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Reflective listening is a powerful tool that can help early childhood educators build strong relationships with young children. It involves actively listening to what a child says and reflecting their statements back to them. This type of listening helps children feel heard and understood, building their self-esteem and fostering positive social and emotional development.
What is reflective listening?
As an early childhood educator, having reflective listening skills is very important. By making this a common practice, you'll be more equipped to understand children's needs and wants while communicating with them more effectively.
Reflective listening involves listening to a child's thoughts and feelings, then reflecting to them what you’ve heard. Putting words to a child's emotions can encourage them to display them in their communication, which is a crucial self-regulation skill.
To be an effective reflective listener, you must utilize several skills, including:
- Active listening: Focusing entirely on what a child is saying.
- Empathy: Understanding why a child feels the way they do.
- Communication: Using clear, concise, and respectful language.
Four steps of reflective listening
- Make eye contact: Making eye contact indicates that you're paying attention to the child. Also, maintain a comfortable physical distance from them. Doing so helps them feel comfortable and more at ease about sharing their thoughts and feelings with you.
- Reflect on what you heard: Summarize what the child said in your own words or mirror their statements verbatim. Be sure to use a respectful and empathetic tone when doing so. An example might be, "It sounds like you feel sad this morning because your little sister has to be in a different classroom from you. Is that right?” Or, "You want to go home because you miss your sister."
- Confirm your reflection was correct: Next, you want to wait for a response to your statement. The child should confirm if your statement is accurate or correct, then further explain their point to provide a clearer understanding of what they meant. If they correct you, you want to reflect on that statement also.
The more you practice reflective listening, the more the children in your care will feel heard and validated. This can lead to trust and better rapport, which is invaluable as you build and maintain positive relationships with your preschoolers.
The difference between reflective listening and active listening
Reflective and active listening are essential communication skills for early childhood educators. However, key differences between the two approaches can impact how effective you are in supporting a child's emotional needs.
Active listening
As an active listener, you give your full attention to the child's words. This involves the use of verbal and nonverbal communication.
Reflective listening
Reflective listening requires you to be an active listener, but it takes your communication skills a step further because you reflect to the child what they have said. This can involve summarizing or mirroring their thoughts and feelings to demonstrate that you understand their perspective. Reflective listening can be helpful when a child expresses complex or challenging emotions, as it helps them feel heard and validated when they are able to see and hear that you understand.
How to develop reflective listening skills
To be an effective reflective listener, you must take time to develop attending skills and reflecting skills. It's okay if it takes practice to feel comfortable using these skills naturally in your classroom.
Attending skills
These are non-verbal communication skills that demonstrate that you're interested in and are paying attention to the child.
- Contact: Making eye contact indicates interest in the child who is communicating with you. The amount of contact should be natural and doesn't require you to have fixed contact throughout the entire conversation. It's also important to consider your physical distance. Depending on the conversation topic and even your relationship with the child, you can determine an appropriate and comfortable distance.
- Gestures: Pay attention to your body throughout the conversation. Crossing your arms, looking at your watch or the clock repeatedly, staring off, or turning your attention to something or someone else can communicate that you're no longer interested in the conversation. Be sure to make gestures that demonstrate you're focusing on the child.
- Environment: Conversations will likely occur in a busy classroom, hallway, or playground. So, while you can't do much to change the overall environment, think about making it as private as possible. Perhaps you can move to a quiet corner or allow the child to speak with their back facing the distractions around them. Also, consider removing physical barriers such as a desk or table between you.
- Interested silence: Silence can motivate children to speak. Instead of rushing to talk when they're done, allow the silence to linger, showing you're interested in what they have to say next. Sometimes silence is also helpful as they process their feelings and figure out what else they want to say.
Reflecting skills
These verbal communication skills require you to reflect what was said to you back to the child. You must do this without adding your perspective or judgment to the conversation.
Reflecting skills are broken down into five categories.
- Acknowledgment response: You respond to statements with nonverbal gestures or one to three-word comments like "right" or "uh-huh" to demonstrate you're listening.
- Reflecting content: You reflect the essence of what they say in your own words. When reflecting on content, you focus on their thoughts, ideas, beliefs, etc.
- Reflecting feelings: You reflect their feelings in your own words. In this case, you explicitly name their emotions by using vocabulary to capture the emotion of their statements.
- Reflecting meanings: You reflect the content and feelings of their statements.
- Summarizing: You reflect on the main points of their statements. You should summarize these within two to three sentences. This is useful at the end of a conversation to capture the overall point and clarify the discussion.
Depending on your conversation with the child, you may need to share it with their parents. A tool like brightwheel's daily report feature lets you easily record activities, share real-time updates, and send daily messages to parents.
Reflective listening examples
There are countless situations in which you can utilize reflective listening in an early education setting.
Acknowledgment responses
You can acknowledge a child's words with simple verbal and nonverbal statements or gestures.
Child: “The only reason I told him not to sit next to me at lunch was because he was playing with Thomas at recess instead of playing with me like he usually does.”
Response: “Okay.”
Other examples of acknowledging statements include:
- “I see.”
- “That's interesting.”
- “Tell me more.”
Reflecting content
To reflect the content, you reflect to the child their thoughts, ideas, and beliefs from the discussion. Here's an example.
Child: “My friend gave me a best friend necklace for my birthday. My brother knows I wear it every day, but he likes to mess with me. So, this morning he took my necklace and wouldn't give it back. I got so mad that I yelled at him, even though I knew my baby sister was sleeping. She woke up crying, and dad asked me why I was being loud. I tried to explain what happened, but he wasn’t listening to me. My brother finally gave my necklace back while we were eating breakfast.”
Response: “Your brother took your favorite necklace, and you yelled at him, which woke up your sister. Then your dad wouldn't listen when you tried to explain why you yelled at your brother because he was taking care of your little sister.”
Reflecting feelings
When a child communicates with you, reflect their feelings to them. You can do this when they don't explicitly state their emotion. Here’s an example.
Child: “I wanted to make cupcakes with my mom this weekend, and she told me we couldn't because she had to work late. I told her how much I wanted to do it, but she still said no. I didn't want to be around her anymore, so I went into my room and waited until she made me come out for dinner.”
Response: “It sounds like you were frustrated.”
Reflecting meaning
When reflecting on meaning, you want to reflect on the content and feelings of the conversation.
Child: “I was upset because you didn't let me finish coloring my picture. I just had a little more to add and wanted to finish it before I went home. I don't have the same crayons at home, so the colors won't look the same if I finish it there.”
Response: “It sounds like you're upset because you want to finish your picture at school, so the colors look the same.”
Summarizing
To summarize a child's statement, you want to state the key points of the conversation.
Child: “I'm never tired during nap time and wish I could stay up and do something else. My parents don't make me take naps at home and I don’t want to take a nap here. I just lay there with my eyes open for a long time, thinking about everything, and my body doesn't want to be still. I try, but I need to do something while I'm laying there, then maybe I could be quiet.”
Response: “If I understand you correctly, you need something to do so you can be quiet during nap time because you're not tired.”
Reflective listening for kids
Reflective listening is a valuable tool for early childhood educators. By actively listening to children and reflecting on their thoughts and feelings, you can help them feel heard and understood. This, in turn, can boost their self-esteem, promote positive social and emotional development, and help them build strong relationships with the children and adults in their lives.
