Exploring the Field of Listening to and Consulting with Young Children

This research study was commissioned by the Department for Education and Skills (DfES) to explore methodology and impact related to listening to and consulting with young children, under five years old. The focus of the review was young children’s
views and experiences of education and childcare.
The final stage of the review was to identify good practice in listening to and consulting with young children.

This research study has identified two different purposes for listening to and involving young children in education and childcare settings:

• everyday listening by those who regularly work with young children, giving opportunities for decision-making in routines and activities; and
• one-off consultation about a particular issue, event or opportunity.

Key Findings

• Only a minority of childcare audits carried out by Early Years and Childcare Partnerships (EYDCPs) during 2001-2002 seem to have focused on the views of children under five years old.
• The review demonstrated that some imaginative methods are being used by researchers, practitioners and consultants to listen to and to consult young
  children. These include methods adapted from work with older children including interviews, questionnaires, group work and participatory games. Other techniques such as observation have a strong tradition in the early years field.These have been combined with the use of multi-sensory methods including the use of media, role play, drawing and puppets.
• Key themes have emerged from the literature about young children’s priorities in early years provision. These include the importance of friends, food, drink and cooking, outside play, the role of the staff , time to finish their activities and support for periods of transition.
• There were only limited examples in the published literature where the views and experiences of young children with disabilities have been gathered about early education and childcare.
• There was evidence of the impact of listening to young children occurring at an individual, institutional and strategic level. At an individual level, research
  indicated young children experienced increased self-esteem and social competency, together with an insight into decision-making processes. Impact at
  an institutional level included opportunities for practitioners to reflect on practice, changes to policies and to designs of outdoor and indoor spaces. There were few examples found of the impact of young children’s views on change at a strategic
  level.
• This review points to the need for early years practitioners to bring their knowledge about the ways young children think and communicate into debates
  around consulting children and children’s participation.
• At a policy level, the review reveals the place for training on listening, consultation and children’s rights as part of initial teacher training and National
  Vocational Qualifications (NVQ) and Vocationally Related Qualifications (VRQ). In addition, there are in-service training implications for early years practitioners
  and managers.
• This review reveals the small number of research studies carried out into young children’s views and experiences of education and childcare. More studies should be undertaken which draw on children’s expertise of different forms of childcare including childminding and their perspectives on the indoor and outdoor environment.
• Comparative studies are needed which identify approaches to listening to young children in early years provision in other countries. These exchanges should be within the UK and within Europe.