Glossary

Consulter le glossaire à l’aide de cet index

Spécial | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | Tout

L

Listening to voices

As educators and as managers or directors of programs we want to listen to all the voices connected to our program, staff, families and children. By listening, we can learn about a family’s concern, a child’s interest, or a staff’s idea. Each member of our small community has a perspective and thoughts about our program.

When people feel heard they are more liable to trust us. We may not be able to do all they ask, but we can enter into a dialogue and share our thinking about their ideas or concerns. Through dialogue relationships deepen and trust is built.

Reference

Elliot, E. (2013). Listening with two ears: Caregivers listening deeply to babies and to self. In M. O'Loughlin (Ed.), The Uses of Psychoanalysis in Working with Children’s Emotional Lives (pp. pp. 47-67). Plymouth, UK: Jason Aronson.

Local democracy

By listening and encouraging dialogue within our programs, we can create a program that listens to its members and responds appropriately.

Rather than insisting that children all wear their jackets outside we listen to the child who insists they don’t need it (while we may need to balance it with the parent who wants their child to wear their jacket). We may take the jacket outside to offer to them when they start to look cold. We take the time to listen and respect the child’s perception of his or her need and find a solution that works. We demonstrate that that child’s voice is important and that we listened. In doing so we are working with principles of democracy where each person’s voice is honoured and heard.

Reference

Elliot, E. (2013). Listening with two ears: Caregivers listening deeply to babies and to self. In M. O'Loughlin (Ed.), The Uses of Psychoanalysis in Working with Children’s Emotional Lives (pp. pp. 47-67). Plymouth, UK: Jason Aronson.