‘‘A Creative A Creative Methodology for Methodology for Consulting with Consulting with Young ChildrenYoung Children’’

Presented at 17Presented at 17thth. Annual EECERA Conference, . Annual EECERA Conference, Prague, Prague,

2929thth August – 1 August – 1stst September 2007 September 2007Isobel McClean PhD studentIsobel McClean PhD studentDr. Nanette SmithDr. Nanette Smith

University of Worcester, UK.University of Worcester, UK.

RationaleRationale

UN Convention (1989) on the Rights UN Convention (1989) on the Rights of the Child of the Child

UNICEF (2001) Promoting Children’s UNICEF (2001) Promoting Children’s Participation in Democratic Decision Participation in Democratic Decision MakingMaking

NCB (2005) Building a Culture of NCB (2005) Building a Culture of ParticipationParticipation

UNICEF (2007) An Overview of Child UNICEF (2007) An Overview of Child Well-BeingWell-Being in Rich Countriesin Rich Countries

A Framework For ListeningA Framework For Listening

Multi methodMulti method ParticipatoryParticipatory ReflexiveReflexive AdaptableAdaptable Focused on children’s lived Focused on children’s lived

experiencesexperiences Embedded into practiceEmbedded into practice

(Clark and Moss 2001) Listening to Young (Clark and Moss 2001) Listening to Young ChildrenChildren

Methods UsedMethods Used Puppets Puppets Box Full of Feelings Box Full of Feelings (Kog, Moons and(Kog, Moons and

Depondt,2004)Depondt,2004) Wish Catcher Wish Catcher (Lancaster,2003)(Lancaster,2003)

Polo Mint Polo Mint (McClean,2006)(McClean,2006)

CamerasCameras DrawingsDrawings Graffiti WallGraffiti Wall Why? Why? How? How ? Why? Why? How? How ? (Cowie and (Cowie and

Sharp,1992; Smith 1997)Sharp,1992; Smith 1997) Mosaic Approach Mosaic Approach (Clark and Moss, (Clark and Moss,

2001)2001)

DrawingDrawing“Drawing and painting are ways for children to explore “Drawing and painting are ways for children to explore and learn about their feelings”and learn about their feelings”

( (Roberts – Holmes, 2005)Roberts – Holmes, 2005)

My granny and me used to go to the park but it is all broken now

This is the safe park my mummy

takes me to, I wish I had a park like

this near my house

Box Full of FeelingsBox Full of FeelingsI am sad when the wee children get bullied in school

I am sad when girls tease

other people behind their

backsI am sad when my daddy goes

away

Box Full of FeelingsBox Full of FeelingsI am angry

when people

blame me for

something I didn’t do

I am happy ‘cos I have good

friends and

family

I’m scared of the

dark at night

BOX FULL OF FEELINGS

Identifying emotions to post in the four ‘emotion houses’

Using the finger dolls to dramatise stories

Response – Box Full of Response – Box Full of FeelingsFeelings

I am angry that after July time,

after all the bands have done their bit all the flags stay

up for months

Perspectives of Children Using Perspectives of Children Using the Polo Mintthe Polo Mint

• We are going to change our library We are going to change our library area in nursery, how do you think area in nursery, how do you think we could make it better?we could make it better?

Have nice comfy chairs, my mum Have nice comfy chairs, my mum boughtbought me one in Argosme one in Argos..

• Very soon we are going to have an Very soon we are going to have an outdoor play area, what would you outdoor play area, what would you like to have in it?like to have in it?

I have a good idea we could use I have a good idea we could use our wish catcher and make wishes.our wish catcher and make wishes.

Children’s Responses -Children’s Responses - Cameras Cameras

• My favourite thing is helping my teacher at break My favourite thing is helping my teacher at break timetime

• I like it when the bubbles are in the waterI like it when the bubbles are in the water• My very best thing is the messy clayMy very best thing is the messy clay• I like the book corner bestI like the book corner best• I like to feed the gold fishI like to feed the gold fish• I play daddy in the home corner and make the I play daddy in the home corner and make the

dinnerdinner• Playing with the dough is good I make buns like my Playing with the dough is good I make buns like my

grannygranny• I like playing being a fireman because my daddy is I like playing being a fireman because my daddy is

a firemana fireman• I like to look after the flowers outside my teacher I like to look after the flowers outside my teacher

lets me water them this makes them growlets me water them this makes them grow

The Wish CatcherThe Wish Catcherand Transition to Schooland Transition to School

a happy school

The children wished for

to have a friend

I hope we have sand and water

Using the magic feather

The Wish CatcherThe Wish Catcherand Transition to Schooland Transition to School

I hope I can play on the computer

Choosing a note pad, everyone interested

I wish to do some cooking

I hope my school has got

playdough

The Wish CatcherThe Wish Catcherand Transition to Schooland Transition to School

Pegging on the wish

I want to be a

teacher when I go to school

Bullying:Bullying:Why? Why?Why? Why?

Why do people bully?Why do people bully?Because they are nastyBecause they are nasty Why?Why?Because they like itBecause they like it Why?Why?They learnt it off their parentsThey learnt it off their parents Why?Why?Because their parents argueBecause their parents argue Why?Why?Because their parents were bullied when they Because their parents were bullied when they

were littlewere little

Bullying:Bullying:How? How?How? How?

How can we stop bullying?How can we stop bullying?

Show them how to be niceShow them how to be nice

How?How?

Tell them how it feels to be bulliedTell them how it feels to be bullied

How? How?

This will make them realise how horrible it isThis will make them realise how horrible it is

How?How?

They will then feel guiltyThey will then feel guilty

Ethics for Consulting with Ethics for Consulting with Young ChildrenYoung Children

“ “All educational research should All educational research should be conducted within an ethic of be conducted within an ethic of respect for persons, respect for respect for persons, respect for knowledge, respect for democratic knowledge, respect for democratic values, and respect for thevalues, and respect for the

quality of educational researchquality of educational research.”.”

Bera (1992)Bera (1992)

““Listening is not a right. There needs to Listening is not a right. There needs to be space to respect children’s need for be space to respect children’s need for privacy, while opening channels for privacy, while opening channels for communication for all those who wish to communication for all those who wish to do so”.do so”.

One three year old said during the One three year old said during the study, as he drew the child study, as he drew the child conferencing session to an early conferencing session to an early close: “I’ve done enough talking close: “I’ve done enough talking now.”now.”

““We need to be aware that listening We need to be aware that listening can be a liberating tool but also a way can be a liberating tool but also a way of ‘listening in’ on children’s lives and of ‘listening in’ on children’s lives and an unwanted intrusion.”an unwanted intrusion.”

Clark & Moss(2001)Clark & Moss(2001)

Key Messages from Key Messages from ResearchResearch

At a policy level the review reveals the place for At a policy level the review reveals the place for training on listening, consultation and children’s training on listening, consultation and children’s rights as part of initial teacher training and other rights as part of initial teacher training and other trainingtraining

In addition there are in-service training implications In addition there are in-service training implications for early year’s practitioners and managersfor early year’s practitioners and managers

There needs to be further discussion about There needs to be further discussion about appropriate ways to include the views and appropriate ways to include the views and experiences of young children in the inspection experiences of young children in the inspection processprocess

( Clark, McQuail and Moss, ( Clark, McQuail and Moss, 2003)2003)