Listening to Children

'Children learn to be strong & independent through positive relationships' (EYFS, 2012)

The Early Years Foundation Stage (EYFS) places great emphasis on communicating both with children and their parents in order to fully support their learning and development.

Why do we listen to children?

  • They have a right to be listened to and for their views to be taken seriously
  • It helps us to understand their priorities, interests and concerns
  • It helps our understanding of how children feel about themselves
  • It is a vital part of establishing respectful relationships with the children and families that we work with
  • It is central to the learning process
  • we plan from the children's interests.

We aim to

  • Build respectful and caring relationships with all children and families while focussing on their learning and development as set out in our parents as partners and key person policies
  • Observe and listen to children to discover what they like to do and respond appropriately to encourage and extend curiosity and learning. Please refer to the Observation, Assessment & Planning policy (OAP)
  • Identify and support any particular difficulty in their development as set out in our SEN policy
  • Support all children to communicate, including those who are non verbal, use alternative communication systems or who have English as an additional language. We have good links with the local Ethnic Minority Achievement Service (EMAS)
  • Help children to communicate thoughts, ideas and feelings and build up positive relationships with adults and peers at the nursery
  • Model active listening when listening to each other or the children and show respect for what they have to say
  • Include children in the planning process by planning from the children’s interests and asking their opinion on the environment
  • Regular child questionnaires to obtain views on the environment and other aspects of the nursery.
  • Support the children to take turns and listen to each other when speaking in groups.
  • Observe the children’s communication both verbal and non verbal in the learning environment

Other policies that support this one are

  • Safeguarding
  • Key Person
  • Parents as Partners
  • Equality of opportunity
  • Special Educational Needs & Disability Policy
  • OAP