Including children in choices may not always be easy but it is interesting to be aware of their opinions at the very least. When the reception class at Cottesbrook Junior and Infant school were asked what they would like to eat, Understanding Children (2004) audio CD, band 2, they selected different foods to those that they had actually eaten the previous day. Despite none of the children choosing to eat vegetables in their “magical foods” choices, Understanding Children (2004) audio CD, band 2, they all seemed to have a good knowledge of healthy eating. Understanding that fruit, vegetables and water are good to have the pupils knew that by making incorrect choices with food and drink their teeth could be detrimentally affected. Even though the children are equipped with this information their parents or dinner ladies selected their meals for them and don’t appear to allow them any influence in this decision. Although it is difficult to involve the children, they could have a limited input into the foods they eat at mealtimes with a choice of different menu options following Alfie Kohn’s three C’s.
Kohn suggests that firstly the “content of the request”, Rai and Flynn (2004, p79) should be looked at by the adult to consider whether it is reasonable. Adults then should collaborate with the child to ascertain if the request is reasonable and to discuss a solution. Finally, children “need solutions which involve children in them”. Rai and Flynn (2004 p79)
Jodie discovered Alfie Kohn’s three step plan as one of many methods to her dilemma when she was searching for a solution to Ryan’s unhappy bedtime routine, Rai and Flynn (2004, p79). Whilst a behaviour cure was investigated, Ryan’s parents tried to discuss the problem with him but were unsuccessful as the approach they used was too formal, Rai and Flynn (2004, p75). For an open conversation they would have needed to adopt a more child friendly method so Ryan could be comfortable and begin to try and express his feelings, Rai and Flynn (2004, p77).
Jodie began to improve Ryan’s bedtime routine by changing it to include some important individual time with Ryan alone with his mother so he would settle in bed without feeling left out from the rest of the family downstairs, Rai and Flynn (2004, p84). Jodie and Eamon were unable to communicate with Ryan on this issue because they were unaware as to the best way to speak to him so Ryan was unable to influence the final decision made although the situation did begin to improve.
Many decisions are made without consulting children at all including brushing teeth, washing and combing hair, Rai and Flynn (2004, p80). The importance of these activities was discussed during a circle time with children from a reception class at Cottesbrook School, Understanding Children (2004) audio CD, band 2. The children all knew that it is important to brush their teeth but did not believe that they would remember to do this if the choice was left to them. The children decided that it was good that parents made important decisions for them because they were aware of the consequences of what would happen if these activities were neglected.
Using circle time within school in this way allows children to voice their views within a positive non-judgemental environment promoting their self-esteem, Rai and Flynn (2004, p106) draw upon the work of Bliss. Whilst circle time does not influence school decisions completely, Cottesbrook School understanding the importance of circle time, wanted the children to have their say when some changes were planned and they set up a forum consisting of pupils from all classes, Understanding Children (2004) audio CD band 1. Although the forum was not consulted initially it was decided the children’s views would be heard at some stage. Many of the children’s concerns centred around the playground so this is an area the school worked on to improve. The school are making large changes to incorporate how the children felt about certain things which show that their views can help to make big decisions within the school to improve school life for everyone.
Children can be involved in decision making by adults listening to their views and opinions in school and at home. It may be difficult to include children’s ideas when the decision can only have one outcome but the children can be involved in how to reach the final outcome. The level of influence will vary with the different decisions and children involved but even young children can be involved in the decision making process.
Word count: 962 words
References
Rai, L. and Flynn, R. (2004) Understanding Children, Milton Keynes, The Open University
Understanding Children (2004) DVD, The Open University
Understanding Children (2004) audio CD, The Open University
