How to Talk to Children

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Try and build a rapport with the children in just the same way that you would with an adult.

The following ideas might be helpful.

  • Welcome them to the museum.
  • Break the ice. Comments on the weather work just as well with children as adults!
  • Explain the plan for the day or session.
  • Talk plain English, e.g., no big words, but if you do use a big word explain what it means.
  • Get down to their level. Grown ups can seem very tall to a five year old, so kneel or sit rather than towering above them.
  • Smile!
  • Be patient. There can be some very long and convoluted answers to questions! 
  • Inject humour.
  • Try to relate what you are talking about/ showing them to their own experience, e.g., objects relating to homes or toys are very popular.
  • Children are impressed by things that are very big or very small.
  • Use storytelling to get over a point. Young children get very caught up in stories.
  • Ask for their ideas.
  • Reward them with a "that's a good idea" even if they don't give quite the answer you were looking for.
  • Remember that young children will have a shorter attention span. Be sensitive to their needs and be prepared to vary the pace and activity if the children appear restless. Don't plough on regardless!
  • Thank them for their attention and their input.
  • Most importantly make your session, and their visit, as enjoyable and as much fun as possible.

What Not to Do 

  • Don't talk at them - talk to and with them.
  • Don't shout - learn how to project a conversational tone.
  • Don't talk for too long. Divide up a session with an introductory talk of 10-20 minutes followed by a group activity.

Help and Advice About Delivery

  • Watch other educators deliver a session  and ask someone to review your delivery. Download Evaluating Taught Museum Sessions.
  • Contact your Museum Development Officer, Learning and Access Advisor from SEMLAC or Hub Education teams for help.
  • The Voice Care Network offer training and advice on using your voice effectively.

Managing Behaviour

  • Generally school groups visiting a museum will be on their best behaviour but it may help to set out ground rules before the visit.
  • If you have any problems with children's behaviour, which a quiet word doesn't solve, always refer back to the teacher leading the group.

Downloads

Guidelines for Education Groups (Milestones. Word DOC, 205Kb).

Maslow's Hierarchy of Needs (Word DOC, 39Kb) demonstrates the importance of ensuring that pupils are comfortable in their surroundings in order that learning can take place.

Evaluating Taught Museum Sessions (Hampshire County Museums Service. Word DOC, 102Kb).

 

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