ABSTRACT
My earliest experiences of listening to children came about as a result of my work as a children’s officer. Listening in such a context seemed natural and unself-conscious. Allowing time and space as a keyworker for a child to talk about their day at school or their plans for weekends or visits home to family was part of a routine encouraged by senior staff. Being available in this way to a child would inevitably lead to an unfolding of the child’s history of difficulties. The publication ‘Communication with children’ (Winnicott 1964) was the first influence on my learning and ability to listen and make sense of what children were saying to me. This article was most encouraging. Mrs Winnicott believed that listening would be therapeutic and would help children to establish a sense of their own identity and worth in relation to other people. I was alerted to understanding the significance of play and the role of the favourite teddy bear, cuddly toy or doll.
