Gathering Feedback
You can also use informal conversations or group discussions to find out what children like or don’t like. The photo below shows a group on a HAF activity and the leaders taking the chance to talk to the children about what they like and don’t like.
Out of interest, 23% of this group have Special Educational Needs and Disabilities and 17% with caring responsibilities so they place particular emphasis on listening to the voices of the young people!
Voting
How about voting on activities that are liked or not liked (be aware that people may feel less comfortable to speak out in an environment where there are others watching) …you may need a secret ballot
Have a box where children can post thoughts and ideas…
The example here allows children to say how they are feeling today.
Remember: when you have done both courses you will be eligible for a resources pack with even more information in it…
The goal is to create a system that allows children to express their likes, dislikes, and suggestions in a way that is comfortable for them. It may take a little while for children or young people to get used to saying what they really think rather than what they think you want them to say! For some children (just like some adults) this will be easier than for others.
Some children and young people with disabilities may find it extra difficult to communicate their wishes, so using simple pictures and taking time to talk through what is meant will help.
Feedback form
Create a simple feedback form or visual chart for children to express their likes, dislikes, and any suggestions they have.
Think about how you might use this tool in your setting…
- Will you ask children to indicate using emoji style cards, or to speak to you or someone else directly or will you ask them to write this down?
- How can you accommodate a child’s particular needs so that they can give you feedback?
- How will you review the feedback to identify common themes and areas for improvement?
Remember…
- Effective communication with children is essential for understanding their needs and ensuring they feel heard and valued. You may well observe what works well and less so and asking is great too.
- Behaviour is a form of communication so taking the time to observe carefully or find out directly is definitely worthwhile.
- You may need practice in asking open-ended questions and actively listening to children’s responses. Practice using phrases that encourage children to talk to you. Use phrases such as “Tell me more about that,” or “How did you feel when that happened.”
- Ensure that the feedback process is accessible and engaging for all children, including those with communication difficulties.
- Regularly review and act on the feedback to demonstrate that opinions are valued and taken seriously.
An example
Listen to this conversation between a child and a playworker. The child is talking about what works and doesn’t work for them in their setting:
Activity…
Get out your pen and paper! Note down what you are surprised by and what you may need to remember when you are working with children and young people in your provision too.
Remember, children and young people will react to what works well and what doesn’t work so well for them. Your job is to find out what they think, either through observation or through asking them. When you know what works well and what needs changing, everyone is happier.