Guidance for Consulting our Youngest Children Toolkit

Welcome

Welcome to the Consulting our Youngest Children Toolkit which has been developed in partnership between Highland Child Protection Committee, Keeping Children Safe and Care and Learning Alliance.

This short micro-mod provides information about the purpose of the toolkit and practice suggestions of how it can be used flexibly to facilitate consultation with our youngest children in a variety of situations.

Click on the image
to access and download
a copy of the toolkit,

Who the tool is for?

This tool has been developed both for adults working with children on an individual basis for a specific purpose or by adults who are part of children’s day to day lives.

The following icons are used throughout the toolkit to highlight which group the activity shared is more suite for and in some cases, it will be both:

Denotes aspects useful for those adults who are part of children’s day to day lives. (eg. Early Learning and Childcare practitioners including Childminders, parents/carers)

Denotes aspects particularly useful for adults working with children on an individual basis for a specific purpose (eg.Children’s Service Workers, other professionals)

It should be noted that the icons are merely there as a used reference as all the ideas and strategies can be creatively adapted to be used in a variety of ways to best suit the needs of the individual child or small group of children, depending on the circumstance.

Regardless of whether it is an adult working with children on an individual basis for a specific purpose or adults who are part of children’s day to day lives, consulting with children is more than a one-off event –what occurs before and after the consultation is as important as the consultations themselves.

If you have not watched this video before - you may find it useful. It is in line with the Scottish Government priorities for supporting the well-being of all children through (GIRFEC).

Key points to remember

Planning and preparing children’s consultations to ensure the consultations are adequately resourced in terms of material, time and people support and appropriate for the stage of the child/children involved.

Analysing, synthesising and reporting children’s messages in ways that are authentic and true to children’s messages they are conveying.

The toolkit can be used dipped in an out of to support planning and consultation. Page 2 will help you locate where you are most likely to find the information you require.

Through a blend of information and video, pages 4 to 6 contain useful generic information on ways to encourage young children’s participation and share their views. We recommend you read these to help consolidate your understanding and inform your planning for consultation.

Example of how the document can be used for adults working with children on an individual basis for a specific purpose.

There is no magic recipe for engaging with children’s voices. The important thing is to support the child/children to feel relaxed. Some of the key principles of interactions, spaces and experiences on page 5 of the tool kit provides helpful aspects to consider when preparing to consult with a young child – especially if it is a ‘one off’ consultation and the first time they have met you.

Creating a warm environment where you are down at their level with some interesting and relevant resources to initiate communication and interaction are all key to quickly establishing a connection with the child.

For adults working with children on an individual basis for a specific purpose (cont..)

Example 1: Introducing Share Ted – page 7

Although at first look this activity can appear as aimed more for adults supporting small group work in an ELC – it can also successfully be adapted for a ‘one off’ consultation with a child.

For example:

Provide a selection of teddies/puppets/small world figures in a basket or displayed on a chair or shelf to spark the child’s interest.

Watch the video together and ask them if they would like a ‘Special Share Ted’.

Children can choose from the selection and you can decide on a name together.

While engaged in this play you will be able to identify some of the key interests of the child, communication skill, social skills etc.

You will then be able to adapt and consider the next steps based on the child’s interest.

Ideas for using the document
For adults working with children on an individual basis for a specific purpose

Example 2: Memory Books - page 8

Fun, joint activity to do 1:1 to spark conversation about what living through the child’s eyes is like.

Collate a wide variety of ‘Home’ magazines, copies of photos all depicting different routines in a child’s life e.g. mealtimes, bath time, favourite family members, etc. Photos and pictures will instigate discussion from the young child about their routines, likes, concerns etc.

If children are very quiet, withdrawn, reluctant to engage in conversation about home/their feelings/thoughts – a ‘Share Ted’ character can be a useful tool. Children may be more willing to engage and make a memory book if they feel they are answering for the Ted. For children under 5, this can provide great insight into their life as they will talk about what they know through the 'voice' of Ted.