Are youlistening

to me?Oxfordshire’s babies speak up for themselves

Foreword Contents

Acknowledgements

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Oxfordshire are further pushing theboundaries with their new publication"Are You Listening to Me?" -Oxfordshire’s babies speak up forthemselves.

It documents the themes whichemerged when some of the mostexperienced and well-qualified managersof day nurseries and developmentworkers observed the "Everyday stories"of babies and toddlers.

Their work represents a strongcommitment to the principle of listeningto very young children to include theirviews as part of developing qualityprovision in their settings.

It should inspire those who read it toreflect on and develop their own practice.

Anne NelsonChair of Oxfordshire EYDCP

Introduction 4

So, what have we changed? 6

What did we hear? 8

Theme 1 10

Theme 2 12

The Key person approach 14

Theme 3 16

Theme 4 18

Schema 20

Theme 5 22

Theme 6 24

Theme 7 26

Interpretation 28

Baby room observation 30

Observation template 34

Suggested Reading 35

Final report 36

Conclusion 39

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This publication is based on the reportwritten by Dorothy Selleck (Early YearsConsultant) “Listening to children undertwo, tracking and observing – EverydayStories” documenting phases 1 and 2 ofthe managers listening to children under2 project commissioned by Early Learningand Childcare.

Many of the words and phrases used todocument the evidence “What actuallyhappened?” and interpret this evidence“What might that mean?” are hers.

I would like to thank Dorothy for hercommitment and enthusiasm for thiswork, the nurseries who took part:-Oxford Brookes; Rosehill Imagine; Slade;Roundabout; Wolfson; East St.; Cygnets;College Kidz; Oxfam; Orchard Fields andGems at ACE Centre and the developmentworkers who supported them.

Barbara SlatterEarly Learning and Childcare

Introduction

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The components of the project were:-

• A training day for 2 staff membersfrom each setting (Manager andanother Senior staff member) andidentified mentors from variousdevelopment teams run by DorothySelleck Early Years Consultant. Thisincluded an introduction to theobservation tracking technique andthe opportunity to practise anddiscuss.

• A full day of observation with amentor

• A half day workshop with Dorothy andthe mentors to analyse theobservations.

• A full day of independent observation on the “managementfocus for change”

• A half day workshop with the mentors

• A written report

The results of Phase one weredocumented in December 2005.

Phase two, which involved the sameprocess with an additional 5 nurseriesbegan in May 2006, following an

evaluation in March which highlightedthe need for more discussion on how toexplain to staff about purpose ofobservations, more on feeding back tostaff and more support from mentors.This was documented in December2006.

Phase 3 is now in progress and involvesall Advisory Teachers, 3 EYSENITS and 1Children’s Centre Teacher who work withsettings to improve quality for theirunder three’s. They have undertaken asimilar training programme to themanagers and mentors in Phases 1 and2, have conducted observations andbeen supported by Dorothy Selleck inanalysis workshops. Encouraging andsupporting settings in carrying out theirown observations and using the resultsto bring about change will be a mainfocus of their ongoing work.

Further information relating to theobservation/tracking technique andinterpretation of evidence can be foundin the appendix.

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More than just “listening”We all listen to babies, they attract ourattention by such actions as gurgling,snuffling, crying. It helps us to get toknow them as individual people,facilitates the development of the caringrelationship and helps ensure their needsare met.

By listening to babies we areacknowledging their “right to be heard”(Article 12 of the United nationsConvention on the Rights of the Child),demonstrating our respect for them asindividuals and contributing to theirsense of wellbeing and self-esteem.Conversely, not listening to babies cancause stress and impact adversely onlater behaviour (Bruce 2004)

The Every Child Matters: Change forChildren programme aims to ensure thatpolicies and services are designed aroundthe needs of children and young people.Participation of children should beembedded in planning, delivery andevaluation. This is more easily said thandone, particularly in relation to ouryoungest children.

Effective listening involves adultsrecognizing and responding to thevariety of ways in which babies

communicate, not only by sounds butalso movements and actions. By usingobservation, adults can follow what ababy is doing, making decisions abouthow best to respond to him/her, basedon skills of interpretation - trying tosee the world through the child’s eyes.

A group of nursery managers inOxfordshire, who had been meeting tosupport the development of the “KeyPerson approach” in their nurseries, were committed to “listening to childrenunder 2 years of age” to try to ensure thechildren’s perspective was included indecision-making about developments intheir settings and in assessing the meaningof “quality”. Their request for furthersupport in this innovative area of workprovided the impetus for this project.

Managers listening to childrenunder 2 years throughobserving/trackingThe main aim of the project was“Encouraging listening to children under 2 years through observation inorder to reflect on and include children’s experience and opinions tounderpin change”

Phase one included participants from 6local day nurseries.

So, what have we changed?

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Managers’ Comments relating to the process of observation, feedback and change in theirnurseries taken from their final reports. ‘I think the project has

supported and continued ourbeliefs in the importance ofobserving children and also aboutthe importance of beingreflective practitioners, mostimportantly from the child’spoint of view. It has made animpact on the structure of ournursery environment and also onthe routine of the day for thechildren in our setting.’

‘Staff have discussed theimportance of “tummy time” andimplications for resourcing –adding soft blocks, silk scarves, 2huge mirrors and wedges and haveplanned the new baby room tohave less furniture and free upmore floor space.’

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‘Since our first observations ourkey person approach has beenintroduced. We are beginning tosee a difference in relationshipswith both children and parents.’

‘As a result of my opportunityfor day-long observation I heldstaff meetings to agree on howto change and improve the waywe run lunch times. We havedivided the tables into unitsseating small mixed age groups and an adult eating lunchtogether. This has created ahappy social occasion thatbenefits everyone.’

‘My only concern is that of itfeeling rather heavy-handed, aswas the case when three of uswere observing in a small space, I got the impression, I may havebeen wrong, that this feltuncomfortable to staff.’

‘I fear that, when other thingsseem more pressing, I will notmake time to do this effectively,other than when something isproblematical.’

‘I was dismayed by my overallimpression that the children were experiencing a fragmentedand perhaps bewildering time atthe nursery.’

‘We will review our daily routineand manage our time to ensuretime is available for sustainedinteractions.’

‘This project has enabled me as amanager to stop and really seethe day through a child’s eye,from their perspective, and to beable to see the changes thechildren really needed within thenursery to improve their qualityof care and opportunities.’

What did we hear?

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Messages from 33 children in 11 nurseries from 169 hours of observation in Oxfordshireillustrate the ‘voices’ of babies and toddlers. The small episodes are the evidence identified ineach story to support the 7 themes or messages from the children. We have been mindful ofeach child’s right to express their views, and in this development project to employ methodsthat help us listen respectfully without undue intrusion or voyeurism (Clarke, Kjorkolt andMoss 2005).

The children’s names have been changed and the adults are identified by either: KP = KeyPerson or A= adult to preserve anonymity.

Please treat me with respect, don’t do things to me without helpingme to understand what is coming next.

Please really talk to me and get to know me and my family. Pleasebe less busy - stay and play with me.understand what is coming next.

I need a Key Person in the nursery to be close to, who will listen tome and understand me, and keep me safe and included.

Please make places in my nursery where I can find spaces to movefreely, be tranquil, as well as places that are busy and bustlingwith my friends and things to do.

You need to understand what I am interested in and the ‘project’I am working on. Please try not to interrupt me when I am

busy. I want you to give me the materials or attention that

Please give me experiences that challenge me, and new things totouch, taste, hear, smell and see. I like being out and about, as well

I have lots of ways of communicating –please listen and watch the ways that I do it.

as in our familiar room.

will nourish my ‘schema’.

What actually happened...KP approaches Mikey 'Shall we do yournappy now Mikey?' Mikey repeats:'nappy'. KP takes his nappy and wipesfrom his bag and she holds the nappyout to Mikey. ‘Mikey, can you carry thisfor me?' she asks. Mikey takes the nappyand they both walk towards the nappychanging room.

What might that mean?Here is an example of how KP helpsMikey understand what is coming nextand respectfully involves him in thenappy change. In this interaction thereis turn taking and shared involvement.Mikey has the chance to express hisagreement to the nappy change ratherthan merely acquiescing to thephysical procedure.

Please treat me with respect, don’t do things to me without helping meto understand what is going to happen next

Points for reflectionHow might you feel if someone removed your plate whenyou were part way through a meal or took away your penas you were about to begin writing?

In your setting, how are children prepared for what mighthappen next therefore avoiding unnecessary distress?

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What actually happened...Lia was busy playing when a healthvisitor came into the room. Lia did notknow her. Without any greeting thehealth visitor proceeded to examine Lia’sears. Lia appeared to be surprised andpuzzled by this intimate physicalexamination.

Chloe leaves the table where she hadbeen playing with gloop, her hands stillmessy. A. picks Chloe up without warningand carries her upstairs to the sink whereher hands are washed and dried for her.

What might that mean?Perhaps Chloe might have had anexplanation about what was to happennext and offered support for washing herhands. It could be that rather than beingattended to she could have been invitedinto an interactive encounter that offeredher choices and respected her wishes.

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What actually happened...Sophie had 62 encounters with adults in2 hours, mostly fleeting 2 wordinstructions or praise e.g.: ‘Apron on’,‘Get a tissue’, ‘good girl’. Sophie initiated29 encounters by calling, offering toys,and shouting out to others from herhiding place in the bushes outside.

In one attempted interaction with KPBilly was running a car up and down herleg in a bid for her attention. KP “Hello-nice car” but no further reciprocalexchange.

What might that mean?Children sought out more sustainedauthentic reciprocal ‘conversations’ fromthe adults who interacted with them butwho then swiftly passed on to anotherduty or another child. There were manyexamples in the observations of adultsbusy changing, feeding, offering toysand showing children things but not‘often enough’ waiting for the children’s‘answers’, their reactions or responses

Please really talk to me and get to know me and my family.Please be less busy - stay and play with me.

Points for reflectionHow are children’s needs prioritized overpreparation/admin. tasks?

Is sufficient time given to really get to know about achild’s family and what is important in their livesoutside the nursery?

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What actually happened...Corin was playing with a telephone withKP in the nursery. ‘Hello Mum’, Hello E’(Name not clear) KP knows it is E’ hissister so she continues a conversationabout Mum and E. And what they wouldbe doing now.

Joseph on the floor with his waterbottle, started talking about his family.“Mum is at work”, “J is at school”. Therewas a short response from A but it didnot develop into any conversation.

What might that mean?Many children seemed to be saying to usthat they needed to think about,remember and stay connected to theirfamilies during their separation fromthem. We are more likely to understandwhat each child is ‘saying’ if we knowtheir home people and places wellenough to be able to tune into their trainof thought.

What is the Key Person Approach?

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The key person approach is a way ofworking in nurseries where the wholefocus and organisation is aimed atenabling and supporting closeattachments between individual childrenand individual nursery staff. It is areciprocal commitment and relationshipbetween a member of staff and a familywhich has very positive benefits for all.

Every child deserves to be special tosomeone and the key person approachrecognises this. It provides the childwith a sense of security so that they feelconfident to explore their world andform further relationships. The keyperson has an ‘invisible elastic thread’ ofattachment to their key child, holdingthem in mind throughout their time atnursery, ensuring they are cherished andthought about by someone in particularwhile they are away from home.

Roles of the key person include:

• getting to know their individual childand supporting their sense of identityand individuality

• having an awareness of their key childand families’ needs, interests anddevelopments and opportunities toextend and support them

• managing transitions between thefamily and setting

• providing for the child’s intimate caresuch a nappy changing, putting tosleep and physical closeness

The role does not include shadowing orclinging to the child nor does it meanthat the key person must manage ontheir own.

Each key person is paired with a ‘buddy’who takes on the role of the key personin their absence with the support ofother staff. It is also part of the keyperson’s role to ensure that the buddyand other staff are aware of theirchild’s needs.

There is a clear distinction between theterms ‘key worker’ and ‘key person’. A‘key worker’ is often used to describehow staff work in nurseries withrespect to organisation and record-keeping. This is only a small part ofbeing a ‘key person’ whose focus is toprovide a close relationship that isaffectionate and reliable.

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‘Since our first observations ourkey person approach has beenintroduced. We are beginning tosee a difference in relationshipswith both children and parents.’

The key person approach is veryimportant and a having a specialrelationship with individualchildren and staff supports theattachment theory. We would like to carry out

observations in other settingswhich have implemented a keyperson approach.

I need a ‘Key Person’ in the nursery to be close to, who will listen to me,talk to me, understand me, and keep me safe and included.

Points for reflectionWhat could you do in your setting to improvechildren’s separation experiences on arrival anddeparture ?

Could supply staff be better utilized in freeing up“key people” to be with their children?

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What actually happened...A1 asked Finn to use his fork. A2 triedto feed him and he turned away and crieda little. Finn put down his fork and usedhis fingers for a while. A3 asked if he hadfinished, he nodded so his plate wastaken away. A4 (not known to Finn)shouted to him to get washed.

What might that mean?4 carers all attended to Finn during thisone meal. If one KP had been alongsidehim during his meal then perhaps hewould have been able to relax and enjoyhis food more.

What actually happened...KP crouches down next to Jodie. “Shallwe see if you want your bottle”, Jodielooks at KP. KP picks Jodie up and takesher to the sofa, sits her on her lap,offers her a bottle of milk, cradles herand she begins to drink. Jodie holds herbottle and fiddles with A’s hair andtouches her arm.

What might that mean?This interaction demonstrates Jodie’sconfidence to expect and elicit the ‘highquality’ interactive relationship we knowis important for children’s well beingand development.

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What actually happened...On arrival, Steven started crying andtook 35 minutes to settle. His KP didnot start until 9:00am but when shecame Steven was very pleased to seeher. Meanwhile 2 members of staffcuddled Steven, held him, fed himbreakfast and empathised with hisdistress. But they were called away toanswer the phone etc. he sat alone witha book on the sofa.

What might that mean?If his key person was there, when hearrived, would he have settled better?Each child needs someone rather thananyone or everyone to welcome them andto contain any anxiety they feel whenseparating from their parents.

Please make places in my nursery where I can move freely, be tranquil, as wellas places that are busy and bustling with my friends and things to do.

Points for reflectionHow can we accommodate children’s need for stimulation and tranquillity?

Have you considered the importance of early movement experiences such as ‘tummy time,’ belly crawling and crawling?

Is there sufficient space in your setting for babies to move freely?

How can children’s cooperative relationships be supported by the help of adults around them?

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What actually happened...In his chair, Ibrahim stretches and criesputting his arms above his head. KP liftshim out of his chair and cuddles him. Sheputs him on his back on the floor,Ibrahim continues to whimper. She pullshim up to sitting position and gives himsome rattles. He falls onto his tummybut is immediately picked up and put onhis bottom again.

What actually happened...Lucie paced out a triangle between thedoor, the tray and the mirror to see whatwas going on ‘out there’ before joiningin. She returned to her ‘triangle’ inbetween engaging in other activities

Joseph returned to the same curtain onseveral occasions, mostly alone buttwice with other children. The length oftime he stayed behind the curtain variedfrom 10 seconds to 1 minute.

What might that mean?Staff need to allow physical space andopportunities for children to ‘come down’from the excitements of friends to playwith and new things to explore

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What actually happened...After tea time, Billy and Oliver go under the table. Oliver says “Night,Night” and Billy lies on the floor withhim. This continues for a few minutesand they seem to enjoy the interactionwith each other.

What might that mean?A number of the children seemed to seekout private places to play and betogether. They seemed to be saying, ‘Ienjoy playing with my special friend-please can you help us be together’.

What might that mean?It is important for babies to have‘movement play’ and time laid on theirtummies for exercise and physicalchallenge. Ibrahim had every assistanceto sit up but less for the freedom heneeded for stretching and rolling.

Schema

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Schemas are patterns of behaviour.Children demonstrate patterns ofbehaviour when they are exploring theworld and by observing children we canidentify schemas inherent in their play.Chris Athey and Tina Bruce worked withfamilies in the Froebal Project in the1970’s and this research has been thefoundation for many projects based onschema. Chris Athey defines schema as“a pattern of repeatable behaviour intowhich experiences are assimilated andthat are gradually co-ordinated”.Children can exhibit one or two schemaor a cluster of schemas. By closelyobserving children’s play, and identifyingpreferred schemas, adults can extendchildren’s learning by providing materialsand opportunities which will engagechildren.

There are approximately thirty sixdifferent schema, some of the mostcommon being trajectory, enveloping,rotation, connecting, transporting.Trajectory schema is about straight lines.Examples of trajectory behaviour aredrawing or painting lines, making lines ofcars, bricks, play people, jumping off the

climbing frame or furniture, playing withrunning water (a moving trajectory).

Identifying schema can unite a widerange of activities. In introducingparticular stories we can extendchildren’s thinking e.g The LighthouseKeepers Lunch is particularly interestingto children who display a connectingschema.

The Pen Green Centre has been veryinvolved in research and practice relatingto children’s schemas. They have found aknowledge of schemas has helpedparents in understanding their children’sbehaviour. The Pen Green project“Involving Parents in their Children’sLearning” has used schema as one of thefour areas for working with parents.Parents have become experts in “schemaspotting” and work with early yearsprofessionals in planning and developingtheir children’s learning.

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I found that during the Observation, Iwas totally absorbed in what Petula wasdoing not even noticing what was goingon around us unless it was part of whatPetula was experiencing.

‘I think the project has supported andcontinued our beliefs in the importance ofobserving children and also about theimportance of being reflectivepractitioners, most importantly from thechild’s point of view. It has made an impacton the structure of our nurseryenvironment and also on the routine ofthe day for the children in our setting.’

Freddie wanted to climb onchairs and other fixtures andfittings in the nursery. Staffworried for his safety butstarted to think of otherobjects and obstacles tonourish his climbing schema,.

You need to understand what I am interested in and the ‘project’ I amworking on. Please try not to interrupt me when I am busy. I want you

Points for reflectionHow are children supported in pursuing their owninterests in the nursery rather than following the adult’s agenda?

What procedures are in place to enable staff to recognise children’s schemas?

to give me the materials or attention that will nourish my ‘schema’.

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What actually happened...Finn wanted to climb on chairs and otherfixtures and fittings in the nursery. Staffworried for his safety but started to thinkof other objects and obstacles to nourishhis climbing schema.

Paula was interested in holes! Shepushed her fingers through the holes inthe pegs, through the mesh of theshopping basket, the net on the travel cot- moving round the nursery to find otherplaces to fit her fingers.

What actually happened...Initially, Daniel appeared to be all overthe room – moving round all the time.Wherever Daniel moved in the room, hewas putting objects ‘in’ or ‘in-between’another toy or place. (For example: inthe play oven, in the bucket, in-betweenlegs of chairs, squeezing himself in-between furniture.)

What might that mean?There were repeated patterns of interestfor many of the children, and a theme totheir play or explorations. They seemedto be practising a new skill or trying outan idea in different contexts. Thereseemed to be a logic to what at firstglance could be thought of as ameaningless activity. The observationsseem to reveal children making meaningin their environment.

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Keira, seemed to be working on a‘getting to know people’ schema. Sherepeatedly offered books, toys and other objects as gifts in her give andtake game to both adults and otherchildren as she ‘greeted’ and initiatedinteractions.

What might that mean?It seems that Keira is less interested inplaying with the toys – it is the contactwith the people she is most preoccupied

with. When interactions wereacknowledged but finished swiftly with abrief “thank you” she found other giftsto renew her ‘conversations’. It may bethat the toys were a way of asking forattention?

Please give me experiences that challenge me, and new things to touch, taste,hear, smell and see. I like being out and about, as well as in our familiar room.

Points for reflectionDo adults observe what children are trying toachieve for themselves before stepping in?

How is it possible to ensure children’s safety whilst still offering the necessary challenge?

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What actually happened...Harry spent time watching older childrenin the garden, visitors to the room,adults clearing up the lunch table andchildren squabbling.

He became deeply involved andpersistent in overcoming challenges –e.g. trying to stretch up to putsomething in the high play ovencupboard or push a trolley over anobstacle. Harry seemed busy andengrossed in his trolley challenge.

What might that mean?However, as adults saw his work theyseemed to interpret it as a frustratingpredicament rather than an interestingoperation (from Harry’s point of view).The adults removed the obstacles thatHarry was working out how to push over.They cleared his path, and took away hischallenge?

What actually happened...Jack dipped his finger into the water,shrieked, and repeated this several times.He wiped his wet finger on his cheek.One by one he began to remove leavesthat were floating in the water, whenthey had all gone he returned the leaves,and then began to pick them out again.

What might that mean?This lasted for 7mins – 14 times longerthan most of the play episodes of 30seconds in the room. This exploration ofwet leaves seemed to present moresensory experiences and challenge forJack than those presented to him indoors.

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What actually happened...Helen crawls over to the stairs sits for amoment, turns and climbs the stairs. A.lifts Helen down and plays with her –they have lots of eye contact but thenHelen watches as A1 goes past her andcrawls after her up the stairs.

What might that mean?Many children seem to be seeking thephysical challenge of climbing. Findingsuitable physically challenging equipmentfor active toddlers keen to climb andteaching them how to keep themselvessafe at this stage, rather than stoppingthem climbing at all, are important innurseries.

I have lots of ways of communicating–please listen and watch the ways that I do it

Points for reflectionHow responsive are the adults in the setting to thevariety of ways children communicate?

Are there sufficient opportunities to share children’schosen methods of communication with theirparents/carers?

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What actually happened...“My bib is uncomfortable and I havefinished my meal”.

A starts to feed Lucie some peas fromher bowl. While Lucie eats them she pullsat her bib, nearly pulling it off. A “Leave iton, please”. A puts it back on around herneck and carries on feeding her peas.

Lucie shakes her head and says “Na”. Shepulls her bib off.

A then notices a red mark on Lucie’sneck. “Oh it was rubbing your neck(referring to the bib). “Was the bibrubbing your neck?”

What might that mean?Lucie’s vocalisations are listened to andunderstood by an adult who regularlyworks with her and is able to understandher talk at 19 months.explanation/interpretation

What actually happened...“Please read me this story”Oliver offered a book to A. A tidied itaway. In the book area, Oliver sortedthrough the books , carefully selectedthe same one, taking it again to , whotidied it away. This happened on 3different occasions.

What might that mean?Oliver knew exactly which story he

wanted and worked hard to find it againeach time it was tidied awayunfortunately his ‘voice’ was not heard.

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What actually happened...‘I want to go outside’.

Jack is sitting watching other childrengoing outside. he crawls quickly towardsthe gate to outside. A picks him up “ Doyou want your milk?”, Jack pulls away,wriggles and cries. A offers juice instead,Jack takes a few sips, climbs down ontofloor. He turns to A, verbalises andsmiles, looks towards gate to outside. A takes Jack’s hand, they walk outsidetogether.

What might that mean?Jack’s movements, crying, smiles andverbalizations result him being takenoutside.

Baby Room Observations – 22/11/05Oxford Brookes Nursery

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Kiera’s Story Child’s Age: 16 months

Cast of Characters: Children: Kiera,James, Alan, Davidle, Charlie, Luke,Anthony, Larry, Stuart Staff: Anne,Laura, Steven, Pat, Mandy

Observations AM:9:07 Kiera arrives into the room. Mum

carries her over to Anne, her keyperson and puts her down on thefloor. Anne greets mum and Keiraand asks how she has been. Mumsays “fine, apart from a runnynose”.

9:08 Kiera picks up a nearby toy andAnne says “Oh, that’s a pig!” Annethen shows Kiera that there is alsoa picture of a pig in the book sheis holding. Kiera gives Anne lotsof eye contact and then looks atthe picture in the book. She thenpicks up a sheep and Anne asksKiera if she thinks there will be asheep in the book too. Anneshows Kiera the other animals on

the floor and counts out theelephants. She ask Kiera “Shall weput them in the ark?” Anne startsto do this and Kiera copies her,giving Anne lots of eye contact.

9:10 Kiera points to the book. Anneresponds by saying “Shall we havea look at the book?” Kierahowever, crawls off to another toywhich she picks up and puts downagain. James approaches Kiera.Kiera looks at him and then standsup and walks to the ball pool. Shestands by the ball pool, lookingaround the room. Her gaze fixeson the children playing with thepasta as they are making quite alot of noise.

9:12 Kiera walks to the Megabloks,picks up a brick and places it ontop of a pre-built tower. Mandyclaps her hands in recognition andKiera looks at her. Kiera thenwalks to the small world play andpicks up a figure. She walksbackwards, falls over, gets up andthen approaches Mandy and givesher the figure. Mandy thanks herand Kiera goes back to pick up 2

more people and returns to give 1to Mandy and 1 to Alan who issitting on the floor. Mandy againsays “thank-you”.

CodesYou may devise your own codes, butthese are the analysis codes used here:-

TC = child you are observing

C = other child

KP = Key person (Anne)

A2 = Adult (Mandy)

fleeting interaction

(dotted double head arrow ) sustainedinteraction

PP = activity involving parent

EAL = access to own language resources

RSE = rich and stimulating experience(adult initiated)

EER = explore, experiment, represent(child initiated)

Coded Observation9:07 TC arrives. Mum carries her to KP,

who welcomes them both, andputs TC down on floor. PP

KP TC (smiles)

KP mum “How has she been?”

Mum KP “Fine, apart fromrunny nose”

9:08 TC picks up toy pig, KP TC “Oh,that’s a pig!” (shows picture of pigin book she is holding)

TC KP (lots of eyecontact/discussion of book for 2 minutes) EAL

9:10 TC crawls off to another toy whichshe picks up and puts down again

C TC (approaches)

TC C (glances)

TC walks to ball pool, lookingaround room. Watches childrenplaying with pasta

9:12 TC walks to Megabloks, placesbrick on pre-built tower

A2 TC (claps hands)

TC A2 (glances), TC picks uptoy figure, walks backwards, fallsover, gets up & approaches A2

TC A2 (gives her figure)

A2 TC “Thank-you”

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TC picks up 2 more figures andgives 1 to A2 and 1 to C

A2 TC “Thank-you”

Observations PM:4.41 Kiera fills the jug with pasta and

tips it towards her, emptying iteverywhere. Anne leans into thetray and use her full arms toscoop up the pasta, she uses lotsof descriptive commentary to talkabout the pasta and what she isdoing. Kiera tries to reach for thecup. Anne hands it to her and shepretends to drink. Kiera thenpicks up the jug again and looks atAnne while she fills it withhandfuls of pasta. She tips ittowards her again and some pastagoes down her vest. “Has it gonedown your vest?” asks Anne.

4.50 The other children have now allleft leaving Kiera to be the onlyremaining child, having Anne’s soleattention. They spend the next ten

minutes playing together in thepasta, copying each other andinteracting with lots of eyecontact.

5.00 Anne asks Kiera “Would you like topaint a picture?” Kiera looks atAnne saying “Ra, ra”. “Shall weget some paints down?”, “Ra, ra”says Kiera. Anne brings somepaints and brushes to the tableand puts an apron on Kiera. Kierareaches for a brush, pulling oneout of a pot with her right hand.She puts it on the paper with abackwards and forwards motion.Anne holds the blue brush. Kieraputs down the green brush andtakes the blue one, moving itacross the paper. She then picksup the red brush in her otherhand. She studies the blue brushand brings it up to her mouth, shethen holds it out towards Anne’shand. “Are you going to paint myfingers?” asks Anne. Kiera turnsthe brush upside down and taps iton the paper.

Coded Observation4:41 TC fills jug with pasta, tips it,

emptying it everywhere

KP leans into tray using full armsto scoop up pasta and lets go

KP TC (19 minutes) lots ofdescriptive commentary from KP,lots of interaction, smiles andcopying between KP and TC. RSE

5:00 KP TC “Would you like to painta picture?”

TC KP “Ra, ra”

KP TC “Shall we get somepaints down?”

TC KP “Ra, ra”

KP produces paints and brushesand puts an apron on TC

TC reaches for a brush, pulls it outof green pot with right hand andpushes it backwards and forwardson the paper. She swaps for bluebrush then picks up red brush in

other hand. Studies brush, bringsup to mouth and offers it to KP

KP TC “Are you going to paintmy hand?”

TC turns brush upside down andtaps it on the paper. EER

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Baby Room Observations – 22/11/05cont...

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Interpretation of Observations

If we are able to explore alternativeinterpretations, suspending ourjudgements in a hiatus of uncertaintythen we may be enriched by being opento difference,and ready to have ourassumptions of quality challenged. (Elfer and Selleck 1999)

In their workshops, led by DorothySelleck, both Managers and mentorsworked hard to interpret the evidencegathered through observation in theirsettings. The following piece of evidencehas the potential to be interpreted invarious ways.

What actually happened...Rory stayed at the playdough table withA for about two minutes then walkedover to see ‘Stinky’ the fish, and ‘Bill’ theAfrican Land Snail. A. followed him andsaid, ‘Shall we feed Stinky?’ Rory stoodon a chair that was close by and put onefinger into Stinky’s tank. A. said ‘Yuk’and took his finger out of the water.Rory turned his head to watch anotherchild coming up to see Bill.

Whilst he was still with A. he made asquealing noise and she picked him upand swung him around in her arms. Rorylaughed and squealed at this and then Aput him down.

What might that mean?we see how a significant adult can catch

the excitement of a child making a newand exciting discovery –snails and fish –sharing in his sensations and squeallyexuberance. In this moment of fun sheseems able to give value and recognitionto his experiment. Perhaps only a KeyPerson is able to have the trust andinsight for joint joy and recognition of thechild’s own discovery?

Or it might mean that...A may not be in tune with this child’sinterest in Stinky’s tank at all. Does shesay, ‘Yuk’ meaning – don’t touch, or is‘Yuk’ a recognition of his interest? Does Atake his finger out and away from hissensory exploration in the water and twirlhim around to distract him from feeling

for the fish? Are his squeals of protest(rather than excitement) at being taken away from his experiment in thefish tank?

These alternative interpretationsillustrate how important it is to reflectand revisit our documented observations– to take time to attend to the children’svoices and discuss our responses tothem. Carlina Rinaldi in her manydefinitions of ‘ Listening’ says:

Listening is emotion, it is generated byand stimulates emotions, includingcuriosity, desire, doubt, interest…

Listening is welcoming and being open todifferences, recognising the importanceof another’ point of view andinterpretation…

(Rinaldi in Dahlberg and Moss 2005)

A Key Person relationship is an emotionaltie as well as an intellectual engagement.If A had been in a Key Person relationshipwith Rory then perhaps the firstsympathetic interpretation is more likelyto be nearer the truth, Rory would morelikely have been able to continue with hisenchantment in the fishy depths of thetank rather than frustrated by beingtaken away from it.

Observation template Suggested Reading

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Athey, C 1990 Extending thought inyoung Children. Paul ChapmanPublishing.

Bruce, T. 2005 Early childhoodeducation, Hodder and Stoughton

Buchanan, K. 2004, Are you listening tome? Seven inspiring case studies thatillustrate listening to very young childrenOxfordshire County Council

Clarke. A Kjorholt, A Moss P. 2005.Beyond Listening: Children’sPerspectives on Early ChildhoodServices. London Polity Press

Coram Family, 2003 Listening to YoungChildren resource, Open University press

Dahlberg G, Moss P, and Pence A, 1999Beyond Quality in Early ChildhoodEducation and Care. Falmer press

Elfer P and Selleck D 1996-7 Everyday Stories, Working with children under threeat:http://www.ncb.org.uk/features/eds/index.htm

Elfer P. Goldschmied E. and Selleck D. 2003 Key Persons in the Nursery. Building relationships for quality provision David Fulton Publishers

Forbes, R. 2004, Beginning to play:young children from birth to three,Maidenhead, Open University Press

Goldschmied E & Jackson S.2003 People under three – Young children inDay Care. Routledge

Greenland P. 2005. DevelopmentalMovement Play JABADAO

Nutbrown C. 2001 2ndEd. Threads ofThinking Paul Chapman Publishing

Ritchie K and Roberts A. 2004 A Place to Be. Oxfordshire County Council

Selleck D. Being Under Three –Enhancing quality experiences - in PughG (Ed), 3rd edition 2001.ContemporaryIssues in the Early Years – Workingcollaboratively for Children. PaulChapman Publishing.

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Child’s name:

AgeName of Key Practitioner

Other staff

Name of setting

DateBoy/Girl Ethnic identity

Time Code Narrative ObservationEvaluation Code

A story of what the child is doing

and saying, a record of their experiences

Listening to children under 2

Tracking and observing - Everyday Stories - Oxford Brookes Nursery

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We observed five children over two daysduring their whole session at thenursery; Kiera aged 16 months, Danielleaged 6 months, Charlie aged 21 months,Adam aged 12 months and Victor aged15 months.

What did we find out?So much was revealed by the childrenbut three main points emerged:

1. Sustained observations revealedpatterns of the children’s learning andthreads of thinking – ‘schema’ – Kierarepeatedly offered books and toys asgifts in a give and take game as sheworked on her ‘getting to knowpeople’ schema, Charlie repeatedlypushed the Little Tikes car forwardsand then backwards in the garden ashe worked on his ‘trajectory’ schema .This is something that, although staffwere aware of the developmentalstages of the children, they were notpicking up on the children’s individualschema and therefore failing toprovide for their learning in this way.

2. Adult intervention by ‘well meaning’adults can be inappropriate for thechild, interrupting their learning or

unintentionally putting them in astressful situation – Danielle wasfascinated by the buckles and strapson her highchair, manipulating them,mouthing them etc. until an adultapproached from behind to place herbib on and completely concealedthem, making her lose her work.Danielle had earlier been placed onher back on the floor in the middle ofa busy play area and become quitedistressed, while the member of staffanswered the door.

3. The operation of a key personapproach is vital to the emotional wellbeing of the child. Failure to organisethis approach successfully has anadverse effect on the child. Adamspent most of his morning playingalone with only fleeting adultinteraction. Although he appearedhappy to have such freedom foruninterrupted play, because his keyperson had the morning off and thebuddy was completely taken up withsettling-in a new child (Victor),another staff member saw to Adam’sphysical needs and it was only for thelast ten minutes of his session, whenhis key person arrived, that he had anyreal sustained quality interaction withan adult.

What did we change?Each observation day was followed by a feedback session to the staffinvolved. We also organised anadditional room meeting to disseminateinformation discussed at the firstworkshop and to discuss actions to beimplemented as a result of the abovethree main findings. The related actionpoints were decided upon:

1. Staff needed further training in theidentification of children’s schema andways in which to support and developthem. A decision was made to devotethe next full staff training day inJanuary 2006 to this subject andDorothy Selleck was asked tofacilitate the training.

2. Through discussion of particularinterventions that had made anegative impact on the child, staffbecame more aware of this and it wasagreed to be more sensitive to anydisruption of their activity. It was alsodecided that the environment couldbe improved to provide a quieter,‘safer’ area, particularly for theyounger babies, so that if staffneeded to place them on the floor toattend to something else there was amore secure area for them to be in.

3. The importance of ensuring the buddyis available for a key person’s children,when the key person is settling-in anew child, has prompted us to takethis into account when bookingsettling-in visits for new children.

What impact have the changesmade on our provision?The immediate impact on the provisionwas that the level in which we were soclosely examining the children’sexperiences really opened the staff’seyes to how absolutely everything has aneffect on the children.

Staff now allocate time to carry outextended observations on their children,enabling them to recognise any schemasthey may be working on, informationwhich helps to inform their planning.Staff also now make time during roommeetings to collaboratively discussobservations on their children to ensurethey are making shared judgements ontheir development. Our quiet area hashelped to provide a ‘safe haven’ from thebusier part of the room when needed.Also, improved organisation of the keyperson and buddy during settling-intimes has meant that the experiences of

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Listening to children under 2 Conclusioncont...

38

the other children are no longer ascompromised when key people areparticularly busy.

Involvement in the project has proven tobe a very valuable exercise and trulymade us put our provision under themicroscope and see it through the child’seyes. We are committed to continuingthis form of self evaluation and wouldback Dorothy’s proposal that themanagers involved form a supportnetwork to sustain and improve on thiscritical area of development work. Thefindings have forced us to not simplymake decisions on our own perceptionsof best practice, but to make informedjudgements, based on the mostimportant evidence of all – the voice ofthe child.

Sarah Hinkin 22/02/06 (updated February 2007)

By effective listening and carefulrecording of babies’ experiences ofdaycare, replicating the methods from“Everyday Stories” (Elfer & Selleck 1996-7) managers and mentors gathered awealth of evidence from 33 children in11 nurseries. The 169 hours ofobservation were analysed in workshopswhere they tried to make meaning of thechildren’s voices.

The 7 powerful messages whichemerged are essential for managers totake into account when consideringchanges in the nursery to develop highquality provision and practice. Theydemonstrate the value of co-constructing quality with the babies whoattend the nursery.

This work demonstrates the managers’strong commitment to make time tolisten to children although their reportscomment on the difficulty of prioritizingobservations in a busy schedule.

It also highlights the training andsupport needs of managers and theirstaff in areas such as observationmethods, feeding back to staff, keyperson approach and identifying schema.

Managers also value the regular supportof Advisory Teachers to help them in thechallenging work of managing change intheir nurseries.

“This project has enabled me as amanager to stop and really see the daythrough a child’s eye, from theirperspective, and to be able to see thechanges the children really needed withinthe nursery to improve their quality ofcare and opportunities. “

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Are you listening to me?

‘This project has enabled me as a managerto stop and really see the day through achild’s eye, from their perspective, and to beable to see the changes the children reallyneeded within the nursery to improve theirquality of care and opportunities.’

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