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.
Hi Stephanie,
ReplyDeleteI really enjoyed reading your post. Communicating with children requires us to not only listen to what they are trying to express to us, but it also requires one to be very patient and being able to speak in a soft welcoming voice so that children will feel safe and will be willing to communicate freely.
Stephanie,
ReplyDeleteThe educator was communicating intentionally asking open ended questions requiring the child to respond using critical thinking. The educator did a good job communicating he/she was down on the child’s level engaging in conversation which made the child feel valued and appreciated that the teacher showed genuine interest in what he was building with the ramp. The educator even brought in math concepts by bringing in the measuring tape; she listened and gave the child time to respond in his words. The educator made the child feel proud of his accomplishments; I am confident that the young boy was happy and felt secure interacting with the educator. Your observation tied in well with what we are learning this week.
Stephanie,
ReplyDeleteI see in your post that you saw open ended questions asked by the teacher.
Time to respond was given to the child
The child was allowed to create what he perceived as a ramp and allowed to experiment. All three points were brought up in the Video on Strategies for working with young children:Communicating with young children.
Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author
Stephanie:
ReplyDeleteI wonder during your observation how many times did the educator start to interrupt the child because she/he knew the answer or at least felt they knew. In my staff meeting I shared with my caregivers how important is was to allow children to finish what they are saying and to let the expressions on our faces reflect that we are listening and we hear what the child is saying. Again, I think back in my childhood and the many times as a child was cut off from expressing my entire point. Yet I had to listen entirely to what an adult was saying.
Great observation!
Roslyn
Stephanie,
ReplyDeleteVery good observation!! It is very important to listen to children and allow them to respond and tell you what they are doing.We only become better observers when we are open to what children have to share with us.