Week 3- Observing Communication

Week 3 Observing Communication

For my observation, I had the opportunity to watch an interaction between a caregiver and a toddler. This interaction took place in an in-home setting. The toddler was speaking around two to three words in a sentence to communicate with the caregiver. I observed a play situation where the toddler was playing with little people, animals, and a play farm structure. The caregiver was sitting with the toddler playing too. During my observation I noticed the caregiver repeating sentences back to the toddler, going slow, and being respectful of the toddler. She was not answering everything for the toddler but instead asked questions and pointed out attributes of the objects they were playing with. I learned through this observation that the toddler was very engaged with the caregiver and seemed willing to communicate readily.

Reflecting on what I observed and the effective communication strategies presented in this week’s learning resources I found that the caregiver was really connecting with the toddler and helping her grow emotionally and cognitively. The caregiver was “calling the toddler by her name, speaking directly to the toddler, and pointing out objects to the toddler” (Kovach & Da Ros-Voseles, 2011, p. 3) as discussed in the article, Communicating with Babies. I also found the caregiver not rushing the play that was taking place. In the media segment, Lisa Kolbeck discussed how the world around us goes so fast that as teachers we need to remember to go slow and be respective to the child’s ideas and play. We need to remember to let them feel their ideas, feel grounded in themselves, feel heard, and understood. I believe by doing this it will allow the child to explore and strengthen his/her self-worth. I also found the caregiver not answering all the questions for the toddler. She was giving her time to reflect on her own and answer. “As teachers we need to question our language in terms of the context it provides for children’s thinking” (Rainer & Durden, 2010, p.2). In the article, The Nature of Teacher Talk during Small Group Activities, the authors mentioned the importance of language and questioning to promote children’s critical thinking. It was very encouraging to see the caregiver doing this in the play interaction. Analyzing my observation I think that bringing in another child to help and work on social conversation and turn taking would make the communication more affirming and effective. Overall, I felt the caregiver did a nice job and I found many connections to this week’s learning resources.  

My thoughts in regards to how the communication interaction I observed may have affected the child’s feelings and/or any influences it had on the child’s sense of self-worth were that it was a positive experience. The caregiver validated the child’s remarks, used questioning to encourage conversation, and gave affirmation when needed. The child was smiling, talkative, and engaged the entire time. She wanted the caregiver to play with her, which to me suggested that she was comfortable with her. I also noticed body proximity. The child was next to the caregiver and gave her a lot of eye contact. On occasion, the caregiver patted the child’s back which was a silent way to show affirmation.

The adult-child communication I observed this week compares to the ways in which I communicate with children because the interaction was child-centered. Both the caregiver and I use a reciprocal style that uses prompting, questioning, and affirmation.  Reflecting on how I talk and listen to young children in my kindergarten classroom leaves me frustrated though. Since my undergraduate degree is in child development, I have been trained how to talk and listen to young children.  I learned all the strategies and techniques to promote self-worth and emotional well-being. I know their importance and fully believe in them. In addition, this Master’s Program has taught me many ways to use an anti-bias approach to teaching and communicating.  My frustration lies with time constraints. I have twenty-five, five-year-olds in my classroom. Young children love to talk! Since I have the added pressure of academic achievement too, I feel a constant tug of war between the importance of listening and talking to the children with their academic growth I am evaluated on. I feel as if I have to cut short some of the conversations my students initiate because time does not stand still. I feel I know how to communicate, but need to learn how to do it effectively with limited time. “Classroom talk is frequently limited and is used to check comprehension rather than develop thinking” (Fisher & Frey & Rotherenburg, 2017, para. 12). My goal is to improve upon this.

References

Fisher, D., & Frey, N., & Rotherenburg, C. (2017). Conent-area conversations. Retrieved from http://www.ascd.org/publications/books/108035/chapters/Why-Talk-Is-Important-in-Classrooms.aspx

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. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60001533&site=ehost-live&scope=site

Laureate Education, Inc. (2011). Strategies for working with diverse children: 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

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. 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=37131016&site=ehost-live&scope=site

Week 2- Creating Affirming Environments

Creating Affirming Environments

Creating a warm, safe, diverse, loving, and positive environment is important for all anti-bias classrooms. In such settings children can strive to their fullest potential. They will be afforded the opportunity to flourish in a developmentally appropriate environment that promotes the success of all children.  “Children must feel safe, loved, and nurtured to develop the basic trust they need for healthy development” (Derman-Sparks & Edwards, 2010, p. 52).  Careful consideration of the physical environment is the first step to making sure the set-up is done well. The learning environment is a critical factor and can be intentionally prepared to help support healthy development" (The Center for Early Childhood Education, 2017, para. 1).

Reflecting on the resources this week that focused on anti-bias classroom environments I would begin developing my own Family Child Care Home by creating a space with visuals. The visuals would display diversity within individuals and families such as posters, pictures, environmental print, books, and artwork. Having such a diverse visual selection allows all children to feel welcomed and accepted.  “An anti-bias environment is also culturally consistent for the children and families it currently serves” (Derman-Sparks & Edwards, 2010, p. 43).  In the beginning of the school year I ask for families to send in a picture of the child and his/her family. I enjoy displaying this in my classroom to showcase each child and his/her family structure. During sharing time I allow children an opportunity to discuss their picture. When it is around the holidays and we discuss traditions, I again ask for families to send something in to showcase their family traditions. Along with diverse visuals in my classroom I would incorporate diverse learning materials for my students. Diverse items in my classroom would include dramatic play materials and dolls, toys and puzzles, games, art materials, manipulatives, and books. Diverse learning materials allow children to see that there are many different kinds of people and families. “In addition, to seeing themselves in their learning environment, children also need materials that honor diversity both within and beyond their own identity groups” (Derman-Sparks & Edwards, 2010, p.43). As discussed in Adriana’s media segment I would incorporate a “safe area” for students to go when they need time to relax, become comfortable, and get ready for the day. Having this area in my classroom will let students know they are accepted at all times. Also as discussed in Adriana’s media segment, I would like to incorporate pictures of my students at eye level and have a cultural center/area that changes periodically. I would ask to families that are willing, to bring items in that represent their family and cultural background. I would leave this up for awhile for the children to see. This provides a chance for each student to feel that his/her family and culture are special and honored within their classroom community. In my Anti-bias education setting I would also include diverse anti-bias curriculum. “The ideas for anti-bias education curriculum can come from children’s questions, interest, and teachable moments” (Derman-Sparks & Edwards, 2010, p.47).  Using a diverse anti-bias curriculum in the classroom setting provides children with the message that all children and families are valued and respected.  In my setting, I also believe the connection with families is very important. This shows children we are a team that works together for their success.  As stated in the segment, Anti-Bias Education in a Family Child Care Home, “Family child care becomes like a second home to the children, which in turn fosters community among families” (Derman-Sparks & Edwards, 2010, p.54).  

I found this year I needed to create and purchase more diverse learning materials and visuals. My kindergarten classroom is very diverse and I wanted my room to reflect this. My principal was very encouraging and helped support me in doing this. During my fall conferences I had a parent comment on my diverse classroom and thank me for celebrating the Chinese culture. I am excited to add new things in my room and new strategies after this week’s discussions. “Relationships and interactions with children and families, the visual and material environment, and the daily curriculum all come together to create the anti-bias learning community” (Derman-Sparks & Edwards, 2010, p.51).

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

The Center for Early Childhood Education. (2017). Classroom environment. Retrieved from http://www.easternct.edu/cece/classroom-environment/