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Welcome to Tell's Toolkit.

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I'm really excited that you've become part of this project

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and I'm sure you're gonna have lots

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of fun storytelling with your children.

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You're gonna learn how to use the power of story

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to develop lots of skills with your children.

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Communication, creativity, social skills, engaging boys

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with writing, expect lots of fun storytelling.

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Here's a brief overview of the sessions

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to come Training one.

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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 beak bags

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for group stories training.

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Three, learn how to use the rest

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of the tells toolkit resources, encouraging your children

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to become independent storytellers.

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

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resources to develop muscles for writing

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and all of the tales Toolkit writing resources are

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introduced during 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 gonna be using Tales Toolkit in this session,

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but 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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And then in the second part of the training, we'll discuss

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what you can do about it.

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I'm Kate, I'm the founder of Tells Toolkit

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and I've worked managing earlier settings

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and some of the bows with the highest

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rates of child poverty.

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And I've seen children coming in at very different levels.

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And a lot of the schools I've worked in have had

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huge attainment gaps.

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So for example, in one school I worked in, there was a child

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that came in that was really into Dr.

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Who and knew all of the storylines.

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And he'd come in

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and he'd tell you in great detail what had been happening

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and he would get all of his friends engaged in the play

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and ordering them

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and getting them to act out different parts.

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

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that couldn't even communicate basic needs.

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He found it very hard to interact

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with other children in the setting,

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couldn't come up with his own ideas.

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And for the first week, he went round tipping over every

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container that he could find, just exploring what was there,

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including the water train.

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So the great joy of the staff over and over again.

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Does this sound familiar? We were really curious about

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what happened for the children before they came into school.

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What was happening that caused this

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massive gap in terms of attainment.

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And what we found was really key was the quality

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of the interactions the children had with their families

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before they came to school.

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And this is what underpins everything that we do.

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Intel's toolkit at this point, I would love

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to give you a clever definition of what I mean

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by quality interactions,

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but there's so many strands involved

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

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So instead, over today's training,

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we're gonna talk about quality interactions and let

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and unfold what I mean by this.

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But to get you started, here's just a few people talking

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about what they think quality interactions are.

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Quality 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 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 pace.

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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 at 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 in 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

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to do. So

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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 that they can cue properly as adults?

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Hmm. Is it about sets results?

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If you're anything like me,

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you're all about setting children up to be successful,

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creative, 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 targets progress.

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Shall I go on? I went into teach 'em

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because I wanted to make a difference

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to children throughout their lives.

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And it's really easy with all of the pressures

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of day-to-day targets to lose sight of that big picture.

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A global survey of 1,700

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CEOs looked into the top skills most crucial

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for success in business.

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And we're going to reveal them in just a minute.

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But before we do that, I want you to imagine

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thriving successful 30-year-old.

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Have a chat in your groups

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and note down on the sheet what you think are the top skills

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that are most crucial for success in life.

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So what do you think the CEOs thought were the top three

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business skills, collaboration,

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communication, and creativity.

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Interesting, isn't it?

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We asked some professionals what they thought the top skills

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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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And 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

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Be able to communicate with other people.

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Um, people work very differently

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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 move from thinking about the 3-year-old you're teaching

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to being 30 year olds,

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but it's really vital that you do that now

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because the key time

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for making a difference is when 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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You might think that this isn't your problem,

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but these children now are gonna be the future workforce,

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fighting crime, building your homes

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and researching cures to disease and working as nurses

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and carers looking after your parents and even you one day.

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So we have an important job on our hands. Where do we start?

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We've done lots of research into this

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and we've found that underlying everything is

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developing quality interactions.

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And this is really important.

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Let me tell you about two researchers

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called Heart and Rizzley.

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They saw there was a big problem.

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Children were coming into school really struggling

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with language and this was having

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consequences all the way through their lives.

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They were really curious to find out what was going on

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for these children at home.

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Before they came into school, they created a long-term study

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and 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 quality

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of interactions the children had with their families.

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It was all about the number

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and quality of the words they heard.

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And there's a correlation between low income families

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and the number and quality of words heard

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for children from low income families.

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They heard on average 600 words per hour.

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And for children from professional families,

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they heard on average 2000 words an hour.

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That's 600 versus 2000.

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The majority of talk was discouragement or instructions.

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And for the children that were from homes

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that had low quality interactions,

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for every encouragement they heard,

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they heard six discouragement put on your coat, get off

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that wall, be quiet, stop doing that.

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This not only impacted language,

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but you can imagine what this does

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to the emotional wellbeing of a child.

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And by contrast on the other side,

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the language rich families were having really positive chats

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with their child over three years.

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They heard 30 million more words.

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So I want you to take a minute now in your group

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and think about the interactions that you see

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for the families of your children

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and think about the impact that this might have.

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Children lacking quality interactions were already fallen

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behind at the age of three years old when heart

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and Risely went back five years later,

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they found the gap had widened

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and the children lacking quality interactions at home were

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even further behind.

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The children who had high quality interactions at home went

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on to do well in reading tests at eight years old

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and then went on to do well all the

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way through their 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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and every time you hear the word, they're strengthened

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and expanded with lack of exposure

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to talk those pathways shrink and die

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and 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 it might 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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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

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where you're using 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 of like our base

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communication skills or the communication skills

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that are at the root of 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 that 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

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and able to play, 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 at the roots

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and it's critical in developing creativity.

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And this is the next on our list of CEO wants.

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It's really important that we think of creativity

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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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00:20:41.305 --> 00:20:42.965
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?

292
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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?

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00:21:00.625 --> 00:21:03.085
You might have heard of the Torrance test of creativity.

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This is actually a better indicator

297
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of lifetime success than iq.

298
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This test has been used since 1958

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

300
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Children's creativity is decreasing.

301
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Researchers found that the common strand in the children

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with the highest levels of creativity was the interactions

303
00:21:25.805 --> 00:21:27.045
that they had with their families.

304
00:21:27.905 --> 00:21:29.285
So if they're so important,

305
00:21:29.665 --> 00:21:31.285
why aren't these interactions happening?

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I want you to have a think about that in your groups.

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00:21:35.065 --> 00:21:38.405
Get together and write down why you think these interactions

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aren't happening for the families that you work with.

309
00:27:10.555 --> 00:27:12.535
So what's going on for these children at home?

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00:27:13.165 --> 00:27:16.255
Parents sometimes don't get as much opportunity

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00:27:16.355 --> 00:27:18.295
to interact with their children as they might like,

312
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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

315
00:27:27.485 --> 00:27:30.135
with a child is ordinarily spent about, you know,

316
00:27:30.135 --> 00:27:31.855
having dinner, getting a bath, going to bed.

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00:27:32.645 --> 00:27:35.175
It's quite difficult sometimes to make sure

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00:27:35.445 --> 00:27:38.455
that in your day you're doing something that's fun

319
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or not about, you know, an end goal like eating your dinner

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and you getting in your pajamas.

321
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Research shows children aren't playing out as much

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00:27:47.255 --> 00:27:50.335
as they used to and instead they spend lots more time

323
00:27:50.795 --> 00:27:52.735
inside exposed to screen time.

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And it's with this background

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00:27:54.415 --> 00:27:55.895
that many children enter school

326
00:27:56.515 --> 00:27:58.855
and in school there's an increasing pressure

327
00:27:58.915 --> 00:28:01.015
to prove impact and show progress.

328
00:28:01.315 --> 00:28:04.175
So it's really easy to lose sight of that big picture.

329
00:28:04.955 --> 00:28:06.815
So we've talked about what the problem is.

330
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What can you do about it?

331
00:28:09.065 --> 00:28:11.615
Tells toolkit is going to give you lots of opportunities

332
00:28:12.075 --> 00:28:14.135
to provide children with quality interactions.

333
00:28:14.765 --> 00:28:19.375
Rapport is the first and most important thing at its heart.

334
00:28:19.525 --> 00:28:21.935
It's all about the children loving being with you

335
00:28:22.275 --> 00:28:23.735
and you loving being with the children.

336
00:28:26.395 --> 00:28:27.615
Sit face to face with them.

337
00:28:27.715 --> 00:28:30.855
Ensure that you can see, um, them and they can see you

338
00:28:31.735 --> 00:28:34.215
Liaise really closely with the parents all of the time.

339
00:28:34.475 --> 00:28:36.255
Get their learning journey back and sit with them

340
00:28:36.415 --> 00:28:38.735
'cause there's nothing that they like better than to sit

341
00:28:38.735 --> 00:28:40.295
with someone and talk about their families.

342
00:28:40.335 --> 00:28:41.455
Talk about the things they did and

343
00:28:41.455 --> 00:28:42.695
celebrate their achievement,

344
00:28:43.065 --> 00:28:45.855
Their ideas, their feelings, whatever it is

345
00:28:45.855 --> 00:28:47.015
that they're talking about are being

346
00:28:47.015 --> 00:28:48.615
validated by an adult. If

347
00:28:48.615 --> 00:28:51.055
You've built this rapport, then your child will know

348
00:28:51.055 --> 00:28:53.055
that you care for them and they'll build a

349
00:28:53.055 --> 00:28:54.215
relationship of trust with you.

350
00:28:54.675 --> 00:28:56.335
For the rest of the session, we are going

351
00:28:56.335 --> 00:28:58.335
to discuss quality interactions.

352
00:28:58.915 --> 00:29:00.695
And I could talk about this all day,

353
00:29:00.955 --> 00:29:04.095
but instead I'm gonna give you four top tips to think about.

354
00:29:04.835 --> 00:29:09.765
Let the child lead tune in careful use of language

355
00:29:10.225 --> 00:29:11.765
and careful use of questioning.

356
00:29:12.805 --> 00:29:16.135
It's extraordinary how much learning comes naturally when we

357
00:29:16.135 --> 00:29:17.455
start to follow the child.

358
00:29:18.155 --> 00:29:19.895
You'll up the levels of engagement,

359
00:29:20.275 --> 00:29:22.295
you'll see the child become more confident,

360
00:29:22.595 --> 00:29:24.575
and also you'll start to build that rapport

361
00:29:24.575 --> 00:29:25.775
that we've just been talking about.

362
00:29:26.515 --> 00:29:28.615
And it's amazing what you can find out.

363
00:29:28.915 --> 00:29:31.975
You've got children who may be absolutely experts on a

364
00:29:32.265 --> 00:29:34.455
comic character or a superhero

365
00:29:34.565 --> 00:29:35.975
that actually you can learn from them

366
00:29:36.155 --> 00:29:37.415
and other children can learn from them

367
00:29:37.435 --> 00:29:38.535
and they actually teach each other.

368
00:29:38.915 --> 00:29:40.935
So to create those interesting moments

369
00:29:41.145 --> 00:29:44.165
and up levels of engagement, follow the child's interest.

370
00:29:44.785 --> 00:29:47.805
The Hanon Center has developed the three A's method.

371
00:29:48.655 --> 00:29:53.645
Allow, adapt, add, allow the child to take the lead,

372
00:29:54.475 --> 00:29:57.645
slow down, watch what they're doing, give them time

373
00:29:58.545 --> 00:29:59.645
and count to 10

374
00:30:10.315 --> 00:30:13.375
before you jump in and take over with your own agenda.

375
00:30:14.115 --> 00:30:16.375
It feels like a really long time, doesn't it?

376
00:30:16.825 --> 00:30:19.495
Adapt the situation. How can you join in?

377
00:30:19.875 --> 00:30:21.215
Do you need to get an extra car

378
00:30:21.635 --> 00:30:22.695
or make a space so

379
00:30:22.695 --> 00:30:24.575
that you can join in the moment without interrupting

380
00:30:25.315 --> 00:30:28.255
and use mirroring to help get into the child's play.

381
00:30:28.795 --> 00:30:32.135
Sit down opposite them and copy what the child does add.

382
00:30:32.765 --> 00:30:34.575
What can you add to extend learning,

383
00:30:35.045 --> 00:30:37.215
whether it's adding language at the right level

384
00:30:37.395 --> 00:30:38.935
to extend the child's vocab,

385
00:30:39.395 --> 00:30:42.295
or is it the resources that you add to stimulate curiosity?

386
00:30:42.955 --> 00:30:45.255
And the next tip is tune in.

387
00:30:45.685 --> 00:30:48.735
Take time to stand back and observe what children are doing

388
00:30:48.875 --> 00:30:50.575
before you jump in with your big feet.

389
00:30:51.245 --> 00:30:53.815
It's really easy to interfere in children's play

390
00:30:54.155 --> 00:30:56.495
or to have your own ideas about what they should be doing.

391
00:30:57.195 --> 00:30:59.335
In one nursery, there was a group of boys

392
00:30:59.335 --> 00:31:02.015
that came in every day, got the spades out,

393
00:31:02.155 --> 00:31:04.415
and they went to the digging patch to dig great big holes.

394
00:31:05.035 --> 00:31:08.055
And at the end of the day, the staff would plan all sorts

395
00:31:08.055 --> 00:31:10.255
of clever things to extend the learning for these children.

396
00:31:10.845 --> 00:31:14.055
They added s sips and scoops and different containers.

397
00:31:14.355 --> 00:31:17.015
And every day the boys would come in, move all the stuff

398
00:31:17.015 --> 00:31:18.015
that the staff had set out

399
00:31:18.075 --> 00:31:19.415
and they'd get on with digging their holes.

400
00:31:19.995 --> 00:31:22.495
And it wasn't until somebody went over and sat

401
00:31:22.495 --> 00:31:24.335
and listened to what the children were doing

402
00:31:24.565 --> 00:31:26.855
that they realized they were actually playing pirates.

403
00:31:27.155 --> 00:31:29.495
And when we got treasure and buried in the mud

404
00:31:29.555 --> 00:31:31.895
and we brought out pirate dressing up outfits,

405
00:31:32.155 --> 00:31:35.215
we ended up having a whole topic for about half a term

406
00:31:35.215 --> 00:31:36.655
where everybody in the nursery got

407
00:31:36.775 --> 00:31:37.815
involved in pirate role play.

408
00:31:38.035 --> 00:31:39.815
And it really extended their learning.

409
00:31:41.035 --> 00:31:44.255
Taking time to stand back, listen

410
00:31:44.635 --> 00:31:46.055
and watch what the charter's doing

411
00:31:46.075 --> 00:31:47.855
before you get involved is okay.

412
00:31:48.315 --> 00:31:50.055
You might be worried that your head thinks

413
00:31:50.055 --> 00:31:51.495
that you're standing around doing nothing,

414
00:31:51.995 --> 00:31:54.015
but we say in early years it's okay

415
00:31:54.075 --> 00:31:56.295
unless you see somebody lying down with their eyes closed.

416
00:31:56.715 --> 00:31:57.855
And for head teachers

417
00:31:57.955 --> 00:32:01.255
and early years coordinators, we say, get in, talk

418
00:32:01.255 --> 00:32:03.335
to the staff and ask them what they're observing

419
00:32:03.335 --> 00:32:05.175
and what they can see in the children's play.

420
00:32:06.475 --> 00:32:09.855
If we use Owl, um, we can actually sit back

421
00:32:09.875 --> 00:32:12.175
and notice, notice things about the child

422
00:32:12.175 --> 00:32:14.375
that we may not ordinarily notice.

423
00:32:14.675 --> 00:32:17.175
So, you know, by observing, so it stands

424
00:32:17.235 --> 00:32:18.895
for observe, wait, listen.

425
00:32:19.195 --> 00:32:20.975
So by observing the child,

426
00:32:21.275 --> 00:32:23.615
you're noticing actually what it is.

427
00:32:23.615 --> 00:32:24.975
They've, you've put out some toys,

428
00:32:25.075 --> 00:32:27.775
but maybe they haven't necessarily taken interest in the

429
00:32:27.775 --> 00:32:28.775
thing that you thought they might,

430
00:32:28.775 --> 00:32:30.415
they might have taken interest in something else.

431
00:32:30.955 --> 00:32:32.735
And then if you're, if you continue to observe,

432
00:32:32.735 --> 00:32:34.055
you might notice they're doing something different

433
00:32:34.055 --> 00:32:36.375
with the toy that's actually really interesting

434
00:32:36.395 --> 00:32:37.575
and fun and good.

435
00:32:38.275 --> 00:32:40.285
Um, and if you then listen,

436
00:32:40.905 --> 00:32:42.445
you can listen to what they're telling you.

437
00:32:42.665 --> 00:32:45.125
So it might be, again, um, non-verbally,

438
00:32:45.125 --> 00:32:47.445
they might be telling you, I love this block.

439
00:32:47.595 --> 00:32:49.405
It's great. It makes loads of noise.

440
00:32:50.105 --> 00:32:52.245
Um, and by observing them play with it

441
00:32:52.245 --> 00:32:53.285
and observing their face

442
00:32:53.385 --> 00:32:55.685
and their reactions, you can really understand that's

443
00:32:55.685 --> 00:32:57.205
what they're communicating to you.

444
00:32:57.825 --> 00:33:00.365
Um, and by listening to that as well, you can then,

445
00:33:00.835 --> 00:33:04.245
then you can respond in a really sensitive way.

446
00:33:04.825 --> 00:33:07.365
The third tip is careful use of language.

447
00:33:07.855 --> 00:33:10.885
Think about your audience. Think, am I understood?

448
00:33:11.555 --> 00:33:13.845
It's really hard for children that have got low levels

449
00:33:13.845 --> 00:33:15.565
of language to tune in,

450
00:33:16.065 --> 00:33:18.645
and it's even harder if there's lots of background noise.

451
00:33:18.905 --> 00:33:20.605
And also if the children have got English

452
00:33:20.605 --> 00:33:21.685
as an additional language.

453
00:33:22.675 --> 00:33:24.935
So here's just a few tips for you to think about.

454
00:33:25.685 --> 00:33:28.295
Keep it simple. Speak at the child's level.

455
00:33:28.915 --> 00:33:30.615
If the child is speaking with two

456
00:33:30.715 --> 00:33:33.455
or three words, then just slightly extend this.

457
00:33:33.955 --> 00:33:35.895
So they might say, want ball?

458
00:33:36.675 --> 00:33:39.055
And you can say back, you want the ball?

459
00:33:40.825 --> 00:33:43.475
Slow down your talk so the children can understand.

460
00:33:44.925 --> 00:33:47.955
Speak clearly. And our final tip,

461
00:33:48.645 --> 00:33:49.995
don't ask too many questions.

462
00:33:50.375 --> 00:33:52.035
Become a conversation partner.

463
00:33:52.935 --> 00:33:56.115
If you're asking questions that are either too high level

464
00:33:56.215 --> 00:33:59.675
for the child, so that's too, too, um, too complicated

465
00:33:59.735 --> 00:34:03.515
for a child that can put a lot of pressure on a child, um,

466
00:34:03.515 --> 00:34:05.035
and, and kind of, you know, um,

467
00:34:05.545 --> 00:34:07.515
make them feel under pressure and stressed

468
00:34:07.615 --> 00:34:09.115
or, you know, if they don't have the answers,

469
00:34:09.455 --> 00:34:11.635
it can be quite, it can be quite a negative experience,

470
00:34:11.765 --> 00:34:13.235
quite difficult for them to answer.

471
00:34:14.175 --> 00:34:17.195
Um, or if you ask too many questions, you're gonna,

472
00:34:17.255 --> 00:34:19.435
you possibly are going too fast for the child

473
00:34:19.435 --> 00:34:21.435
and they, you know, you haven't waited them to process

474
00:34:21.505 --> 00:34:22.515
what you've asked before.

475
00:34:22.515 --> 00:34:23.595
You've asked the next one.

476
00:34:24.825 --> 00:34:27.355
Similarly, if you ask a, a child a question like,

477
00:34:27.735 --> 00:34:29.315
um, what's this?

478
00:34:29.315 --> 00:34:31.755
Because you, you know, you want them

479
00:34:31.755 --> 00:34:33.155
to say the name of an object.

480
00:34:33.175 --> 00:34:35.355
So if you're asking, oh, what's this? What's this?

481
00:34:35.975 --> 00:34:38.715
Um, if they know the answer

482
00:34:38.815 --> 00:34:41.195
and you know the answer, you know, they know that already,

483
00:34:41.195 --> 00:34:43.555
you're not really getting too much outta that interaction.

484
00:34:43.855 --> 00:34:47.235
And if they don't know the answer, you're, you're kind

485
00:34:47.235 --> 00:34:48.435
of putting them under pressure again.

486
00:34:48.435 --> 00:34:50.595
And you're also not really telling them very much.

487
00:34:50.735 --> 00:34:51.875
So they might learn

488
00:34:52.145 --> 00:34:54.155
that actually this object is a what's this?

489
00:34:54.435 --> 00:34:55.675
'cause you're telling them it's, you know,

490
00:34:55.675 --> 00:34:56.715
you're saying, what's this?

491
00:34:56.975 --> 00:34:59.795
And they're matching. What's this to the object

492
00:34:59.795 --> 00:35:00.835
that you're holding out?

493
00:35:01.295 --> 00:35:03.715
The more extended conversations that children have

494
00:35:03.945 --> 00:35:05.915
with genuinely interested adults,

495
00:35:06.295 --> 00:35:08.235
the better conversation as they become.

496
00:35:08.655 --> 00:35:11.035
And this helps them to become good communicators.

497
00:35:12.395 --> 00:35:14.155
Remember those CEOs we mentioned earlier,

498
00:35:15.215 --> 00:35:17.755
asking fewer questions can be really difficult.

499
00:35:18.095 --> 00:35:20.275
So we've got a few prompts that can help you

500
00:35:20.975 --> 00:35:25.195
use your senses, describe what you see, hear, feel,

501
00:35:25.685 --> 00:35:29.835
taste, share emotions, use feeling words, excited,

502
00:35:30.765 --> 00:35:35.345
happy, sad, angry, role play,

503
00:35:35.645 --> 00:35:40.145
create a storyline, relate to your own experience.

504
00:35:40.795 --> 00:35:43.065
Let's model this with a child, playing with a baby.

505
00:35:44.205 --> 00:35:47.305
Mm, your baby smells clean, like baby shampoo.

506
00:35:48.785 --> 00:35:53.155
I feel happy when I hold a baby. Your baby's sleeping.

507
00:35:53.365 --> 00:35:58.275
Maybe he's been busy playing all day. My sister has a baby.

508
00:35:58.455 --> 00:36:02.715
He cries very loudly. So now it's your turn.

509
00:36:03.185 --> 00:36:06.155
Your Tales toolkit. Facilitator has stuck up, posters

510
00:36:06.155 --> 00:36:07.995
around the room for the four prompts.

511
00:36:08.355 --> 00:36:10.115
I want you to split into four groups

512
00:36:10.455 --> 00:36:12.235
and each group select a poster

513
00:36:12.335 --> 00:36:16.155
to start at each time thinking of comments that you can make

514
00:36:16.155 --> 00:36:17.515
that relate to the scenario

515
00:36:17.655 --> 00:36:19.315
of a child playing with his cars.

516
00:36:20.295 --> 00:36:22.155
You might want to picture a particular

517
00:36:22.165 --> 00:36:23.195
child in your setting.

518
00:46:52.835 --> 00:46:55.335
So how was that? It can be really tricky

519
00:46:55.435 --> 00:46:57.375
and it's something you really have to think about.

520
00:46:57.925 --> 00:46:59.895
I've got a few examples from other staff.

521
00:47:01.135 --> 00:47:02.855
I can see the car going really fast.

522
00:47:03.015 --> 00:47:04.735
I can hear his tires screeching.

523
00:47:05.415 --> 00:47:08.415
I get angry when I'm stuck in traffic jams.

524
00:47:08.805 --> 00:47:11.775
Your car's really speedy. Maybe he's in a police chase.

525
00:47:12.375 --> 00:47:14.575
I drive slowly on windy lanes.

526
00:47:15.235 --> 00:47:19.535
So if I was to take an example of the bus, so

527
00:47:19.535 --> 00:47:21.975
before I ask a question about a bus, I might say, oh,

528
00:47:22.475 --> 00:47:24.375
bus bus is driving.

529
00:47:25.085 --> 00:47:28.415
It's the big bus. Uh, it's the red bus.

530
00:47:29.065 --> 00:47:30.285
Oh, where's the bus?

531
00:47:30.785 --> 00:47:33.125
So I would say kind of four comments to

532
00:47:33.665 --> 00:47:35.165
one question is a nice balance.

533
00:47:35.865 --> 00:47:37.725
So just to clarify, we're not saying

534
00:47:37.725 --> 00:47:40.765
that questions are bad, we just want you to think about how

535
00:47:40.765 --> 00:47:41.765
and when you use them.

536
00:47:42.735 --> 00:47:45.405
Let's start by talking about open-ended questions.

537
00:47:46.325 --> 00:47:49.765
A project across 11 local authorities found the most

538
00:47:50.085 --> 00:47:51.525
worrying finding was the lack

539
00:47:51.525 --> 00:47:55.245
of sustained shared purposeful talk with only 5%

540
00:47:55.245 --> 00:47:57.085
of adults using open-ended question.

541
00:47:57.945 --> 00:48:00.645
If you do have to ask questions, make them open-ended.

542
00:48:01.205 --> 00:48:03.805
A closed question is one that only has one answer.

543
00:48:04.595 --> 00:48:07.565
What color is it? How many eyes do you have?

544
00:48:07.985 --> 00:48:10.125
How old are you? Questions

545
00:48:10.125 --> 00:48:12.565
that only have one answer are rarely gonna lead

546
00:48:12.565 --> 00:48:13.645
to exciting discussions.

547
00:48:14.455 --> 00:48:16.365
Open-ended questions have got lots

548
00:48:16.365 --> 00:48:17.645
and lots of possible answers.

549
00:48:18.105 --> 00:48:21.765
So what makes fairies happy? Why do elephants have big ears?

550
00:48:22.175 --> 00:48:24.605
Where do you think electricity comes from?

551
00:48:25.145 --> 00:48:27.325
Ooh, what would you put in a magic potion?

552
00:48:28.085 --> 00:48:30.685
Generate curiosity by asking interesting questions.

553
00:48:31.265 --> 00:48:33.965
The best questions are those that stimulate thinking

554
00:48:34.265 --> 00:48:35.605
and don't have an obvious answer.

555
00:48:36.425 --> 00:48:38.765
Use questions that show you're genuinely interested.

556
00:48:39.445 --> 00:48:41.045
Children know when we're genuinely interested

557
00:48:41.545 --> 00:48:43.445
or when we're actually just asking a question

558
00:48:43.465 --> 00:48:44.885
to get the answers that we want.

559
00:48:46.205 --> 00:48:47.485
A child's making a potion.

560
00:48:47.905 --> 00:48:50.365
So if you ask what will happen if we drink it,

561
00:48:50.795 --> 00:48:51.845
it's a lot more likely

562
00:48:51.865 --> 00:48:54.045
to start a conversation than you going in

563
00:48:54.045 --> 00:48:55.525
and saying What color is it?

564
00:48:56.425 --> 00:48:58.445
And ask questions that you don't know the answer to.

565
00:48:58.635 --> 00:49:00.885
There's nothing more fun than finding out

566
00:49:00.885 --> 00:49:02.045
alongside the children.

567
00:49:02.345 --> 00:49:05.525
During the Pirate Project, I found out that pirates used

568
00:49:05.525 --> 00:49:06.525
to eat their own shoes.

569
00:49:07.285 --> 00:49:09.285
I genuinely found this really interesting.

570
00:49:09.725 --> 00:49:11.925
I told all of my friends and now I'm telling you.

571
00:49:12.585 --> 00:49:15.645
And lastly, use questions that model thinking.

572
00:49:16.025 --> 00:49:19.165
Oh, I wonder what would happen if, oh, I'm trying

573
00:49:19.165 --> 00:49:21.485
to remember where I've seen this before.

574
00:49:22.185 --> 00:49:25.445
Oh, I really want to know more about, at the beginning

575
00:49:25.445 --> 00:49:26.725
of today's session, we said

576
00:49:26.725 --> 00:49:29.165
that quality interactions was too big an idea

577
00:49:29.225 --> 00:49:30.445
to put into one sentence.

578
00:49:31.015 --> 00:49:32.605
We've just scratched the surface today.

579
00:49:32.605 --> 00:49:33.725
There's lots more to list,

580
00:49:34.105 --> 00:49:36.005
but I hope you've got a better understanding

581
00:49:36.305 --> 00:49:38.645
and you've got some top tips you can take away

582
00:49:38.665 --> 00:49:40.525
and start using to make a difference

583
00:49:40.825 --> 00:49:42.885
and set your children up to become flourishing.

584
00:49:42.885 --> 00:49:45.525
30 year olds without quality interactions.

585
00:49:46.085 --> 00:49:48.085
Children struggle all the way through life.

586
00:49:48.855 --> 00:49:52.805
Early years is the time when children really develop, uh,

587
00:49:53.015 --> 00:49:54.965
their themselves as learners.

588
00:49:55.785 --> 00:49:58.205
And a lot of the things that are really important in early

589
00:49:58.205 --> 00:50:01.445
years are how children go about their learning just as much

590
00:50:01.445 --> 00:50:02.805
as what they actually learn.

591
00:50:03.225 --> 00:50:05.325
So we know that children who become resilient

592
00:50:05.325 --> 00:50:08.845
and resourceful learners age 2, 3, 4, 5,

593
00:50:09.315 --> 00:50:11.285
they'll carry those characteristics on

594
00:50:11.285 --> 00:50:13.085
through their later schooling.

595
00:50:13.425 --> 00:50:14.965
And if we don't make a difference now,

596
00:50:15.355 --> 00:50:18.605
then children have got a much higher chance of unemployment,

597
00:50:18.905 --> 00:50:21.005
mental health issues, and even prison.

598
00:50:21.465 --> 00:50:24.045
We have no idea what the future holds

599
00:50:24.045 --> 00:50:27.565
for the children in your class or even what jobs will exist.

600
00:50:27.945 --> 00:50:29.885
But what we do know is that children

601
00:50:29.955 --> 00:50:32.685
with communication skills, creativity,

602
00:50:32.905 --> 00:50:34.565
and high levels of wellbeing,

603
00:50:34.795 --> 00:50:37.085
they're far better in an ever-changing world.

604
00:50:37.825 --> 00:50:40.245
Now is the time to give them quality interaction.
 

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