Observing Communication

I went to a nearby park this week, and there were some stay home mothers watching their kids play. The kids were playing running, jumping, climbing and rough playing,  when suddenly one of the kids ran to the mother to say the other kid was being mean to him. The mother asked “Why is Peter being mean to you?” The kid says “I don’t know but I wanted to use that swing and he won’t let me.” The mother then said “Why don’t you go to the other slide and play when Peter is done with the swing you can go use it.” And the boy said “No” and insisted he wanted just that swing.  Then the  mother told him  he needed to be also considerate and  asked him   “If you were using the swing and another kid came and wanted to use it when you were not done would you  give it up?”  Interestingly, he shook his head and kept crying. However, he was pacified and the mom took him to the other swing meant for children his age and helped push him to and fro.

 From watching the moms and the kids it was evident to see the use of questionings and scaffolding with children to make them reason and think critically as well as enable them to develop morally and socially as they learn to empathize with others. The moms listened when the kids came with  petty complains  and problems which was indicative that their complains was  important;  and as  indicated by Eric Hoffman and Lisa Kolbeck   in their communication with the children (Laureate Education, Inc.2011),  listening to children  makes them  feel valued and  loved.  The play environment was safe and secured as the children trusted the protection from their parents and hence the confidence to go with numerous complains to their  moms because of the trust and bond they share. 

There was a lot of redirecting, correcting, and listening to children thus acknowledging that children have a voice of their own, and should be listened to as a means of taking them seriously. The moms’ use of simple words, short sentences and the relevance of body language were noticeable.  In particular, the gentle touch and kiss one of the moms gave her little son to pacify him confirmed another method of affirming communication with children (Rainer & Durden, 2010; Kovach & Da Ros-Voseles, 2011). In all during my observation, I was impressed that the children’s self worth was considered through the interactions and communication between the moms and their children.  It takes a lot of patience to listen, redirect, correct, and question; but  with purpose in mind  of helping them develop socially ,emotionally, and cognitively it is worth the effort.

 

 

References

         Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database

          Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50. Retrieved from the Walden Library using the Education Research Complete database.

Laureate Education, Inc. (Executive Producer). (2011).EDUC 6358: Strategies for Working with Diverse Children [Webcast]. In “"Communicating with Young Children"” Retrieved from http://www.courseurl.com

Laureate Education, Inc. (Executive Producer). (2011).EDUC 6358: Strategies  for Working with Diverse Children [Webcast]. In “ Persona Dolls” Retrieved from http://www.courseurl.com

Creating Affirming Environments

It is my dream to one day have a child care center, to enhance the literacy development of children. First and foremost the setting would be an ideal place conducive for learning, where very child would feel secured, loved, and nurtured. I envisage a setting that will guarantee, be supportive of each child’s capabilities and strengths, and also provide quality experiences to the children. Research indicates that an environment rich in anti –bias materials invites exploration and discovery and supports the children’s play and conversations (Derman-Sparks & Edwards, 2010).  Materials that are reflective of a variety of cultures would be a priority to implement. The use of persona dolls seems to be a strategy that is common as pointed out by Adriana in her Family Home Care, where she has different dolls and kids like Malik are able to share and tell their stories in a welcoming environment (LaureateEducation, Inc., 2011).

To enable children develop emotionally, socially, linguistically, intellectually, and physically  healthy; persona dolls, figurines, and block people would be used to introduce stories related to the children’s lives as well as broaden their awareness of various aspect of diversity (Derman-Sparks & Edwards, 2010). In addition, books that provide positive overture to children about human similarities and differences would be handy to help them develop and respect each other. Through open discussions and activities children would freely express their feelings and learn to collaborate and socialize with each other. Children come with a variety of competent, creative, and overt interest (Laureate Education, Inc., 2011) and maximizing these strengths would empower them to be able to do more challenging task through a strength based learning approach. As a co -constructor and facilitator of children’s learning it would be fruitless if I do not partner with the first teachers of these children; thus working with families and having an open-door policy for parents to come in and visit, participate, and share cultural experiences with class would be part of the agenda of my program. Including families in their children’s lives make them feel more included and valued (Derman-Sparks & Edwards, 2010; Laureate Education, Inc., 2011).

Finally, creating such a setting of great relationship, interaction with children and family, and focusing on anti-bias material in the classroom would produce a secured and peaceful environment where every child would thrive to their potentials.

  References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

        Laureate Education, Inc. (Executive Producer). (2011).EDUC 6358: Strategies for Working with Diverse Children [Webcast]. In “Building  on Children’s Strenghth” Retrieved from http://www.courseurl.com

      

     Laureate Education, Inc. (Executive Producer). (2011).EDUC 6358: Strategies for Working with Diverse Children [Webcast]. In “Welcome to an Anti-Bias Learning Community” Retrieved from http://www.courseurl.com