Observing Communication

This week I had the opportunity to observe an adult and young children communicating. I did so in a kindergarten classroom. Observations are a great way to enhance what you understand and know about mindful communication. Knowing which communication strategies work best also strengthens your communication skills. As I watch and observe the teacher and students, I focused on how effective her communication skills were with the students.  As she responding to each child I noticed that she always called them by name. She was also very encouraging, praising them for a job well done on class work. She encouraged all students regardless of their ability level. Teacher talk is encouraging and lets children know that their teacher values their efforts and accomplishments (The Nature of Teacher Talk during Small Group Activities, 2010).

During circle time when students were working on their sight words, I noticed how she took the time to correct their grammar and words. Her interactions were so engaging the children remain focused and eager to learn. Activities incorporated in the curriculum were all explained in detail, and students were allowed to ask questions if necessary. It was obvious that each child has their own style of communicating, but she was able to incorporate different strategies that seem to work in her environment and listen to what they had to say.

Becoming an effective communicator will take much time an effort. Our choice of words is important (The Nature of Teacher Talk during Small Group Activities, 2010). Regardless of the students different styles of communication there are several strategies that foster effective communication. If done correctly, children’s social, emotional, and cognitive development are enhanced and is the foundation for learning and healthy development.

This week I have learned the importance of stepping back and listening to what children have to say. As educators, we must continually ask ourselves how we can use language for our ultimate purpose: to support children's development and learning The Nature of Teacher Talk during Small Group Activities, 2010).  Alison Stephenson says “Listening is paramount” (Stephenson, 2009). “Stepping back became a strategy that helped me listen with an openness that allowed me to hear unexpected meanings in what children shared with me” (Stephenson, 2009).

References:

The Nature of Teacher Talk during Small Group Activities. (2010). 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

           As an early childhood professional, I know and understand the importance of ensuring that each child in my care has access to the best education possible. One of the most important aspects of providing this is to ensure the environment is welcoming and the children and their families are respected. Creating an environment that fits their needs will require strategic planning and will have to be anti-bias. Children should feel safe, nurtured, and loved and be able to develop a positive and strong concept of themselves and express empathy for others.

            As I develop my home Family Child Care Home, I want to create an environment that the children and their families can appreciate. In an effort to promote an anti-bias education I will have to include material that is diverse and anti-bias. Daily interactions and activities will be a large part of what I do, so books, dvds, puzzles, magazines, dramatic play props, and music will all represent different cultures, ethnicities, and backgrounds. Any posters, fabrics, and pictures will represent the children’s home culture.

Families will be a major part of their child’s learning experience, so I plan to include material for families as well. They will also be allowed to provide or share as much information about their families culture. In the video segment “Strategies for working with diverse children: (Laureate Education, Inc. 2011).    Welcome to an anti-bias learning community.” Adriana shows how she has a special place set up when parents first arrive to her facility that is filled with lots of information for parents and activities for children to help with separation issues. Making children and parents feel safe and welcome is very important in any setting. Family child care becomes like a second home to the children which in turn fosters community among families (Derman-Sparks & Olsen Edwards, 2010, p. 54).

            Specific strategies will be necessary to support my environment. I must first be aware of my personal feelings and not allow my beliefs to interfere with my work. My environment needs to be supportive of children being able to share and discuss any differences they may observe. I must allow them to express any emotions they have and work out conflicts they may arise. When children can express their opinions, they learn from each other (Derman-Sparks & Olsen Edwards, 2010, p. 53). I have to teach children to identify different stereotypes and be sensitive to others we try to portray. Incorporating family traditions is very important and will be a critical part of my environment and learning experience.

References:

 

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

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author