1. Map-do-review: Championing the Child’s Voice
Early Learning and Childcare Twilight Training
East Lothian
Delivered by
Sarah Laing

2. This presentation shares an example of practice development spanning more than three years in an Early Learning and Childcare setting.
It explains the journey from research project, to full implementation of the Map-do-review method: a form of participatory practice which empowers children to have a meaningful voice when planning and reviewing their own play.

3. BACP Research
Research Title
Enabling Young Children’s Participation in Decision Making
BA Childhood Practice -
The University of Dundee
A professional project
September August 2014

4. children’s voices to be heard in matters that affect them.
The research investigated
how best to support young children’s participation in decision making
... and was driven by a shared ambition for...
children’s voices to be heard in matters that affect them.

5. Establishing a Rationale for Research
Contextually a need for children to be more involved in nursery planning was identified
Inspiration came from The United Nations Convention on the Rights of the Child: Article 12 stipulates a child’s right to express views on matters that affect them and Article 13 refers to methods of child expression
The researcher’s personal perspective: a belief that all children should ‘have a voice’, by participating in decision making, sharing opinion and by being listened to

6. 1: The role of the practitioner
A literature review researched children’s participation in decision making and identified three relevant components of meaningful participation.
View children as strong and capable
Develop a pedagogy of listening and responsiveness
Listen with intent to all forms of child expression

7. Meaningful and genuine
2: Outcomes for children
3: Participatory
methods
Wellbeing related outcomes of self-worth and confidence
Highly engaged learning
Development of co-operative skills and citizenship
Meaningful and genuine
HighScope’s plan-do-review - involves high levels of child involvement
The Mosaic approach - embraces all forms of child expression

8. The main research question identified the broad area for research and implied a change to practice:
How are young children enabled to actively participate in decision making and what are the main considerations in the process?
Research questions
Three sub-questions provided finer detail:
What is the optimum role for a practitioner who supports young children to participate in decision making?
What are the outcomes for children who participate in early years decision making?
What type of participatory method effectively enables children to ‘have a voice’ in early years decision making?

9. Research participants
Adult participants were the researcher and the co-researchers (Class Teacher and the Head Teacher).
The nursery children were considered full participants throughout.
It was made very clear that they could decide not to take part. However, all children agreed and made a handprint to represent their consent.
Research participants

10. The research involved the testing of two participatory methods
The research involved the testing of two participatory methods. Both followed a plan-do-review format, however were adapted for the purpose of this inquiry.
review do
plan
First to be tested was the Plan-do-review method which was influenced by the HighScope pre-school approach (Hohmann and Weikart, 2002). This method supported children to plan, act upon and review their own play intentions. The children used drawing as a medium to express themselves.

11. Children demonstrated enjoyment when drawing their ideas for learning
Children demonstrated enjoyment when drawing their ideas for learning. They became highly motivated and engaged in their plans, evidencing learning at a high level.
Children developed self-confidence when sharing their finished plans with the whole class.

12. review do map Planning: Garden Area
The second method, Map-do-review, started with children taking photos of favourite nursery areas in order to create a map of their environment. Inspiration for this came from the mapping process in the Mosaic approach (Clark and Moss, 2011).
Firstly the map was used by children to plan resources for a self-chosen topic. Decisions were made about where resources should go and how they should be played with, adults facilitated and scribed the children’s voices.
review do
map
Planning: Garden Area
“Get cars outside and play with them... in the bark”.
“A concrete truck in the bark”.
“We could make cars outside using bricks”.
“Look at the real cars... in the car park”.

13. Secondly, the map was used by the children to plan their play
Secondly, the map was used by the children to plan their play. Children chose an area to play on the map, placed a face card (photo) on the chosen area and then shared their ideas with an adult. Plans were placed around the map for sharing between peers, staff and family members.
The plans were regularly discussed and, on completion, each child reviewed their plan with the group.
Children were very interested in each other’s plans, listening respectfully and intently.
review do
map

14. Discussion: a Response to the Main Question
How are young children enabled to actively participate in decision making and what are the main considerations in the process?
The two participatory methods supported different forms of child expression
Both methods promoted children’s involvement and maximised their contribution
The practitioner’s role was one of responsive interactions involving considerable effort to listen to children
Practitioners allowed time for the process of participation
The outcomes for children were: enhanced self-worth; motivation and engagement in learning; self-confidence in sharing opinion; collaboration with peers and adults; developing as autonomous learners; attaining long periods of concentration

15. Practice Development Development of From September 2014 review do map
After completing the research, the nursery team decided to continue using the Map-do-review method due to its success. From September 2014 to the present date, the method has been developed and refined.
Practice Development
Development of
From September 2014
review do
map

16. Understanding the Process
At the start of each academic year a new map is produced by children, and put on permanent display. Map making follows a mapping process: touring the nursery, photographing favourite places, and creating a map of the nursery environment with the photos (Clark and Moss, 2011).
Understanding the Process
Children engage with the map when they wish, spending individual time at the map choosing an area for play. Some choose to collaborate with others to create shared plans.
review do
map

17. Plan... review do map individual time think about play choose
collaborate
When engaging with the map children are encouraged to take their time. They mark the chosen area for play by placing their own face card (photo).
review do
map

18. Plan... review do map formulate a plan variety of voices
adult facilitator
Children formulate a plan for play alongside a facilitating adult, who demonstrates true intent to listen. Children are supported to use differing forms of self-expression; their own particular voice and one which may not involve verbal communication. Scribed plans are added to the map.
review do
map

19. Do. Children act upon their plans
Do... Children act upon their plans. Learning involves solitary and collaborative play. Plans are very much children’s own self-directed learning. Adults are sensitive to this and join in when invited. They take on the role of facilitator, assisting in each plan and allowing children to lead.
“Make Robin... from Batman in Asda... I got it, mummy bought”.
“I will make a potion with it. I will need soap, water and some flowers and some sand.”
review do
map

20. Children’s plans can last days, weeks, or much longer and often involve different children and adults. This game of cards played by children, staff and the class teddy was originally one child’s idea. It became a favourite plan for many children and is currently still being played two years after the original plan.
“Play Adventure Ted game again... with A and O. Other children are allowed to join in.”

21. “I want to play with Adventure Ted. The whoever-is-taking-him-home game. I use the cards, pick them up when I finish. A and O can help”.
Children co-constructed rules for the game and were creative when extending previous concepts. They became increasingly more able to sustain engagement, maintaining attention for long periods of time.

22. Review..... review do map shared reflection with peers
When plans are completed children share the outcome with peers. This stage involves the ticking-of-plans, a method the children have developed themselves to identify which plans are finished.
review do
map

23. Review.....
I want to build with the lego. I will build a house.
The final stage of the Map-do-review method happens beside the map. Children reflect on the outcome of a plan alongside an adult facilitator. Thumb images are used to guide reflection and the adult scribes comments and guides the discussion.
A child’s plan
Two thumbs up... I like it. I like how I made it. I put a TV in it and pretend lines for walls. I made it all myself.
I want to be in the kitchen with XXX, we sometimes always do that. I be the dog and XXX be the mum.
The review
Because I’m not sure about it. We always play the same game. She always been the mum. Next I could be brothers with XXX, in the house with the computer and with phones.
A child’s plan
review do
map
The review

24. Documenting Learning review do map
Plans and corresponding reviews are kept in each child’s Learning Story. This not only documents a child’s play interests and subsequent learning, but the voice they have had throughout.
review do
map

25. Impact for children review do map Genuine participation
The map has enabled all children to have a voice in planning; they can participate at their own level by using their own method of communication.
Confidence with decision making
Children have become effective decision makers. They are self-assured when stating intent, become highly engaged in learning and can self-evaluate.
Motivated autonomous learners
Children organise their own learning and have ownership over its content and direction.
Concentration skills
Children hold attention on their own learning for long periods of time, often returning to previous learning themes to develop ideas further.
Language skills
Children become increasingly more able to express themselves and develop language skills associated with learning.
Healthy play
Play amongst children has become very purposeful and inclusive. Their right to engage in play, based on their own terms, is fully upheld - Article 31 UNCRC.

26. Wider impact review do map
In addition to these positive outcomes for children, the practitioners developing the method have identified a wider impact to their practice.
Staff have developed a deeper understanding of children’s interests
Planning has become more flexible and child-led
A play-based pedagogy has become firmly established
Pedagogy incorporates listening, responsiveness and creativity

27. What do you think of the map?
review do
map
Children’s views on
I liked taking pictures of the nursery. I like the map showing me where to play.
I actually love everything on the map, I love it. I get to do whatever I want.
It’s good, cos I like doing plans. I like playing with everything. The map helped me play with everything.
What do you think of the map?
Because I did good. Because I got to play it all week. I just wanted to play it all week.
Ticking is my favourite bit.
I like doing plans, cos I really want to play builders.
Good, I like what you do on the map. Do stuff, what you want to do.

28. How do you feel about the plans?
review do
map
Children’s views on
I liked it, because I just like writing. I want to still do it. I want to keep writing plans.
I like it, the bit when I have to tick my plan.
Happy when I play.
How do you feel about the plans?
I will do it!
I feel happy.
I really really liked it when I write plans.

29. In summary
We see daily evidence of children's excitement and engagement in play through the use of the Map-do-review method. It has become a powerful tool; one which empowers our children to lead their own learning.

30. Enabling Young Children’s Participation in Decision Making
References
Clark, A. and Moss, P. (2011) Listening to Young Children: The Mosaic approach. 2nd edn. London: National Children’s Bureau.
Hohmann, M. and Weikart, D. P. (2002) Educating Young Children: Active Learning Practices for Preschool and Childcare Programs. 2nd edn. Ypsilanti: High/Scope Press.
Enabling Young Children’s Participation in Decision Making
To access the full research paper and accompanying appendices copy the link below into your browser. The link leads to the SSSC newsletter - June 2015
To access a 42 page presentation shared at a SSSC conference follow this link. It covers the research and subsequent development work in depth.
This presentation was devised, written and designed by Sarah Laing – November 2016
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