Early Level:
Principle 4

Our children will feel safe and confident to co-design their curriculum from their personal perspectives and those of the wider world.

This principle supports Article 12 of the UNCRC which describes the way in which children should be listened to, taken seriously and that their views  should be taken into account in all matters that relate to them, including the curriculum. Taking a responsive approach  to planning is central to this  principle as children see that their voices have been heard  and that action has been  taken. 

Unpacking the principle

Questions and considerations

Do spaces … 

  • provide opportunities for regular  respectful discussions with children  about rules in our setting and how we  keep each other safe?  

  • enable children to feel safe and  confident to express themselves in  chosen ways (through art, role play, mark-making, discussion …) 

  • actively respond to the ideas,  interests and perspectives of the children in the setting? 

Do interactions… 

  • seek out all voices and perspectives within the setting and others that might be missing? 

  • explore different ways that children like to learn and interact with each other?  

  • encourage children to identify what is missing from the setting and why this might be? 

  • involve role play where children can take on different perspectives?

Spaces and experiences

Spaces 

Music, singing and dance space: consider the songs, musical  instruments, music and dance opportunities provided for children. Is  music played in different spaces in the setting that reflects the music played in different homes? Are instruments from different cultures visible in images or to handle? Can simple instruments be made, indoors and outdoors? Are songs and rhymes in children’s home language shared and enjoyed? It is important not to stereotype by associating different forms of music and instruments with specific communities. 

Experiences 

Read Daft Bat by Jeanne Willis.
Discuss: Why do the animals think that the bat is daft? What else could they have said instead of ‘bat is mad’? What does the wise owl do to help the others understand?  What do the animals discover when they see things from the bat’s  view? What do you think about the way that the story ends? Has  there been a time when you haven’t understood how someone else has  behaved or what they have done? What questions can we ask if we don’t understand something? What can happen if we don’t try to see things a different way? What would the story be like if the bat was telling it instead of the animals? 

Suggested Activity: Show the children a large picture of a scene or landscape or project it onto a screen. Ask them to describe what they see. Then turn the picture upside down. Ask what they see now, and what is different. Can they describe how things look upside down, as the bat does? 

SHANARRI Indicators(s)

I am included.

I am respected

I am responsible. 

UNCRC Article(s)

Article 12: I have the right to give my opinion and for adults to take it seriously.

Home/Community Links and Opportunities for Parent/Carer Participation 

  • Welcoming families to the setting: are there opportunities for parents, carers and children to share some important preferences, likes and dislikes. 

  • Ensuring that all parents’/carers’ concerns and views are taken seriously and acted upon will demonstrate to all children that they too can feel safe and confident and they will also be listened to. 

  • During settling in for new families or, if appropriate, when children move to a new room in the setting, find out about routines and practices that are followed at  home. Ensure practices, such as those relating to sleeping and eating, are shared with all staff and are respected and supported in the setting. Different cultures  have different approaches to raising young children.

This principle provides an opportunity for us to reflect on our own unconscious biases and the ways we interact with children, parents and colleagues. Are all voices heard, included and listened to equally? Do we actively seek out multiple perspectives when developing different elements of the setting? Is everybody supported adequately to ensure their voices can be heard, including EAL parents/carers and children and those who may have other barriers to expressing themselves?

Key Things to Note

Unpacking
the principle

Do spaces … 

  • provide opportunities for regular respectful discussions with children about rules in our setting and how we keep each other safe?  

  • enable children to feel safe and confident to express themselves in  chosen ways (through art, role play, mark-making, discussion …) 

  • actively respond to the ideas, interests and perspectives of the children in the setting? 

Do interactions… 

  • seek out all voices and perspectives within the setting and others that might be missing? 

  • explore different ways that children like to learn and interact with each other?  

  • encourage children to identify what is missing from the setting and why this might be? 

  • involve role play where children can take on different perspectives?

This principle supports Article 12  of the UNCRC which describes the way in which children should be listened to, taken seriously and that their views  should be taken into account in  all matters that relate to them, including the curriculum.  Taking a responsive approach  to planning is central to this  principle as children see that  their voices have been heard  and that action has been  taken. 

Spaces
and Experiences 

SHANARRI
Indicator(s)

Questions
and Considerations

Spaces 

Music, singing and dance space: consider the songs, musical instruments, music and dance opportunities provided for children. Is music played in different spaces in the setting that reflects the music played in different homes? Are instruments from different cultures visible in images or to handle? Can simple instruments be made, indoors and outdoors? Are songs and rhymes in children’s home language shared and enjoyed? It is important not to stereotype by associating different forms of music and instruments with specific communities. 

Experiences 

Read Daft Bat by Jeanne Willis. Discuss: Why do the animals think that the bat is daft? What else could they have said instead of ‘bat is mad’? What does the wise owl do to help the others understand? What do the animals discover when they see things from the bat’s  view? What do you think about the way that the story ends? Has there been a time when you haven’t understood how someone else has  behaved or what they have done? What questions can we ask if we don’t understand something? What can happen if we don’t try to see things a different way? What would the story be like if the bat was telling it instead of the animals? 

Suggested Activity: Show the children a large picture of a scene or landscape or project it onto a screen. Ask them to describe what they see. Then turn the picture upside down. Ask what they see now, and what is different. Can they describe how things look upside down, as the bat does? 

I am included

I am respected

I am responsible. 

UNCRC Articles(s)

Article 12: I have the right to give my opinion and for adults to take  it seriously.

Home/Community Links and Opportunities for Parent/Carer Participation 

Welcoming families to the setting: are there opportunities for parents, carers and children to share some important preferences, likes and dislikes. 

  • Ensuring that all parents’/carers’ concerns and views are taken seriously and acted upon will demonstrate to all children that they too can feel safe and confident and they will also be listened to. 

  • During settling in for new families or, if appropriate, when children move to a new room in the setting, find out about routines and practices that are followed at  home. Ensure practices, such as those relating to sleeping and eating, are shared with all staff and are respected and supported in the setting. Different cultures  have different approaches to raising young children.

Key Things to Note

This principle provides an opportunity for us to reflect on our own unconscious biases and the ways we interact with children, parents and colleagues. Are all voices  heard, included and listened to equally? Do we actively seek out multiple perspectives when developing different elements of the setting? Is everybody supported adequately to ensure their voices can be heard, including EAL parents/carers and children and those who may have other barriers to expressing themselves?