Observing Communication

This week I had the opportunity to visit a preschool program and observe an educator communicating with a child in the block area.

A conversation about building a ramp for the cars

A child was in the block area exploring the blocks, various vehicles, and other loose parts that were set up. The child began to build what looked like a ramp with the blocks and tubes. Once he completed the ramp, the child began pushing a variety of cars down the ramp. An educator who was observing the child’s play from afar walked over to the child, got down onto the floor and asked, “What are you making?” The child responded, “I am making a ramp for the cars and trucks to go down.” The educator asked, “How did you make the ramp?” The child explained and then showed the educator how he put the blocks and tubes together to make a ramp for the cars. The child said, “Watch how fast this car goes!” The child pushed to the blue car down the ramp and the car went far. The educator said, “Do you think this yellow car will go as fast and as far?” The child responded with a prediction of, “Yes.” Then the child pushed the yellow car down the ramp, but the yellow car did not go as far. The educator asked, “Why do you think that the yellow car did not go as far?” The child stopped and looked at the cars and then looked at the educator. Then the child said, “It didn’t go as far because it is bigger.” The child and educator began to make predictions about other cars that the child pushed down the ramp. The child asked the educator if they could measure how far the cars went. The educator went and got a measuring tape and together they measured the distance of how far each car went.

As I listened and watched the interaction between the child and the educator, I learned how important it is to wait and give children the time to respond. As educators, we know the answers to the questions that we pose to children, so it is crucial that when we ask a child a question that we take the time to stop and wait for them to think about the question and then wait for them to answer. Lisa Kolbeck explained that we need to be receptive to what children are saying and not to jump in and take their words (Laureate Education, Inc., 2011). She continued to explain that we need to let them think and let them respond on their own time.

After reflecting on what I observed as well  the information that I read from this week’s resources, I could make a connection between the two. The article, “Conversations with a 2-year-old” reinforced within me that each child has a different style of communication and that it is important to find ways they can communicate  so it is enjoyable for them (Stephenson, 2009). Listening to Lisa Kolbeck talk about communicating with young children in the video, “Communicating with Young Children” explained that we can find out about children’s play by watching them and then asking questions about their play (Laureate Education, Inc., 2011). That is exactly what the educator did. The educator took time to watch and listen and then began to pose questions. Children are eager to spend time with an adult who takes the time to really listen to what they are saying (Stephenson, 2009). The educator that I observed took the time to truly listen to the child’s ideas and took the child’s lead.

As I observed the interaction between the child and the educator in the block area, the educator provided many opportunities for the child to feel good about his skills. The educator did not tell the child how to build the ramp and did not correct the child or place doubt when he knew that the child’s prediction was incorrect. When I reflected on my observation, I could identify many similarities with the way I communicate with children. I try not to answer for children as I feel it is crucial to be patient and provide children with the time they need to respond. I am cognizant that I need to be aware of how I communicate so that I can meet the individual needs of all children. I am aware that I may need to make modifications to the way I communicate so that all children understand what I am communicating to them. 

When I consider my skills as an effective communicator, I think that there is always room for improvement and growth. Taking the time to truly listen to children rather than just hearing them is something that I feel that I could always work towards. There are times when I might miss something due to the fact that I am busy. Personally, I know that I do not have the skills to multi-task, so I need to take the time to stop and truly listen to what children are doing and saying. Stephenson (2009) explained that listening to children seems so easy, but when we are distracted by other things that are happening around us, listening to what children are saying can become challenging. I need to remember to give children all my attention so they are getting the message that I care and that I am interested in what they are saying! 

References

Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD:Author

Stephenson, A. (2009). Conversations with a 2 year-old. YC: Young Children, 64(2). 90-95.

Creating Affirming Environments

There are many details and factors to consider when thinking about opening a Family Day Care Home. How will I make it comfortable and welcoming? How will I make it a place where children and families want to come to? How will I decide on the set up of the space and materials? How will I make it a place where children and families can say, “I belong here and I feel welcome!"

These questions will help to guide me through the process of opening my own Family Child Care Home. Many children spend a large part of their day in child care, so it is crucial to provide a home-like environment where families feel comfortable leaving their child/children and where children enjoy coming to. In order to create a caring and warm environment I will need to think about how I will make the space a place that is comfortable, homey, and rich with materials and learning experiences. Having the opportunity to watch the video, “Welcome to an Anti-Bias Learning Community” gave me the chance to see how Adriana Castillo set up her family day care home, the materials she provided, and how she included the families in her program (Laureate Education, In., 2011).

I want to provide an environment that creates a sense of wonder which gives children and families the message that this is a good place to be and that they belong here. I also want to ensure that I create an anti-bias learning environment where all children and families feel respected and accepted.  Creating an anti-bias learning environment will reflect the family cultures and the daily lives of the children (Derman-Sparks & Olsen Edwards 2010). According to Derman-Sparks & Olsen Edwards (2010) they explained that an environment that is rich in anti-bias materials invites the children to explore and discover the materials and the array of learning experiences. I want to ensure that the materials in the environment are accessible to the children which will empower them to make choices. Materials included in the environment should respect diversity both within and beyond their own identity groups (Derman-Sparks & Olsen Edwards 2010).  Materials such as; books, posters, skin tone art colors, dolls, puzzles, and other materials that are diverse should be included (Derman-Sparks & Olsen Edwards 2010).  According to Derman-Sparks & Olsen Edwards (2010) they explained that it can be challenging and at times impossible to find materials that represent all children, so supplementing purchased materials by making and creating your own will help to fill the gap with what is lacking.                    

                                                       

When developing curriculum, it will be based on the children’s interests. I will take the children’s lead and think of my role as a co-learner alongside the children. I will ensure to make anti-bias part of our day-to-day happenings and avoid what is known as “Tourist Curriculum” (Derman-Sparks & Olsen Edwards 2010).

When I think about families, it is crucial to build a positive partnerships with them. It is important to share my philosophy of anti-bias education and ensure that they understand what anti-bias education means. Families are the first and most powerful influence on children’s development and it is crucial that I work with the families so the children can grow and develop to their fullest When I watched the video, “Welcome to an Anti-Bias Learning Community” I loved how Adriana displayed pictures of the children and their families, kept a communication binder next to the sign it sheet which gives the parent the opportunity to share information, and how she invites parents to stay for circle time when children are having a difficult time separating (Laureate Education, Inc., 2011). When families enter, there will be photos of the children and their families displayed on the walls as well the children’s art work. I want to ensure that the many cultures of the families are represented throughout the environment. My goal is to create a family day care home where children and families alike feel safe, respected, secure, are involved in decision making, and have the opportunity to connect with one another!

References

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

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