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.