Observing Communication

Giving an account of the observation it occurred in our home between our granddaughters—Taylor which is nine and Peyton which is seven years old and their grandfather.  They came to visit for about an hour from 6:00 to 7:00 p.m.                                                                                                                                            

Taylor enters from outside very excited about having been to the library.  She said, “I made a poster for the library and they are taking it to the county meeting.”  Poppy said, “What was your poster about?” Taylor said, “It said I love the library; it is my favorite place to go.   Me and Peyton put our hands prints on it and it said let’s give the library a hand.  Poppy I got a great book that you will love.  It is about animals.” Peyton enters the room from outside and she stops and listens to the conversation.  Poppy said, “What is the name of it?”  Taylor, “Smithsonian Natural History the Ultimate Visual Guide to Everything on Earth.”  Peyton gets excited, “Poppy it does; it has pictures of every animal on earth.”  Poppy asked, “Taylor your poster sounds great. Peyton did you go to the library too?”  Peyton, “Yes Poppy, Thursday is Story Timmme!  Poppy sometime if you get in from work early will you take us to the library.”  Poppy, “I would like that.  Poppy loves to read just like you girls and I enjoy going to the library.”  Taylor, “Poppy they have lots of books about golf.  Let’s play a game you say an animal then I will find it in the book.”  Poppy says, “OK….aardvark.”  Taylor declares, “Oh Poppy—that is easy.  Here it is.”  She continues to read facts about the aardvark.  Taylor, “Name another one Poppy.”  Poppy states, “What about a Panda?”  Taylor, “Poppy you need to be more specific.  What kind of Panda, the giant or red panda?”  Smiling Poppy says, “Probably the giant panda.”  Taylor reads about the giant panda.  Peyton says, “My turn next.  Taylor it is my turn.”  So Taylor gives the book to Peyton.  Peyton proceeds to ask questions about the animals.  After about 30 minutes Poppy says, “We need to go back to the zoo when it gets warmer.” Peyton, “Poppy the zoo is open all year.  It is only closed on Christmas.  If you go after 3 you get the next day free.”  Laughing Poppy says, “You girls are too smart for me.”  Their Dad comes to pick them up and everyone gives hugs and kisses and exchange, “Bye. Love you!”                                           

 

In regard to the nature of the conversation during this small group the tone and body language were affirming and effective and demonstrated sensitivity, respect, acceptance, and reflective listening providing each child the space to be their own unique self (Laureate Education, Inc., 2011).  In considering the interactions and exchanges between the three and how they affected the child’s feelings and ideas of self-worth I think both children understood their efforts and accomplishments were valued.  By asking questions and providing specific feedback adults and “teachers can promote children’s thinking and encourage their participation in authentic conversations” (Rainer Dangei & Durden, 2010, p. 74).  I think their voices were heard and their ideas validated as there were expressions of warmth and understanding from both listening and speaking—I dare say I see a trip to the zoo in the near future.                                               

In considering how my interactions compared to those I observed this week are I make an intentional effort to listen and validate the child’s ideas and to expand upon them. I also try to introduce new words to increase understanding and vocabulary in interesting and relevant ways. I enjoy bringing new books, songs, and finger plays into the classroom as I try to encourage language through positive tone and body language and activities to promote a sense of humor—which I consider to be important to everyone’s well-being.  I regard my communication skills with the children in my classroom as one of my greatest strengths.  I enjoy talking with the children and love to hear their thoughts and ideas.  Ways in which I can improve by observing the media presentation this week I realize sometimes I need to slow down.       

References

Laureate Education, Inc. (Executive producer). (2011). EDUC 6358-6: Strategies for Working with Diverse Children [Webcast]. Communicating with Young 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. Retrieved from the Walden Library using    the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site

Creating Affirming Environments

In considering the blog assignment I will be opening my own Family Child Care Home in which I will strive to provide an anti-bias environment where children feel safe, welcome, and supported in all areas of development.  Children will be engaged in one-on-one conversations and interactions as well as group activities to promote that they are valued.   The families will be an integral part of the program with an open door policy and family members will be encouraged to volunteer and share their abilities and talents.  Derman-Sparks and Edwards (2010) convey that “when we reach out to families to include them in every aspect of our program, families feel that they are teachers’ true partners” (p. 42).   Respect and appreciation for individual sociocultural factors will be a priority.                                                                                       

Authentic anti-bias activities and materials will be ongoing and integrated throughout the classroom representing all areas of diversity in attendance and also those not present.  Family presence and involvement, dolls, books, posters, individual photographs, artifacts, and other materials will make visible and portray the children and families in the program (Derman-Sparks & Edwards, 2010).  Children are encouraged to build friendships and positive relations with peers and supportive adults in a warm and caring environment where their needs are meet to nurture trust—the foundation of social and emotional well-being.  Interactive approaches and content will be provided that is relevant and familiar to the children to be consistent with home and families and minimize discrepancies in care and understanding.                                               

Appropriate rules and boundaries with realistic expectations will be part of the setting to foster social and emotional competence, self-regulation and respect of others.  “All young humans must negotiate the transition from total dependence on others at birth to competence and internal control, including learning to regulate their emotions, behaviors, and attention” (Copple & Bredekamp, 2009, p. 12).  Controlling impulses is an important aspect of healthy social and emotional development and vital to becoming a self-actualized individual.                                      

Families will be greeted warmly and information will be exchanged that encourages participation in all decisions concerning their child.  Newsletters and daily logs are provided to keep families informed of the child’s development, special activities, and upcoming events.  These communication forms or daily logs will keep everyone in tuned—child, program, and home and share the clever, cute, and interesting things the children do during the day.  Bulletin boards are exhibited that are easily accessible with information that includes the daily schedule, units of study, menu, and goals we are working on, as well as a place to make suggestions for improvements and matters of concern.  Pictures of families and children are displayed where they are readily visible.  There is a lending library that has books, pamphlets, and brochures filled with information of interest to parents (Laureate Education, Inc., 2011).                                                                                                                               

The environment is set up to be intellectually engaging and to promote exploration and discovery with easy accessible materials and toys.  The child’s interest and skill levels are considering in activities, materials, and setting up the classroom.  Children are provided with choices when possible to best match their individual interests and proficiency levels.  Allowing appropriate choices and encouraging self-help skills instills that they have some control over themselves and someone is confident in my abilities and decisions.  Individual art work is created and displayed which fosters creative expression and intellectual development as they use the materials to articulate their own ideas.  Furnishings are size and age appropriate and indoor and outdoor areas are provided.  The goal of my Family Child Care Home will be to promote a child’s healthy self-image and self-confidence and provide optimal opportunities to build a strong foundation for lifelong learning. 

References

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3^rd ed.). Washington, DC: National Association for the Education of Young Children

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 6358-6: Strategies for Working with Diverse Children [Webcast]. Welcome to an anti-bias Learning Community.             Baltimore, MD: Author.