Teach Early Years - Issue 14.2

I always start with the idea of hugs and howwelcome they might be it clear if someone says no, it doesn’t mean they don’t like you; it just means they are not comfortable with what you have asked. If you respect them, they will respect you. Consent is all about treating each other with respect. Finally, I play an experiential game where children practise getting, giving and respecting consent. I explain they are going to wander around the room TEACHING EXPECTATIONS When children first arrive at nursery, they can initially struggle with the changes in expectations of behaviour in school compared with home. In other words, the boundaries with respect to touch, what’s kept private and who is allowed to help with personal care can change. The best approach is to teach expectations through (brave) direct communication, such as, “We don’t touch ourselves between our legs when at nursery. That’s private – which means we don’t do it where others can see us.” Question seeking consent If consent is given If consent is not given Can I take your photo? Ask them to smile and pretend to take their photo. Say, “I understand.” Can I give you a hug? Give them a gentle hug. Can I share your news? Mime shouting to everyone. Can I hold your hand? Hold hands and skip for a few steps. Can I borrow your pencil? Pretend to take a pencil and mime writing their name. Can I tickle you? Tickle them on their forearm. Can I comb your hair? Pretend to comb their hair. Do you want to hold this worm? Pretend to put a worm in their hand. Can I call you “buddy”? Say, “Hello, buddy.” repeatedly finding a new person to pair up with and taking it in turns to ask one of the questions listed in the table below. The person they ask can either give permission (in which case they carry out the action listed) or they don’t, to which the other child needs to respond with, “I understand.” I use picture prompts to give a “menu” of the different questions. I finish the lesson by asking children to complete the sentence start, “Consent (or asking permission) is important…” in as many different ways as they can! RESPECTING OTHERS Consent is key in helping children maintain respectful interactions within relationships as they increasingly learn to consider the impact of their behaviour on others. When children understand and respect the need for giving and getting consent, they are more likely to become adults who will: no longer make assumptions about what’s acceptable have a clear idea of situations that require consent consider the feelings of others more feel more empowered to say no when it’s appropriate have greater respect for their own and others’ boundaries and comfort To support children with learning about consent in greater detail, the reassuring and empowering book It’s OK to Say No by Molly Potter explores feeling comfortable/uncomfortable, when consent is needed, when you should give consent, how to ask for consent and much more. Visit mollypotter.com Teachearlyyears.com 45