In early childhood education, listening to children’s voices is not just about hearing their words. It is about recognising that children are capable and competent, expressing their ideas, preferences and feelings in many different ways such as through words, actions, gestures, play and even silence.

When educators truly listen, they communicate that each child’s ideas matter and that their presence makes a difference. This builds confidence, strengthens relationships and ensures that learning is connected to children’s real interests and identities. The Early Years Learning Framework reminds us that children have the right to be active participants and decision makers in matters that affect them.

Understanding Children’s Voices Beyond the Spoken Word

One of the most common misconceptions in early childhood education is that a child’s voice only refers to what they say out loud. Research tells us otherwise.

One of the most common misconceptions in early childhood education is that a child’s voice only refers to what they say out loud. The Reggio Emilia philosophy offers a profound understanding of children’s voices through the concept of The Hundred Languages of Children. This idea reminds us that children express themselves in countless ways, through movement, drawing, painting, building, storytelling, song, play, silence and wonder. Each of these languages carries meaning, identity and intent.

Loris Malaguzzi, founder of the Reggio Emilia approach, wrote:

“The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking, of playing, of speaking… a hundred worlds to discover, a hundred worlds to invent, a hundred worlds to dream.”

When educators recognise and honour these languages, they create environments where children can communicate their thinking in authentic, diverse and deeply personal ways.

When we embrace the concept of the hundred languages, we recognise that every gesture, facial expression, block tower, painting or moment of quiet observation carries meaning. Each is a form of communication that helps us understand a child’s thinking and feelings.

A quiet child observing from the sidelines, a toddler choosing the same puzzle each morning, or a group of preschoolers revisiting their block construction day after day are all examples of children communicating their thoughts, values and priorities, expressing their voices through action and repetition. Listening therefore requires more than open ears; it requires open hearts and minds, and a deep curiosity about what children are telling us through all their languages.

As Alison Clark reminds us:

“Listening to young children is not simply hearing their words but understanding their meanings, emotions and silences.”

Common Myths About Children’s Voices

Let’s explore a few myths that often appear in early learning settings.

Myth 1: Children’s voices are only about what they say.
In reality, children communicate through a range of modes including verbal, visual, emotional and physical. A drawing, a gesture or even the way a child positions themselves in space can speak volumes about what they are thinking or feeling.

Myth 2: If a child does not speak up, they have nothing to say.
Nonverbal communication is equally powerful. A withdrawn child may be telling us they feel overwhelmed. A child who repeatedly seeks out water play may be expressing curiosity about sensory experiences. Listening means paying attention to these subtle cues.

Myth 3: Listening to children means letting them decide everything.
True listening does not mean adults step back entirely. It means adults create the conditions for children to share their perspectives and then respond with respect and responsibility. Educators guide, scaffold and make ethical decisions in partnership with children.

Myth 4: Children’s voices are heard only in formal discussions.
Children’s voices are not confined to group times or question and answer sessions. They emerge during play, transitions and routines. Each choice, question or emotional reaction offers insight into how they experience the world.

Recognising these myths helps shift our mindset from thinking of children’s voices as an occasional event to understanding them as an everyday practice.

So how can we embed children's voices authentically and meaningfully?

Let's take a look at some ideas on how our services can embed children's voices throughout their service.

Embedding Children’s Voices in the Service Philosophy

A service philosophy should reflect the shared values and beliefs of the community and that includes the children. Engaging children in the philosophy review process helps make the document authentic and alive.

Ask children what makes their service special or what makes them feel happy and safe. Comments like “When teachers listen” or “When I can play with my friends” can be directly woven into the philosophy. This inclusion shows that the service truly values children as contributors to its identity.

Programming and Planning with Children’s Voices

When children’s voices guide programming, learning becomes more meaningful and engaging. Educators can intentionally capture both spoken and unspoken expressions through:

  • Idea walls or journals: Invite children to record or draw what they would like to explore.
  • Co-constructing projects: Encourage children to help decide what they will investigate next and how they would like to represent their learning.
  • Daily reflections: Ask open ended questions such as “What did you enjoy most today?” or “What should we try tomorrow?”

By following children’s curiosities and noticing their emerging interests, educators position children as active participants in the curriculum rather than passive recipients.

Including Children’s Voices in the Quality Improvement Plan (QIP)

Children’s ideas can enrich the Quality Improvement Plan in meaningful ways. For instance, if improving the outdoor space is a goal, invite children to share what they would like to see added. Their suggestions such as “a mud kitchen,” “more flowers,” or “a reading corner,” often reveal deep insights into their values and play preferences.

Including children’s drawings, photos or quotes in the QIP provides visible evidence of their participation and reminds educators that improvement is a collective journey.

Bringing Children’s Perspectives into Critical Reflection

Critical reflection becomes more powerful when educators consider what children are telling us through their actions, choices and play.

During reflection, teams might ask:

  • What are the children expressing through their engagement or disengagement?
  • How do our routines or environments support children’s voices?
  • How can we respond differently to what they are showing us?

For example, if children consistently resist group times, it may signal a need to adjust the format or timing to better match their needs. Listening to the unspoken helps create spaces where all children feel heard, not just the loudest voices.

Celebrating Children’s Voices in Displays and Art

Children’s artwork and documentation should capture their thinking, not just the finished product. Including children’s words and ideas beside their work helps families and educators see the meaning behind it.

Captions such as:

  • “I mixed red and yellow because it looks like fire.”
  • “This is my family camping under the stars.”

showcase children’s reasoning and imagination. This approach transforms displays into reflections of shared inquiry rather than decoration.

Amplifying Children’s Voices in Events and the Community

Children’s voices can also guide how services plan celebrations, community events or family engagement days. Involving children in decisions such as what songs to sing, what games to include or how to decorate encourages them to see themselves as contributors to the community.

A child’s comment like, “Our centre is a place where everyone can play and be kind,” could become part of the welcome sign, reinforcing that children’s insights shape the service’s identity.

Listening as a Way of Being

Honouring children’s voices is not a task to tick off. It is a professional disposition. When educators actively seek both the spoken and unspoken voices of children, they model respect, trust and collaboration.

Carla Rinaldi, a leading voice from Reggio Emilia, beautifully captures this with her reminder:

“Listening is not easy. It requires a deep awareness and a suspension of our judgments and prejudices. It requires openness to change.”

Research continues to show that when children feel listened to, they are more confident, resilient and engaged in learning. As educators, our role is to create spaces where every child’s perspective, whether whispered, drawn, acted or imagined, is acknowledged and valued.

Reflection Prompts for Educators

  • How do we ensure that nonverbal children are included in our listening practices?
  • When do we pause to interpret what children’s actions are telling us?
  • Are children’s ideas visible in our environments, documentation and Quality Improvement Plan?
  • How might we refine our daily routines to better honour children’s voices?