The voice of children aged 4 to 8 years is seldom heard in research circles, within the constraints of high-pressure academic model which is the current education system in England. Children are rarely listened to but expected to listen in the current normative societal cycle. This deficiency of active listening as an everyday occurrence impacts on children’s Mental Health. This article will give reference to an original empirical study, Hear Me and Listen. This study carried out in 2018 highlights the minimalistic practice of listening to children aged 4 to 8 years in the everyday. The research method used consisted of the Mosaic Approach. This approach provides various avenues for communication aside from the verbal. Data collected were analysed through a thematic approach. Themes which came from analysis included ‘This Is Me’, ‘Relationships’, ‘Environment’, ‘Curriculum’ and ‘Practitioners’. This article draws on this analysis and concludes that a change in the normative discourse of ‘hearing’ and not acting to one of ‘active listening’ and supporting is a path worth mapping.

中文翻译：

---

声音，意见和《联合国儿童权利公约》第12和13条

在高压学业模式（英国目前的教育体系）的约束下，研究界很少听到4至8岁儿童的声音。在当前的规范性社会周期中，很少会听孩子，但是期望听孩子。日常活动中经常出现的主动听觉不足会影响儿童的心理健康。本文将引用原始的实证研究“听我听”。这项于2018年进行的研究强调了每天聆听4至8岁儿童的简约实践。所使用的研究方法包括镶嵌方法。这种方法提供了多种口头交流渠道。通过主题方法分析收集的数据。分析得出的主题包括“这就是我”，“关系”，“环境”，“课程”和“从业者”。本文基于此分析得出的结论是，“听”而不是“主动倾听”和支持中的一种行为的规范性话语的改变是值得映射的路径。