In my experience as a preservice teacher, I initially thought that effective communication primarily related to how educators verbally communicated with children. However, after engaging with Clark (2023), I recognised that communication involves both verbal and non-verbal strategies that influence children’s abilities to participate and engage in learning. Clark (2023) emphasises the importance of slow listening, encouraging educators to give children their full attention and consider not only what children communicate verbally, but also how educators’ questions, phrases and gestures influence children’s responses. Observation is an important part of this process, as it requires educators to be present, notice children's verbal and non-verbal cues and allows sufficient time for children to express their thoughts and ideas. This learning has influenced my approach to communication, encouraging me to consider how my verbal and non-verbal strategies affect children’s engagement. Hervatin (2020) provides practical strategies, such as using developmentally appropriate language, warm facial expressions and open body language, to help children feel comfortable participating. I intended to apply these strategies in my practice to create supportive interactions that encourage children’s involvement in learning.