Page 16 - PSPS: A Training guide

What these reflective outcomes mean for the child

Reflection, really hearing the child and responding to them, will provide children with
security, reassurance that they are being seen and heard, offering a continuity of care
which will have long-lasting benefits, supporting them through the transition process
now and helping them to develop skills, strengths and understanding for future
transitions.

Addressing the Needs of Children

The voice of the child has become more respected and heard in recent years. It is the
child’s right under the United Nations Convention on the Rights of the Child (Article
12,1989) to have their voice heard on matters which concern them, such as education.
This concept is being implemented in many countries, and there are a number of tools
which can ensure that the voice is heard, listened to, and acted upon. Useful examples
include the Mosaic Approach, the Lundy Model, and an excellent practical tool by
Leuven University which Ferre Laevers called the Siks/Ziko Well-being and Involvement
Tool. Teachers and schools can familiarise themselves with these tools and put them
into practice appropriately.

The Mosaic approach (Clarke and Moss, 2001) can be used in differing ways, as direct
consultation with each child, as an observational tool and a combination approach
which is adaptable to each setting. It is “a multi-method approach in which children's
own photographs, tours and maps can be joined to talking and observing to gain
deeper understanding of children's perspectives on their early childhood settings”.

The Lundy Model (Lundy, 2014) addresses the four key elements of Space, Voice,
Audience and Influence. It conceptualises the UNCRC Article 12 in a clear manner and
has been adopted in Ireland for official use.