiate conversations, respect their thinking time and silences and help them to develop the interaction. All children are unique with unique responses. Observing children is as important as listening to what they say; much of what children say would not make much sense without observation. Children communicate through their body language and facial expressions. They respond in ways they have learnt to be appropriate, such as eyecontact, though this depends on different cultural traditions. Listening to children with disabilities may involve learning new communication techniques or fine-tuning skills they use every day. Practitioners need to value and support the communication skills of children with Special Educational Needs and English as an Additional Language and know how to access the relevant support and advisory services. Keeping daily diaries of children’s observation can help with planning activities around the child’s wants and needs. Practitioners need to know how to access documents, strategies, research, theories and support e.g. ECAT, EEL, Letters and Sounds, SEAD (Social, Emotional Aspects of Development) etc. They should also show a commitment to working with families and other professionals in order to promote the voice of the child. 13
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Listening to Young Children - Northamptonshire County Council

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