Nursery World - Just ask

Are the children in your setting not always co-operative? Then take the time to really listen to what they have to say about their concerns, writes Jennie Lindon. Many learning aims within the personal, social and emotional strands of UK early years curriculum documents will remain fuzzy hopes unless children are enabled to take an active role in their daily life.

Many learning aims within the personal, social and emotional strands of UK early years curriculum documents will remain fuzzy hopes unless children are enabled to take an active role in their daily life.

Consultation with even young children can make a real difference to their growing social skills and sense of personal worth.

What are seen as 'behaviour problems' from children are sometimes more created by limitations in the learning environment, arising from adult-determined timing and over-structured planning. Jacqui Cousins (Listening to Children, 1999, National Children's Bureau) described children who sadly said they did not have enough time to finish favourite games or activities. Such heartfelt views explain why some children are frustrated or angry, and why they refuse to co-operate when told to move on to another activity.

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