Debate and Discussion
To develop skills in expressing opinions, listening to others, and engaging in structured discussion.
- Framework: EYFS
- Unit: EYFS Communication & Language
- Learning area: Communication and Language
- Level: EYFS Reception
Objectives
- Expresses opinions with reasons
- Listens to different viewpoints
- Takes turns in discussions
- Builds on others' ideas
Materials
- Discussion topic cards with pictures
- Speaking object (microphone, special stone)
- Opinion cards (agree/disagree/not sure)
Instructions
Choose topics that genuinely matter to children and have no 'right' answer: 'Is it better to have a pet cat or a pet dog?' 'Should we always have to share our toys?' 'Is rain better than sunshine?' Children engage more when the question feels real.
Establish discussion rules together: 'One person speaks at a time. We use kind words. We can disagree, but we explain why.' Having a speaking object—whoever holds the special stone gets to talk—helps manage turn-taking.
Model expressing an opinion with justification: 'I think dogs are better than cats because they can go on walks with you. But I know some people think differently.' Show that opinions need reasons.
Create space for all voices. Some children are naturally vocal whilst others need encouragement. Try: 'We haven't heard from Fatima yet. Fatima, what do you think?' But never force—'You can just listen today if you prefer.'
Teach respectful disagreement: 'It's absolutely fine to disagree! We can say: I think differently because... or I see it another way...' Model this language yourself.
Summarise different viewpoints: 'So some of us think cats are better because they're cuddly and quiet. Others think dogs are better because they're playful and go on walks. Interesting! People have different ideas, and that's okay.'
Connect to wider learning: 'In our discussion, we heard lots of different ideas. In books, characters have different ideas too. Let's see what the characters in our story think...'
Document discussions occasionally—take photos, write key points. 'Remember our brilliant discussion about pets? Here's what everyone said.' This validates their thinking as important.