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.