Human development begins in dialogue. For children to learn to organise their world they need responsive interaction with others (van Nijnatten, 2013). Through dialogue children give meaning to themselves, their lives and their relationships. This process is how children learn to become members of society. To learn about the inner world (identity, feelings and relationships) of a child happens when we learn to listen to them. Young children will express their views in many different ways than just words alone. Children will tell us about themselves through their play and by the way they express their feelings in many different situations. Without genuine engagement with children adults can not have access to their perspectives and concerns, nor can we provide for their needs. This module is about learning to listen to and talk with children so that we can understand children's lived experiences.
Effective methods of engaging with children
The importance of listening to and talking with children began with the introduction of the UNCRC and its implications for children having the right to participation. Many child advocates argue that children's capacity to be part of decision-making in matters that effect them is 'habitually underestimated (Alderson, 1999; 2000). Not listening to children can have serious consequences in terms of their wellbeing and prevents us from developing policy and interventions in their care and education. Adult-child power relations are at the centre of the listening process as are generational issues, or the way adults view children features in the adult-child relationship (Kellet, 2011). This can be seen in child protection issues as well as in the authoritarian context of child care and school classrooms. The generational and authoritarian divide between adults and children must be considered by practitioners in their engagement with children. For authentic engagement between adults and children to occur it is essential the adult understands the concepts of talking and listening.
In Australia there are political and legislative frameworks in place for listening to and consulting with children, however in reality this still may be seen as tokenistic and sometimes unethical. If we listen to/consult with children and then ignore what they have to tell us we may be unintentionally setting up a situation where children develop distrust in adults and feel even less empowered. To build reciprocal relationships between adults and children using a social pedagogical approach helps practitioners to lessen the power differential and opens up possibilities for respectful and empowering relationships. The Social Pedagogical Approach approach is based on a moral and ethical consideration to working with children and young people. It has its roots in in Continental Europe and has been recently introduced into the UK. The practitioner uses a holistic approach to working with children and has a commitment to inclusiveness, social justice, confronting complex social problems with relationships as the centre of their practice (Cameron and Moss, 2011).
The key principles for practitioners, adapted from Cameron and Moss (2011, p 9), are as follows:
- Focus on the child as a whole and gives support for the child's overall development.
- The practitioner sees her/himself, in relationship with the child.
- Children and adults see themselves in the same lifespace, rather than in separate hierarchical domains.
- Critical reflection is encouraged to constantly reflect on practice, applying multiple theoretical perspectives and self-knowledge to the sometimes challenging demands.
- Practitioners share in many aspects of the children's daily lives and activities.
- Practitioners foster and make use of children's groups.
- Understanding is built on a children's rights perspective.
- Emphasis on team work and valuing the contribution of others; including children, parents, other professionals, and the community.
- Centrality of relationships and the importance of listening and communication.
