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Welcome to Tels Toolkit.

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You've signed up to be part of a really exciting project.

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Expect to have lots of fun storytelling with your children.

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And over the next six sessions, we're going to use the power

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of story to develop lots of skills, communication,

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creativity, social skills, linking

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with many areas of the curriculum.

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Here's a brief overview of the sessions to come.

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Training one. This is an important session

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where we discuss providing children

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with quality interactions Training.

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Two, learn how to use our big kits

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for group stories training.

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Three, learn how to use the rest of the tales.

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Toolkit resources, encouraging your children

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to become independent storytellers.

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Training. Four, learn how to use the tails toolkit.

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Resources to develop muscles for writing.

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And all of the tails,

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toolkit writing resources are introduced in this session.

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And training. Five, take time to reflect on best practice.

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So it might seem a little bit odd

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that we're not actually going

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to be using Tale's Toolkit in this session.

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Instead we're going to explain the problem we're trying

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to solve as it's really important

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that everyone has an understanding before we begin.

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In the second part of the training, we'll discuss

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what you can do about it.

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My name's Kate and I worked in early year settings in London

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boroughs with some of the highest rates of child poverty.

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I had schools that were in very diverse areas

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and we had children coming in with huge attainment gaps.

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On one hand we had a child that could come in

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and he could tell you all of the storylines from Dr.

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Who and he would organize the children in their play

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to act scenarios out.

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And on the other side, I had a child that came in

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that didn't know how to play,

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couldn't communicate basic needs,

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and he spent the first week going around the, the setting,

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tipping up every container he could find,

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including the water tray, much

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to the joy of all of the staff.

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Does this sound familiar?

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We spent a lot of time really trying to work out

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what was happening for these children

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before they came to school.

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That led to this huge gap.

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And what was really key was the quality of interactions

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that they had with their families.

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We spent a lot of time really trying to work out

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what was happening for these children

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before they came to school.

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That led to this huge gap.

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And what was really key was the quality of interactions

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that they had with their families.

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At this point, I would love to give you a clever definition

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of what quality interactions means,

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but there's so many strands that come into play

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that this is really tricky and I did give it a good shot.

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So instead, I'm gonna discuss this in length over today's

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session, and I'm hoping at the end you'll have a better

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understanding of what quality interactions means.

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But to get you started,

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here are some other people talking about

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what they think quality interactions are. Quality

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Interactions are, um, about a child

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and an adult getting together

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and thinking about something together.

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So beyond sort of somebody directing somebody else

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or, um, I dunno, asking a question

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and getting a straightforward answer,

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a really quality interaction is going to involve a,

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a deeper layer of discussion and a bit of back and forth.

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So I think a quality interaction is really

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where an adult is on a child's level.

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So that means kind of physically, um, on the child,

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on the child's level, and also kind of face to face

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with the child so that the, um, child can see your face

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and you can see the child's face.

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Um, it's really important to go with the child's face.

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So we want to be going at kind of their pace, not at ours.

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So we, and to help us to do that,

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we follow their lead in play and their lead with language.

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So instead of us initiating, we would wait for them

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to initiate the interaction.

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We would wait for them to say something vocalized, show us

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what they want before we would then kind of follow them, um,

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and follow their lead and play.

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And the most important thing is that it's fun.

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So it has to be motivating.

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It has to be kind of something that the child wants to do.

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So let's start by discussing the problem.

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What are your highest aims

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for the children that you work with?

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Is it getting them to sit quietly on the carpet

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or line up neatly so they can queue properly as adults?

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Hmm. Or is it about such results?

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If you're anything like me,

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it was more about setting the children up

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to become successful, happy adults.

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We know how hard it is working in a school.

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The pressures of record keeping, planning

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targets progress.

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Shall I go on? I went into teaching

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because I want to make a difference

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to children throughout their lives.

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And it's sometimes really easy to lose sight of

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that big picture with all

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of the day-to-Day pressures a global survey of 1700

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CEOs looked into the top skills most crucial

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for success in business.

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So what do you think the CEOs thought were the top

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three business skills?

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Collaboration, communication, and creativity.

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We asked some professionals

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what they thought the top skills for success were.

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Some of the ones that spring to mind are, um, the ability,

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the ability to communicate really effectively

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with a very diverse range of people.

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You find all sorts of people at work

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and all of them communicate in different ways.

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So being able to adapt your approach is really important.

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An imagination. So being able

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to think about things from a variety of different angles

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to try and work out the best solution to the problem

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that you are trying to solve at work, to be

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Able to communicate with other people.

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Um, people work very

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Differently and are very different as people.

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So it's important to be able to understand, um,

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how people come to a decision.

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A lot of my work involves collaboration.

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So that comes into being able to understand

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and communicate with people effectively.

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We know it's a huge jump for you

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to think about the three year olds you are working with now,

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being 30 year olds.

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But it's really important that you do it now

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because the vital time

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for making a difference is while children are young,

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especially in the early years with 85%

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of brain development happening before the age of five.

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The children you teach now are going

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to be the future workforce, fighting crime,

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building your homes, researching cures to disease,

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and working as nurses and carers looking after your parents

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and you one day.

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We've done a lot of research into this

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and found the first step is providing children

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with quality interactions.

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And this is vital.

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Let me tell you about two researchers, har and Rizzley.

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They saw there was a huge problem.

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Children were coming into school really struggling

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with language and this had consequences

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all the way through their lives.

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Har and Rizzley were really curious to find out

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what was going on for these children,

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what was happening at a home before they came to school.

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They created a long-term study.

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They went into the homes of 42 families

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and there they hit on the unexpected.

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The difference in the outcomes they saw were not about race,

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gender, or the neighborhood they lived in.

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The big difference was determined by the interactions

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that the child had with their family.

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It was all about the number and quality of the words heard.

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And as a correlation

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between children from low income families

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and the words they hear at home.

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For children from low income families,

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they hear on average 600 words an hour.

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Whereas the children from professional families hear on

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average 2000 words an hour,

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that 600 versus 2000, the majority

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of talk was made up of instructions or discouragements.

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And these children heard on average, one, encouragement

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for six discouragements, put in your coats,

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get off that wall.

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Be quiet. By contrast,

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the language rich families were constantly having

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positive chats with their babies and toddlers.

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Over three years, they heard 30 million more words.

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Children lacking quality interactions were

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already falling behind.

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At three years old when heart

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and Risley went back to the children five years later,

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they found the gap had widened

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and the children lacking quality interactions

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were even further behind.

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Children who'd experienced those quality interactions at

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home went on to do well in reading tests at eight years old

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and then went on to do well in the rest

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of their academic school life.

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Neurological development of the brain depends on words.

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The first time you hear a word, brain pathways are created.

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Every time you hear the word,

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they're strengthened and expanded.

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And with lack of exposure

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to torque those pathways shrink and die.

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And the ability to learn decreases.

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This is extremely worrying when we know that 85%

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of the brain is developed by the age of five.

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And actually the really key thing is

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that when you are kind of looking at new objects,

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that actually you're hearing the word that goes with it

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and you're getting lots of opportunities to hear

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that word again and again

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and again for you to be able to learn it.

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So if I was to give an example of, um,

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when a child's learning the word dog

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and they have a dog at home, every time the dog comes in,

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mom might say, oh, it's dog.

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When the child looks at him, I say, there's dog.

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And the child slowly learns

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or quickly learns that actually that's a dog.

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The child may then go outside and see a cat

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and say, dog, 'cause they've actually learned.

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An animal that has four legs is, is um, is called dog.

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And but then when they see it, the mom might say cat

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because they see a new animal.

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And so the child then makes those links between animals

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and builds up the vocabulary and the language.

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But it's not just about words.

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We want to share with you the communication tree.

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Before you get to that stage,

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we are talking about the sounds of words.

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And you get to that stage where you're using

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language kind of fluently.

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There's lots of things that happen.

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And this is what we call kind

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of like our base communication skills

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or the communication skills that are at the root of

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that communication tree.

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Um, so the first thing

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that's really important is attention and listening.

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Um, and this is, this is important simply

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because we learn language, we learn how to communicate

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by attending to something and by listening.

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So, and the other area that is really important to develop,

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um, kind of early on in your

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communication is your play skills.

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Because without good play skills,

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you're not getting yourself involved in lots

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of different toys and different, um, types

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of play becomes different language

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and like language learning opportunities.

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Um, the other area is, um, social skills.

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Um, and this is really, really, really core

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to all communication.

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So do you have children coming into school unable to play,

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struggling to pay attention?

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Does this sound familiar?

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Maybe it's because they're missing the

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roots of the communication.

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Tree play is right down in the roots

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and is critical in developing creativity.

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The next on the list of our CEO wants.

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It's important that we think of creativity as more than art.

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Creativity is really fundamental

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to children's learning in the early years,

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but actually going on through the school system.

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Um, and by creativity we're not really thinking just of

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painting and making things and so on.

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Important though those are,

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but we are really thinking about children

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as creative thinkers.

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Can they imagine if they're faced with a problem,

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can they find different ways of taking

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that problem on and solving it?

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Um, can they come up with their own ideas?

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If they're stuck, can they get someone else

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involved to help them? You

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Might heard of the Torrance test of creativity,

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which is a better indicator of lifetime success in iq.

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This test has been used since 1958

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and there's something really worrying that's emerging.

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Children's creativity is decreasing.

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Research has found that the common strand in the children

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with creativity levels that were really high was the quality

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of the interactions they had with their families.

283
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So if these interactions are

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so important, why aren't they happening? Parents

285
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Sometimes don't get as much opportunity to interact

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with their children as they might like

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because they're really time limited.

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Lots of us, me included, work long hours

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and then when we get out of work, you know, time

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with a child is ordinarily spent about, you know,

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having dinner, getting a bath, getting to bed.

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It's quite difficult sometimes to make sure

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that in your day you're doing something that's fun

294
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or not about, you know, an end goal, like eating your dinner

295
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and you know, getting in your pajamas.

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Research shows children aren't playing out as much

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as they used to, and instead spend lots more time inside

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exposed to screen time.

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And it is with this background

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that many children enter school

301
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and in school there's an increasing pressure

302
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to show progress and prove impact.

303
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And it's really easy to lose sight of the big picture.

304
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So we've talked about what the problem is.

305
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What can you do about it?

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Tales toolkit is going to give you lots of opportunities

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to provide children with quality interactions.

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Rapport is the first

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and most important thing

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for quality interactions at its heart.

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It's about you enjoying being with the children

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and the children loving being with you.

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Sit face to face with

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Them, ensure that you can see um, them

315
00:14:06.575 --> 00:14:07.595
and they can see you

316
00:14:08.475 --> 00:14:10.995
Liaise really closely with parents all of the time.

317
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Get their learning journey back and sit with them

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'cause there's nothing that they like better than to sit

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with someone and talk about their families.

320
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Talk about the things they did and

321
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celebrate their achievements,

322
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Their ideas, their feelings, whatever it is

323
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that they're talking about are being validated by an adult.

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If you've built this rapport, that child will know

325
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that you care for them

326
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and will build a relationship of trust with you.

327
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For the rest of the session, we're going

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to discuss quality interactions.

329
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I could talk about this all day,

330
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but instead we thought we'd give you four

331
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tips to think about.

332
00:14:44.495 --> 00:14:47.275
Let the child lead tune in.

333
00:14:47.945 --> 00:14:52.005
Careful use of language, careful use of questioning.

334
00:14:52.395 --> 00:14:53.565
It's extraordinary

335
00:14:54.185 --> 00:14:56.445
how much learning comes naturally when we

336
00:14:56.445 --> 00:14:57.685
start to follow the children.

337
00:14:58.195 --> 00:15:00.125
This will up levels of engagement.

338
00:15:00.555 --> 00:15:02.925
Give the children confidence that you value

339
00:15:02.955 --> 00:15:05.765
what they're saying and help to build that rapport

340
00:15:05.765 --> 00:15:07.005
that we were talking about earlier.

341
00:15:07.745 --> 00:15:10.445
And it's amazing what you can find out.

342
00:15:10.825 --> 00:15:14.045
You've got children who may be absolutely experts on a

343
00:15:14.335 --> 00:15:16.405
comic character or a superhero

344
00:15:16.515 --> 00:15:17.925
that actually you can learn from them

345
00:15:18.025 --> 00:15:19.325
and other children can learn from them

346
00:15:19.325 --> 00:15:20.405
and they actually teach each other.

347
00:15:21.025 --> 00:15:23.365
So to create those interesting moments,

348
00:15:23.785 --> 00:15:25.045
follow the child's lead.

349
00:15:25.425 --> 00:15:28.165
The Hannan Center, which develops language skills,

350
00:15:28.585 --> 00:15:30.525
has developed a three A's method.

351
00:15:31.455 --> 00:15:36.445
Allow, adapt, add, allow the child

352
00:15:36.465 --> 00:15:40.565
to take the lead slow down, count to 10

353
00:15:51.235 --> 00:15:53.975
before you jump in and take over with your own agenda.

354
00:15:54.675 --> 00:15:57.535
It feels like a really long time, doesn't it?

355
00:15:58.185 --> 00:16:01.575
Adapt the situation. How can you join in?

356
00:16:02.115 --> 00:16:03.535
Do you need to get an extra car

357
00:16:03.915 --> 00:16:06.695
or make space so you can join in the moment without

358
00:16:06.695 --> 00:16:08.935
interrupting and use mirroring

359
00:16:08.955 --> 00:16:10.695
to help you get into the child's play.

360
00:16:11.195 --> 00:16:15.215
Sit down opposite them and copy what the child does add.

361
00:16:16.005 --> 00:16:17.735
What can you add to extend learning,

362
00:16:18.125 --> 00:16:20.255
whether it's adding language at the right level

363
00:16:20.435 --> 00:16:22.015
to extend the child's vocab,

364
00:16:22.355 --> 00:16:25.295
or is it resources you add to stimulate curiosity?

365
00:16:26.035 --> 00:16:27.855
The next tip is tune in.

366
00:16:28.365 --> 00:16:31.415
Take time to stand back and observe what children are doing.

367
00:16:32.045 --> 00:16:35.135
It's really easy to jump into children's play

368
00:16:35.155 --> 00:16:36.975
and interfere with your own agenda

369
00:16:37.075 --> 00:16:39.455
and your own ideas about what they should be doing.

370
00:16:40.475 --> 00:16:42.815
In one school, we had a group of children

371
00:16:43.045 --> 00:16:44.735
that came in every day

372
00:16:44.735 --> 00:16:46.415
and they went straight to the digging patch

373
00:16:46.555 --> 00:16:48.935
and would spend ages digging great big holes.

374
00:16:49.755 --> 00:16:53.295
And the staff at the end of the day would plan all sorts

375
00:16:53.295 --> 00:16:56.895
of exciting things about, uh, resources that they could add

376
00:16:56.895 --> 00:16:58.055
to their play, and ways

377
00:16:58.055 --> 00:16:59.695
that they could extend what they were thinking.

378
00:17:00.075 --> 00:17:01.815
And every day the children would come in,

379
00:17:01.925 --> 00:17:03.255
move the resources out the way,

380
00:17:03.275 --> 00:17:04.695
and carry on dig in their hole.

381
00:17:05.115 --> 00:17:08.015
And it was only when the staff took time to listen

382
00:17:08.355 --> 00:17:09.735
and really observe the children

383
00:17:10.325 --> 00:17:12.855
that they realized they were role playing pirates.

384
00:17:13.195 --> 00:17:16.015
And when they started adding treasure and treasure maps

385
00:17:16.275 --> 00:17:18.095
and all sorts of dressing up clothes,

386
00:17:18.395 --> 00:17:21.095
that's when the children's play really took off.

387
00:17:21.155 --> 00:17:22.415
And ideas were extended.

388
00:17:23.355 --> 00:17:25.295
Taking time to stand back and listen

389
00:17:25.755 --> 00:17:27.335
and watch what the charter's doing

390
00:17:27.475 --> 00:17:29.855
before you get involved is okay.

391
00:17:30.555 --> 00:17:33.055
You might be worried that your heads will think you're doing

392
00:17:33.055 --> 00:17:35.615
nothing, but we say in early years,

393
00:17:35.835 --> 00:17:37.495
if you see somebody standing

394
00:17:37.495 --> 00:17:39.735
around doing nothing, don't worry.

395
00:17:40.275 --> 00:17:41.655
Unless maybe they've got their

396
00:17:41.655 --> 00:17:42.855
eyes closed or they're lying down.

397
00:17:44.075 --> 00:17:46.895
And for head teachers and for early years, coordinators

398
00:17:47.115 --> 00:17:49.485
and management take time to go

399
00:17:49.485 --> 00:17:51.765
and talk to staff about what they're observing

400
00:17:52.105 --> 00:17:54.125
and what they can see in the children's play.

401
00:17:54.705 --> 00:17:58.125
If we use Owl, um, we can actually sit back

402
00:17:58.125 --> 00:18:00.405
and notice, notice things about the child

403
00:18:00.405 --> 00:18:02.645
that we may not ordinarily notice.

404
00:18:02.945 --> 00:18:05.405
So, you know, by observing, so it stands

405
00:18:05.465 --> 00:18:07.085
for observe, wait, listen.

406
00:18:07.505 --> 00:18:09.205
So by observing the child,

407
00:18:09.505 --> 00:18:11.845
you're noticing actually what it is.

408
00:18:11.845 --> 00:18:13.205
They've, you've put out some toys,

409
00:18:13.305 --> 00:18:16.005
but maybe they haven't necessarily taken interest in the

410
00:18:16.005 --> 00:18:17.005
thing that you thought they might,

411
00:18:17.005 --> 00:18:18.645
they might have taken interest in something else.

412
00:18:19.185 --> 00:18:21.045
And then if you're, if you continue to observe,

413
00:18:21.045 --> 00:18:22.325
you might notice they're doing something different

414
00:18:22.325 --> 00:18:24.485
with the toys that's actually really interesting

415
00:18:24.585 --> 00:18:25.805
and fun and good.

416
00:18:26.505 --> 00:18:28.525
Um, and if you then listen,

417
00:18:29.105 --> 00:18:30.645
you can listen to what they're telling you.

418
00:18:30.865 --> 00:18:33.325
So it might be, again, um, non-verbally,

419
00:18:33.355 --> 00:18:35.685
they might be telling you, I love this block.

420
00:18:35.835 --> 00:18:37.645
It's great. It makes loads of noise.

421
00:18:38.345 --> 00:18:40.365
Um, and by observing them play with it

422
00:18:40.365 --> 00:18:41.445
and observing their face

423
00:18:41.585 --> 00:18:44.125
and their reactions, you can really understand that's

424
00:18:44.125 --> 00:18:45.525
what they're communicating to you.

425
00:18:46.065 --> 00:18:48.565
Um, and by listening to that as well, you can then,

426
00:18:49.075 --> 00:18:52.485
then you can respond in a really sensitive way.

427
00:18:53.425 --> 00:18:55.965
Tip three, careful use of language.

428
00:18:56.375 --> 00:18:59.365
Think about your audience. Think, am I understood?

429
00:19:00.075 --> 00:19:03.005
It's really hard for children to tune into

430
00:19:03.085 --> 00:19:06.165
what you're saying, especially with the background noise

431
00:19:06.165 --> 00:19:08.525
that's in your classroom and for those children

432
00:19:08.525 --> 00:19:10.405
that have English as additional language.

433
00:19:11.025 --> 00:19:15.085
So here's just a few top tips to help you keep it simple.

434
00:19:16.015 --> 00:19:17.245
Speak at the child's level.

435
00:19:17.825 --> 00:19:19.885
If the child is speaking with two

436
00:19:20.225 --> 00:19:23.445
or three words, then slightly extend this.

437
00:19:24.065 --> 00:19:27.845
So one ball can become you want the ball,

438
00:19:29.275 --> 00:19:32.485
slow down your talk, speak clearly.

439
00:19:33.185 --> 00:19:36.405
And our final tip, give them time to respond.

440
00:19:37.285 --> 00:19:38.365
Remember those 10 seconds

441
00:19:39.305 --> 00:19:42.565
If you're asking questions that are either too high level

442
00:19:42.705 --> 00:19:46.125
for the child, so that's too, too, um, too complicated

443
00:19:46.225 --> 00:19:50.005
for a child that can put a lot of pressure on a child, um,

444
00:19:50.005 --> 00:19:51.525
and, and kind of, you know, um,

445
00:19:52.035 --> 00:19:54.045
make them feel under pressure and stressed

446
00:19:54.145 --> 00:19:55.605
or, you know, if they don't have the answers,

447
00:19:55.905 --> 00:19:58.045
it can be quite, it can be quite a negative experience,

448
00:19:58.275 --> 00:19:59.725
difficult for them to answer.

449
00:20:00.665 --> 00:20:03.685
Um, or if you ask too many questions, you're gonna,

450
00:20:03.745 --> 00:20:05.925
you possibly are going too fast for the child

451
00:20:05.925 --> 00:20:07.925
and they, you know, you haven't waited them to process

452
00:20:07.995 --> 00:20:09.005
what you've asked before.

453
00:20:09.005 --> 00:20:10.085
You've asked the next one.

454
00:20:11.355 --> 00:20:13.885
Similarly, if you ask a, a child a question like,

455
00:20:14.145 --> 00:20:15.725
um, what's this?

456
00:20:15.725 --> 00:20:18.245
Because you, you know, you want them

457
00:20:18.245 --> 00:20:19.605
to say the name of an object.

458
00:20:19.665 --> 00:20:21.845
So if you're asking, oh, what's this? What's this?

459
00:20:22.465 --> 00:20:25.205
Um, if they know the answer

460
00:20:25.305 --> 00:20:27.685
and you know the answer, you know, they know that already,

461
00:20:27.685 --> 00:20:30.085
you're not really getting too much outta that interaction.

462
00:20:30.385 --> 00:20:33.685
And if they don't know the answer, you're, you're kind

463
00:20:33.685 --> 00:20:34.845
of putting them under pressure again.

464
00:20:34.865 --> 00:20:37.045
And you're also not really telling them very much.

465
00:20:37.225 --> 00:20:38.365
So they might learn

466
00:20:38.635 --> 00:20:40.645
that actually this object is a what's this?

467
00:20:40.925 --> 00:20:42.165
'cause you're telling them it's, you know,

468
00:20:42.165 --> 00:20:43.205
you're saying, what's this?

469
00:20:43.425 --> 00:20:46.245
And they're matching. What's this to the object

470
00:20:46.245 --> 00:20:47.285
that you're holding out?

471
00:20:47.905 --> 00:20:50.845
The more extended conversation that children have

472
00:20:50.915 --> 00:20:53.085
with genuinely interested adults,

473
00:20:53.545 --> 00:20:56.325
the more practice they have as conversation partners.

474
00:20:56.705 --> 00:20:59.445
And this helps develop them as good communicators.

475
00:21:00.225 --> 00:21:02.565
Asking fewer questions is really hard.

476
00:21:03.065 --> 00:21:07.485
Here's just a few prompts that can help you use your senses.

477
00:21:08.205 --> 00:21:13.005
Describe what you see, hear, feel, taste, share emotions.

478
00:21:13.865 --> 00:21:18.445
Use feeling words, excited, happy, sad,

479
00:21:18.895 --> 00:21:22.805
angry, role play, create a storyline

480
00:21:23.305 --> 00:21:25.485
and relate to your own experience.

481
00:21:26.215 --> 00:21:28.925
Let's model this with a child. Playing with a baby.

482
00:21:29.755 --> 00:21:32.645
Your baby smells clean, like baby shampoo.

483
00:21:33.605 --> 00:21:38.185
I feel happy when I hold a baby. Your baby is sleeping.

484
00:21:38.675 --> 00:21:40.785
Maybe he's been busy playing all day.

485
00:21:42.415 --> 00:21:45.995
My sister has a baby. He cries very loudly.

486
00:21:47.075 --> 00:21:48.455
It can be really tricky

487
00:21:48.555 --> 00:21:50.815
and it's something you have to think hard about.

488
00:21:51.855 --> 00:21:54.015
I can see the car going really fast.

489
00:21:54.375 --> 00:21:56.135
I hear the tires screeching.

490
00:21:56.655 --> 00:21:59.335
I get angry when I'm stuck in traffic jams.

491
00:21:59.645 --> 00:22:03.695
Your car is really speedy. Maybe he's in a police chase.

492
00:22:04.335 --> 00:22:06.695
I drive slowly on windy lanes.

493
00:22:07.315 --> 00:22:11.615
So if I was to take an example of the bus, so

494
00:22:11.615 --> 00:22:14.255
before I ask a question about a bus, I might say, oh,

495
00:22:14.795 --> 00:22:16.375
bus bus is driving.

496
00:22:17.005 --> 00:22:20.535
It's the big bus. Uh, it's the red bus.

497
00:22:21.115 --> 00:22:22.375
Oh, where's the bus?

498
00:22:22.875 --> 00:22:25.215
So I would say kind of four comments to

499
00:22:25.755 --> 00:22:27.255
one question is a nice balance.

500
00:22:28.045 --> 00:22:31.415
Just to clarify, we are not saying that questions are bad,

501
00:22:31.885 --> 00:22:34.935
just to reflect on how and when you use them.

502
00:22:35.345 --> 00:22:38.215
Let's start by talking about open-ended questions.

503
00:22:38.975 --> 00:22:42.535
A project across 11 local authorities found

504
00:22:42.535 --> 00:22:45.375
that the most worrying finding was the lack

505
00:22:45.435 --> 00:22:50.095
of sustained shared purposeful talk with only 5%

506
00:22:50.095 --> 00:22:52.175
of adults in schools using

507
00:22:52.265 --> 00:22:53.775
open-ended questions with children.

508
00:22:54.195 --> 00:22:58.175
If you do have to ask questions, make them open-ended.

509
00:22:59.015 --> 00:23:02.175
A closed question is one that has only one answer.

510
00:23:02.805 --> 00:23:05.575
What color is it? How many eyes do you have?

511
00:23:06.195 --> 00:23:08.055
How old are you? Questions

512
00:23:08.055 --> 00:23:10.855
with only one answer are rarely going to lead

513
00:23:10.855 --> 00:23:12.215
to exciting discussions.

514
00:23:12.835 --> 00:23:16.295
An open-ended question is one that has lots

515
00:23:16.295 --> 00:23:17.775
and lots of possible answers.

516
00:23:18.445 --> 00:23:22.415
What makes fairies happy? Why do elephants have big ears?

517
00:23:22.745 --> 00:23:25.015
Where do you think electricity comes from?

518
00:23:25.485 --> 00:23:27.735
What would you put in a magic potion?

519
00:23:28.375 --> 00:23:31.135
Generate curiosity by asking interesting questions.

520
00:23:31.875 --> 00:23:33.815
The best questions are those

521
00:23:33.975 --> 00:23:36.175
that really stimulate children's thinking

522
00:23:36.515 --> 00:23:38.175
and don't have an obvious answer.

523
00:23:38.955 --> 00:23:41.855
Use questions that show you are genuinely interested.

524
00:23:42.415 --> 00:23:44.455
Children know when we are genuinely interested

525
00:23:45.025 --> 00:23:47.765
or whether we're asking a question just to get an answer

526
00:23:47.765 --> 00:23:48.805
that we're looking for.

527
00:23:49.305 --> 00:23:52.125
So a child's made a potion asking

528
00:23:52.395 --> 00:23:53.605
what will happen if we drink?

529
00:23:53.625 --> 00:23:55.485
It is a lot more likely

530
00:23:55.585 --> 00:23:58.445
to start a conversation than what color is it?

531
00:23:59.065 --> 00:24:01.565
Ask questions that you don't know the answers to.

532
00:24:02.265 --> 00:24:05.765
During a pirate project, I found out that pirates used

533
00:24:05.765 --> 00:24:06.925
to eat their own shoes.

534
00:24:07.565 --> 00:24:10.125
I genuinely found this really interesting

535
00:24:10.425 --> 00:24:13.485
and I told all of my friends and now I'm telling you.

536
00:24:14.745 --> 00:24:18.365
And lastly, use questions that model thinking.

537
00:24:19.205 --> 00:24:23.205
I wonder what would happen if, I'm trying to remember

538
00:24:23.205 --> 00:24:24.405
where I've seen this before.

539
00:24:25.445 --> 00:24:29.925
I really want to know more about, at the beginning we said

540
00:24:29.925 --> 00:24:32.925
that quality interactions was too big a thing

541
00:24:32.945 --> 00:24:34.485
to put into one sentence.

542
00:24:35.105 --> 00:24:37.405
And today we've only really scratched the surface.

543
00:24:38.145 --> 00:24:40.325
But I hope you've got a better understanding.

544
00:24:41.025 --> 00:24:44.045
And at the end of today's session, you've got some top tips

545
00:24:44.315 --> 00:24:45.765
that you can now take away

546
00:24:46.145 --> 00:24:47.285
and use with your children

547
00:24:47.585 --> 00:24:51.725
to help them become those flourishing 30 year olds without

548
00:24:51.725 --> 00:24:52.805
quality interactions.

549
00:24:53.245 --> 00:24:55.085
Children struggle all the way through life.

550
00:24:55.615 --> 00:24:59.845
Early years is the time when children really develop, uh,

551
00:25:00.175 --> 00:25:02.165
their themselves as learners.

552
00:25:02.905 --> 00:25:03.925
And a lot of the things

553
00:25:03.925 --> 00:25:05.685
that are really important in early years are

554
00:25:05.685 --> 00:25:08.645
how children go about their learning just as much as

555
00:25:08.645 --> 00:25:09.805
what they actually know.

556
00:25:10.265 --> 00:25:12.285
So we know that children who become resilient

557
00:25:12.285 --> 00:25:15.685
and resourceful learners age 2, 3, 4, 5,

558
00:25:16.235 --> 00:25:18.365
they'll carry those characteristics on

559
00:25:18.365 --> 00:25:20.325
through their later schooling.

560
00:25:20.825 --> 00:25:22.685
If we can't make a difference for them.

561
00:25:22.865 --> 00:25:25.885
Now, there's a higher chance of unemployment,

562
00:25:26.465 --> 00:25:29.085
mental health problems, and even prison.

563
00:25:29.825 --> 00:25:32.525
We have no idea what the future holds for them

564
00:25:32.905 --> 00:25:34.885
or even what jobs will exist.

565
00:25:35.545 --> 00:25:38.965
But what we do know is that children with good mental health

566
00:25:40.005 --> 00:25:42.205
communication skills, creativity

567
00:25:42.505 --> 00:25:46.605
and curiosity fare far better in an ever-changing world.

568
00:25:47.535 --> 00:25:49.405
Now's the time to make a difference

569
00:25:49.425 --> 00:25:51.245
and provide those quality interactions.
 

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