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.

“We Don’s Say Those Words In Class”

 

A time when I witnessed, reprimanded, or silenced a child after he or she pointed out someone they saw as different.  This occurred when my sons were five and seven years old.  My youngest son was fascinated by dinosaurs and his greatest wish was to see dinosaur bones so we scheduled a trip to the Smithsonian Institution National Museum of Natural History and this trip turned out to be educational in more ways than one.                                                                                   

As we were visiting all the tourist areas on the National Mall we stopped at the Vietnam Veterans Memorial.  While there the boys saw a man in a wheelchair and my youngest son said, “Look Mommy at the man in the wheelchair.” According to Derman-Sparks and Edwards (2010) “Most adults have had little experience talking about difference and bias with children.  You may freeze or feel unsure about what to say” (p. 32).  I was afraid the man overheard the comment and I gave my son a look that spoke volumes and shook my head as if to be silent.  I was also afraid of how the man’s reaction would be to my son staring at him and his comments.                                                                               

As we stopped and read some of the names and looked at some of the gifts left I talked to my sons about the Wall and what it stood for.  I wanted them to understand the price of freedom and the Memorial was to honor the men and women that served and sacrificed for our nation.  I wanted my sons to appreciate that their father had served in Vietnam and we were so blessed that he returned home, but many gave the ultimate sacrifice with their lives and these were their names written on the wall—over 58,000.  It was so emotionally touching I cried at the loss of these brave young soldiers.  The man seemed to be going at about the same pace as us and after we moved away from the man I told my sons it was impolite to point and draw attention to his disability and being in a wheelchair.                                                                                                                          

Our last scheduled stop was the Washington Monument and we were in the top and there was the man in the wheelchair also looking at the view.  I was taking turns holding my sons up so they could get a better view out the window.  He invited them to stand on his wheelchair to make them taller to look out.  I thanked him and we began to talk.  I mentioned seeing him at the Vietnam Memorial and he told us he had served in Vietnam and that he was injured.  He said that he had overheard our conversation about their father serving in Vietnam.  Meanwhile, the boys are so excited about the view and being up so high they are climbing all over the wheelchair and he was laughing and pointing out things to them.                                                                                                                      

I told him that their father was unable to accompany us on our trip as he had work obligations and we wanted our sons to especially see the Wall.  The man had watched us reach out and touch the name of my husband’s friend that had died in Vietnam and someone I knew from our hometown and making the imprint of the supreme sacrifice.  We talked about it and what a deeply emotional experience.  I looked at him—truly looked at him what a handsome face.  Why had I not noticed him before as a special unique individual was it because of his wheelchair?  That was a pivotal moment in my life in regard to differences.  When it was time to leave after just a very short time we felt so connected to him so the boys and I thanked him for his sacrifice for all of us.  We sincerely did not want to say good-bye and that is the experience we remember most after all these years—the special man at the Washington Monument.                                                          

The message which may have been communicated to my sons by my response is that it is a subject to be avoided as they are is something wrong with that person.  If we avoid discussing differences with our children, we may in fact be strengthening prejudices that we do not want our children to assimilate.  Our children are “barraged by images and ideas we don't control-on the playground, on television, and in school….even very young children, can absorb the biases they encounter outside of our homes” (The Leadership Conference on Civil and Human Rights, 2013, para. 4).  It is important to realize that experiences and ideas that young children are exposed to shape their values, beliefs, attitudes, and behaviors.                                                                                                                                                            

As an anti-bias educator and mother I can respond to a child’s desire to know more and actively work to have a positive influence on their beliefs and “use these moments: pay attention, ask questions, listen carefully, and then respond as appropriate to the child and the situation” (Derman-Sparks & Edwards, 2010, p. 32).  In listening and addressing questions young children may have about diversity we are beginning a dialogue that will continue as they grow and develop greater understanding.  “The United States is already one of the most diverse societies in the world.   Our children will inherit an even more diverse society” (The Leadership Conference on Civil and Human Rights, 2013, para. 4).  As such it is vital to talk openly to children about differences and help them to understand prejudice and bigotry as it is still an unfortunate part of our society and hopefully our children will the generation to end it.  

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)

The Leadership Conference on Civil and Human Rights. (2013). Talking to our children about      racism & diversity. Retrieved from            http://www.civilrights.org/publications/reports/talking_to_our_children/

Note of Thanks

I would like to take this opportunity to thank our instructor Dr. Williams for sharing her insights and knowledge.   I would also like to express gratitude to my Fellow Colleagues for sharing your educational and professional experiences, insights, ideas, and viewpoints throughout this course in Communication and Collaboration in the Early Childhood Field—it has been very enlightening and informative.  I am constantly amazed by the dedicated professionals working in the early childhood field striving to facilitate optimal care and learning into the classroom. “Scholarly research validated what early childhood professionals have always known intuitively: the quality of young children’s experience in early care and education settings is directly related to the knowledge, skills, and dispositions of the adults caring for them” (Swim & Watson, 2011, p. 4).  I believe as early childhood professionals we have been given a wonderful opportunity to provide optimal learning experiences for the children we serve and impart knowledge to help them function successfully in their family, community, and greater society.   “The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.”  - Maria Montessori   I wish all my Fellow Colleagues the best of luck with their continuing studies.  God Bless!!

                                                                  Reference
Swim, T. & Watson, L. (2011). Infants and toddlers: Curriculum and teaching (7^th ed.). Wadsworth, CA: Cengage Learning
   

Similarities and Differences in Communication Styles

In considering the similarities and differences in evaluating my communication styles my husband, fellow coworker, and myself were mostly in agreement and the numbers varied very little.  All three assessments including my own saw my listening style profile as group 1 which is people-oriented, “empathetic and concerned with the emotions of others” (Rubin & Sypher, 2009, para. 1).  My personal assessment of verbal aggressiveness rating was 65 as was my husband and colleague’s evaluations fell within the moderate range of maintaining “a good balance between respect and consideration for others’ viewpoints, and the ability to argue fairly by attacking the facts of a position rather than the person holding that position” (Rubin & Sypher, 2009, para. 3).  The differences in scoring came in the communication anxiety inventory with me seeing myself at a 48 with moderate anxiety and my husband and colleague rating me within the mild range implicating I do not worry a great deal about communication.                                                                    

The insights I have gained from this week’s exercise is the part that schemas or “mental structures that put together related bits of information” (O’Hair & Wiemann, 2012, p. 37) from past experiences play in our perceptions of others.  I was amazed at the scenarios created from a single picture.  “The truth is that for better or for worse, you glean quite a bit of information from first impressions” (O’Hair & Wiemann, 2012, p. 37).  I also learned about how I perceive my own communication skills compared to how others see me.  I thought the assignments were enlightening about communication styles and potential hindrances to competent communication.                                                       

The reading assignments this week shared information on perceptual barriers and the important of “mindfulness, being respectful of others, and maintain an accurate perception of the situation” (O’Hair & Wiemann, 2012, p. 44) to effective intercultural exchange.  As teachers/caregivers we have a common goal to provide quality learning experiences for the children in our programs and this can best be accomplished through building a rapport and successful communication with children and families.  It also requires effective communication with coworkers, other professionals and community resources.  In successfully communicating in a diverse society teachers/caregivers must learn about cultural diversity and understand that families communicate differently to best meet the needs of the children in the classroom.      

References

O’Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York, NY: Bedford/St. Martins

Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge.

Communicating Differently with People from Different Groups and Cultures

Communicating Differently with People from Different Groups and Cultures

Concerning cultural diversity and communicating with children, families, colleagues, community members whether from different cultures, racial or ethnic groups, socioeconomic class, religious beliefs, political affiliations, sexual orientations, or varying abilities all should be within the context of mutual respect and cooperation.  Effective communication skills involve actively listening to build understanding and expressing oneself to be understood—no one communication style works with everyone.  “In order to avoid quarrels and distress with the neighbor, a person of a different ethnic background, gender or age one must achieve competency in inter-cultural communications” (Vuckovic, 2008, p. 47).  It is so important to communicate in a thoughtful and accepting manner and strive to see information from another’s perspective.  According to Vuckovic (2008) perception is “the way in which an individual receives and actively samples information from the surrounding environment” (p. 49).                                                                                                                                                                

One strategy in communicating differently with diverse groups is to carefully observe both verbal and nonverbal actions and behaviors.  “Listen carefully to the tone of voice, tempo of speech, and the intensity of the physical and emotional undertones of the gestures” (Swim & Watson, 2011, p. 178).  Touch, eye contact, personal space are most often linguistic conventions that are culturally based and it is important to learn how culture influences communication to develop a rapport and greater understanding of others.  The second strategy I would implement is to know the strengths and areas of need in communicating with children, families, colleagues, and others that may need additional support.  Our area has a very high rate of poverty and I will include community resources regularly as part of our communication.  “Although we may not intend anything negative, sometimes we unintentionally offend someone through more subtle use and misuse of language” (Beebe & Beebe, 2011, p. 89).  Therefore, the third strategy would be to take into consideration the sexual orientation, religious convictions and political affiliations of others although they may differ from our own beliefs and values we must conduct all interactions and communications within the context of respect and skilled disagreement.

References

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon

Swim, T. J., & Watson, L. (2011). Infants and toddlers: Curriculum and teaching (7^th ed.). Belmont, CA: Cengage Learning

Vuckovic, A. (2008). Inter-cultural communication: A foundation of communicative action. Multicultural Education and Technology Journal, 2(1), 47–59.

Observing Communication Skills and Styles

Observing Communication Skills and Styles

I rarely watch television the extent to which I watch is Jeopardy and Wheel of Fortune.  I watched the last 30 minutes of a movie called The Family Man with Nicholas Cage and Tea Leoni.  I don’t have a recorder so I borrowed a movie I had wanted to watch from my daughter-in-law.  I watched the last 30 minutes without sound and when I started watching a lady is lying in the bed and a man is sitting next to her bed in a chair talking to her.  He walks out of the room and takes a dog for a walk.  Then it is back to the bedroom and he is sitting watching her sleep trying to stay awake.  The next scene he wakes up in a different bedroom and in a different bed with someone knocking on the door.  It is a beautiful young lady and he walks past her. He goes to a house from a posh apartment in a very fancy car to a nice but modest neighborhood and knocks on the door.  A man comes to the door and they talk and he leaves. He gets back in the car and he answers the phone.                                                                                                                       

The next scene he is at a board meeting and everyone seems to be looking to him for answers.  He leaves and goes to his car and makes a phone call.  He arrives at another building where someone is moving.  He engages the lady in a conversation and she gives him a box and it is the same lady that he was sitting at her bedside and she dismisses him.  He takes the box that has different items including English Leather cologne, a yo-yo, and a picture.  He seems sad and pensive. He gets back in his car driving very fast and goes to the airport.  He is running through the airport and she is getting ready to board the plane.  He yells to her and she turns around and he keeps taking to her although she continues to board the plane.  He says something and she stops.  Then next scene they are sitting at a table looking out a window and it is snowing they seemed to be very involved with each other and enjoying the conversation.                                                                                                                                                           

It was a little confusing without being able to listen to the conversations, but you get an idea of what is occurring. Having seen It Is a Wonderful Life I got an idea that it was something similar to it.  I believed that he was in love with the lady and she did not trust him. When I listened to the movie my assumptions were true that it was a feel good movie with a happy ending—I love happy endings.  It was similar to It Is a Wonderful Life and Jack was given the opportunity to see his life with Kate if he had made different choices.   Having been given an opportunity to glimpse what was truly important in life he was determined to make this a reality for Kate and himself.  I believe it would have been easier to follow and my assumptions more correct if I had been familiar with the characters and the roles they play.