Observing Communication

Young children are very curious and inquisitive and ask many questions as they try to make sense of the world around them.  Our role therefore, as parents, teachers, adults, and the wider community is to guide their ideas as we instill in them positive concepts (Derman-Sparks & Edwards, 2010).

This week, while at the supermarket with a colleague, I decided to focus on an interaction between a child (around five years) and her mother.  They were at the fruit and vegetable stall at the time.  The child had seen a huge pumpkin and was questioning her mother about it.  “What is this?  Can I hold it?  Can I smell it?  Can I bite it?  Do people eat the skin of this?  Would it harm them if they did?”  The child was also curious about what was on the inside of this large ball.  The mother was very patient and answered every questioned that was asked.  She took the pumpkin and allowed her daughter to touch it, know it gently as well as smell it.  She then told her that they would have to purchase one so that she can see what was on the inside as well as to taste it.  

In this interaction, I feel there was effective communication between child and mother.  As Ms. Kolbeck suggested the mother was listening and not speaking for the child, she allowed the child to feel that she was being listened to and that she (the mother) valued what she (the child) was asking (Laureate Education, Inc., 2011).   Likewise, the mother acted as a facilitator rather than a dictator (Rainer Dangei & Durgin, 2010), she allowed the child’s interest to guide the conversation. 

This child most definitely learned from this interaction. She most likely felt that her questions and ideas were important, respected, accepted and heard.  She felt valued and important.  As a result she most likely feels that it is safe to ask questions and voice her opinions as she has become grounded with herself (Laureate Education Inc., 2011). 

As an educator I try to always engage in effective communication with my students.  However, we are all human and sometimes I falter.  As Stephenson (2009) explained, listening to children can seem rather simple.  However, when engage in a multitude of tasks simultaneously, trying to listen to a child can be challenging.  As such I sometimes do some pseudo-listening.  One on one, I can say that I am an active listener compared to when in a group.  As such I need to practice to truly acknowledge the presence of every child (Kovach & Da Ros-Voseles, 2011) and take time to listen and effectively communicate.

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children,

 66(2), 48-50.

Laureate Education, Inc. (Executive Producer). (2011). Communication with young children [video]. Strategies for Working with Diverse Children. Baltimore, MD: Author.

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95.

Creating Affirming Environments

According to Pelo (2008) it is imperative that operators of child care facilities honor diversity among the children and families that they serve.  Likewise, an environment in anti-bias education fosters creative discovery and supports the notion that children have the right to develop to their fullest potential (Derman-Sparks & Edwards, 2010).  Therefore, if I was to open my own Family Child Care Centre, I would ensure that my visual and material environment was inclusive of the children and families that are enrolled in my program so that my families can feel like an intricate part of my program.

Firstly, drawing from the ideas of Adriana in the video file, I would establish a welcome and greeting room where I could greet and welcome my children and families as the children are being dropped off on mornings.  The room would also have the schedule of the day’s activities so that parents can know the activities that their children will be engaged in.   Likewise, the room would contain pictures of the children and their families (Laureate Education Inc., 2011).  This I believe would create a welcoming environment and help make families feel important to the program.

The main learning area would be made up of several sections/rooms (depending on structure of building).  In the reading section, there will be varied genres of books, with the characters and illustrations reflecting diversity.  The books will also be in the varied home languages of the families that I serve.  In the dramatic play area there would be clothes and costumes from various cultures; dolls of various ethnicities as well as those that are disabled; housekeeping items; puppets reflecting diversity; puzzles, blocks, and toys all of which would reflect diversity.  Other materials would include paper, paint, crayons of various colors; skin color bean bags (Laureate Education Inc., 2011).  All these materials would help promote creativity and critical thinking and enhance motor skills.  Throughout the rooms there will be pictures and posters depicting various cultures, family types, religions, abilities/disabilities, celebrations etc.  I would also make use of persons dolls (Derman-Sparks & Edwards, 2010) as I believe this to be an effective way to get children to think and talk about diversity and highlight and discuss their biases.

Drawing again from the idea of Adriana, I would create a Superb Family Corner where every week a child and his/her family will be celebrated through the use of family pictures and artifacts of their culture.  Likewise a family member would be invited one day during that week to share with the children information on their culture or story.   Additionally, there would be an area/room designated to family time.  It will be furnished with sofas, lounge chairs, television etc. and would basically be a place where all families can gather for game night, movie night or any social activity that we deem necessary.  This I believe would help to forge partnerships among the families and the program and help each family realize that they are of equal importance to the program.

All in all, I would ensure that my visual and material environment depict diversity and anti-bias learning since as Derman- Sparks and Edwards (2010) noted “the toys, materials and equipment you put out for children; the posters, pictures, and art objects you hang on the walls; and the types of furniture and how you arrange them all reflect what children learn” (p.43).  Ultimately, my goal is to ensure that every child reaches his/her fullest potential.

References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Laureate Education, Inc. (Producer). (2011). Welcome to an anti-bias learning community [video]. Strategies for Working with Diverse Children. Baltimore, MD: Author.

Pelo, A. (Ed.) (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.

Welcome to EDUC 6358

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