1. Learner Participation
What does this mean and why is it so important?

2. UN Convention on the Rights of the Child (1989), Article 12
States parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.

3. Listening and children’s participation
Listening is about treating children as respected human beings. (Rinaldi, 2011) The recognition that children are active in the process of shaping their lives, learning and future. They have their own view on their best interests, a growing capacity to make decisions, the right to speak and the right to be heard” (Woodhead, 2010)

4. age alone should not be used as a metric to determine the weight given to children’s views
parents, professionals, and other ‘responsible authorities’ must create opportunities for young children to express their views.
Trust in young children’s ability to think creatively
Enjoyment and excitement in working cooperatively with young children
Confidence that participation is vital and rewarding
(Alderson 2008, p.141)

5. How do we listen to children
Observations
Child conferencing
Mind maps
Voting
Choosing books
Photograph and video tours
Map making
Role play
Observing children is a very valuable tool to help us to get to know their interests and stage of development and this helps us to plan for the individual child.
Voting. We encourage children to vote for example we may choose several stories and ask the children to vote for which one they would like. This helps the children to understand democratic processes in simple ways.
Choosing books allow children to have a visual representation of what is available and means they can choose which resources they would like out in the playrooms. This is also useful for children who are non verbal and allows their voice to be heard.
Role Play Play figures and furniture can support children to share their perspectives on the world around them. I am sure you will all have experienced your children role playing a variety of roles in the home, this helps them to make sense of the world around them and the different roles people have.

6. Using child conferencing to listen
This is a short, child-focused interview. Questions include “why do you come to nursery?”, “what do you like best?” “who are your favourite people?” etc.
It can reveal children’s relationships with peers and staff, favourite places, least favourite places, difficult things and favourite activities.

7. Using cameras to listen
Asking children to photograph important things reveals their perspective of the environment, including friends, staff, resources, furniture, routines and own work.
Child-led photograph/video tours allow them to talk freely about their environment and can present a way of moving towards a child agenda for change.

8. Using maps to listen
A two dimensional representation, connecting children’s physical experiences of their environment.
The children’s photographs can be used to connect their ideas.
This method helps clarify children’s priorities.
Children see their ideas are valued.
We have used mapping with children to gather their views on areas and used photographs for them to show what they like and dislike in a particular area. We have then used this knowledge alongside some of the other methods of gathering information to re design an area with the children. For example the art area. These are just a few of the ways in which we listen to children and gather their views.

9. Listening is about being able to hear the ideas and theories of the child, and to treat them seriously and with respect, neither ignoring them nor dismissing them for not providing the right answer’