In play work we talk a lot about permission and in my role I definitely spend a lot of time giving it. Sometimes it’s something simple, just a “yes, you can use that” or “yes, you can climb that’. Sometimes it’s a more complicated “yes if” or maybe a “tell me more….” Sometimes children aren’t just seeking permission but guidance. Sometimes they come to the playground and just can’t stop asking permission because they’re not used to so much freedom. Sometimes someone might just want permission to talk and share something with you. A very common scenario, and a personal favourite, is when someone isn’t really asking permission at all; like when a child demands to know if they can triple back-flip of the roof of the shed or tip a bucket of water over your head. Usually this will be something they perceive as either risky or rule-breaking and often it’s a test of who you are and what kind of relationship they’re going to have with you. And, though it’s probably not going to be a straight up yes, with a bit of creativity it usually doesn’t have to be a hard no. Taking a child’s request seriously shows them you take them seriously and so respect and value their ideas. This creates a relationship where they’re more likely to share their ideas and play in a freer way. Of course the other side of giving permission is asking for it, and that’s what I want to explore a little more here.
Imagine you’re observing a play session, you notice one, very determined child, chasing another holding a raggedy straw hat. The child being chased doesn’t look like they are having fun and they are starting to get angry. You walk over and figure out that the first child is trying to make the other wear the hat, the child doesn’t want to because it’s a super gross hat (you secretly agree; it’s always a super gross hat). You step in to explain to the first child that the other doesn’t have to wear the hat and it’s better to ask the other child and listen to their answer. Both children are upset but the hat-fiend apologises and you (forever a martyr) ask if they’ll put the hat on you. The first child feels confused though. Perhaps because yesterday, when they were upset because another child kept touching their hair, the grown-up said to ‘be nice and let them’ and when they go to grandma’s house they have to give her a cuddle before bed even though they don’t like how it feels.
Always ask. Adults often don’t ask children permission, and they should. Asking doesn’t have to be verbal, it might be using a symbol or a gesture or simply giving a clear opportunity to say no. Asking permission isn’t just important to your relationship with the child in the present moment, it is also part of a responsibility we have to model positive boundaries and good use of consent for that child as they continue to grow and navigate new situations and relationships.
Disabled children will likely have had regular contact with medical and healthcare professionals throughout their lives and so will be used to strange adults investigating their bodies and minds in a way that many non-disabled children won’t have. If they have personal care needs they will also be used to adults of varying degrees of familiarity attending these. This just makes it all the more important to be clear and conscientious about asking permission when physically engaging with a child. It is vital to respect the child’s person-hood and ownership of their body to enable them to distinguish between appropriate and inappropriate kinds of touch.
There is a troubling behaviour I see over and over again where adults think that it’s okay to invade a child’s space or touch their body. When I worked in a school with profoundly and physically disabled children I would often notice that supply teachers or new staff wouldn’t hesitate to touch a child’s head or shoulder or lean on their chair within seconds of meeting them, not even giving the child time to process that the person was near them. This would infuriate me, it’s almost as if the more vulnerable an adult would perceive a child to be the less need they would have to ask permission. This could be down to an assumption that the child can’t give permission or an assumption that the adult doesn’t need permission. I think in part this behaviour is a result of people not knowing how to navigate relationships where communication is non-verbal. Not knowing how to communicate with someone can often lead to ignoring or disrespecting their person-hood. But with time and patience we can always find a way to ask.
Two rectangles side by side. The first is green, it has a line drawing of a closed fist with arrows indicating in moving up and down. It is titled ‘yes’. The second rectangle is red and has an image of a closed hand with index, middle and thumb touching and then opening. it is titled ‘no’.
Establishing a ‘yes’ and ‘no’
In any relationship establishing a ‘yes’ and ‘no’ is key. When meeting a child for the first time this is part of my role as a play worker, it’s something I always prioritise, particularly as a lot of the children I work with may not say yes or no in the expected or simple way. In a play environment there are plenty of opportunities to do this. I’ve broken these down into four categories, although I’m sure there are many more.
- “Can I…?”
This can be a part of introducing yourself to someone, asking ‘can I join you’ when a child is playing or sitting somewhere can tell you straight away how someone communicates consent. If they say no, or walk or turn away, then respect this. It doesn’t mean they won’t want to spend time with you at some other point and if you respect their response in that moment they are more likely to want to do so. You might also ask “can I show you this” or “can you tell me about that”.
- Offering choices.
For a child who is maybe shy or who you’re unsure about how to communicate with; offering them a clear choice of something to do can be a fairly low pressure way to engage with. Make sure you keep the choices you offer simple and low impact. Use options that are visual and concrete rather than abstract. For example “Do you want to use this parachute?” rather than “Do you want to play a game outside or go to the art room”
- Expressing approval or dislike
Watching a child to gauge how they interact with and respond to an environment can give you indicators of how they may communicate ‘yes’ and ‘no’. This is perhaps a less direct method but for someone who communicates non-verbally you may need to think a bit wider about how to ask permission. Recognising how they express liking or disliking something can help with this. For example you may see a child wrinkle up their face and pull their head back when there is a loud bang. Later on when you approach them with a fluffy puppet they may wrinkle their face again, perhaps you could sit down within their eye line without the puppet and see how their body language changes.
- Asking someone who knows the child already
If you’re getting to know a child who has complex communication needs it can be helpful to chat to someone who knows them better. Just make sure you don’t take what they say as set in stone. Because every individual relationship is different. But finding out some basic information can help you avoid doing particular things that might trigger behaviours or make someone uncomfortable or scared.
Permission is an ongoing part of any relationship and works both ways. When asking permission you’re also giving permission to someone to say yes or no. You’re creating a space where they can have autonomy and feel comfortable to express themselves.
Permission in the Play Space
Permission and consent are key functions of communication and central to enabling free play. Permission allows a child to explore ideas and experiences, in the best kinds of play spaces children should feel that they already have permission to be themselves and should be encouraged to ask and seek consent from other children and adults in their joint play. As play workers, as carers and as adults it’s our responsibility to keep listening, observing and learning so we can create the best spaces and experience for children in our care.
My first piece in this series focused on shifting our understanding of communication as simply the imparting and receiving of information to communication as the way we share our worlds with each other. It has many different elements which include both ‘functional’ communication such as question asking or requesting things and also ‘expressive’ communication which we may use to share our emotional or sensory experience. I also highlighted the importance of de-prioritising speech as the main or most valuable way of communicating to better understand and recognise other kinds of communication and people who use them. If you like you can find that first piece here: https://playradical.blog/2016/12/09/playful-communication-the-joys-of-the-non-functioning/?preview_id=221&preview_nonce=6dd19bcf26