Interruptions may disrupt your children’s thinking and the moment will be lost. Doing so means you are not listening fully but thinking of your response. Try not to jump in with your own comments. You can initially get eye contact by using the children’s names at the beginning of a sentence, as most children will turn to look when they hear their own name.ĭo be aware that this may not be suitable for every child, and that there is a fine line between staring, which can be very off-putting, and genuine, interested eye contact. Good eye contact shows you are ready to listen and that your child has your full attention. This will probably need to be practised, as there are always lots of things to be thinking about, and you will be naturally alert to your surroundings in case of emergencies. You need to try to minimise this as much as possible during active listening and be totally with your child at that moment in time. Most of us have an internal monologue that we listen to, which is reminding us of what to have for tea, jobs that need doing and so on. If necessary, consider moving to a quieter area so you can really concentrate on the conversation. You can also discuss having a procedure with the other practitioners in your setting, who can help to minimise interruptions by engaging the other children or reducing noise levels. If you are having a conversation with a child, encourage other children to wait and not interrupt. These could include excess noise, activities going on or other children. Reduce the number of external distractions. Try reflecting on the following points and adapting your practice accordingly… ![]() Children are very quick at picking up when adults are only half listening, or have no interest in what they are saying, so active listening is critical to gaining children’s trust, as well as tuning into their interests and thinking processes. ![]() It is also a very effective technique during conflict resolution, especially with younger children.Īctive listening is a skill that needs to be practised, especially in a busy early years setting. It is about being in that moment, wholeheartedly paying attention.Īctive listening, along with positive questioning, is at the heart of effective sustained shared thinking with children. It is having an understanding of their deeper meaning and letting the speaker know that you have really listened to them. We listen to children every day, but how often do we practise active listening?Īctive listening is one step further on from simply hearing the words that are being said.
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