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

What I Have Learned

       When I think about working with children and families who come from diverse backgrounds my hope is that each individual feels that they belong and feel that they are part of the program’s community. My hope for is children not to feel different or think that they don’t fit in. My hope is for everyone to embrace and respect the differences that make us unique and special.

       One goal that I would like to set for the early childhood field related to issues of diversity, equity, and social justice is that educators take the time to understand to benefits and importance of anti-bias education. It is the time for all educators who work with diversity to become knowledgeable about how to create environments where all children feel safe, respected, and supported.

      It is that time once again to show my gratitude and appreciation to everyone for sharing your thoughts, knowledge, and support. The discussion boards and Blogs gave me the opportunity to learn through the experiences you shared each week. I am grateful to learn from so many caring educators who only want the best for children and their families!J Dr. Klein, thank you for your continued support, encouragement, and feedback that you provided for us on a weekly basis! I appreciated your weekly announcements with words of encouragement…they helped to fuel my thoughts each week!!

I wish everyone continued success!!! We are almost at the finish line

Take care,

Stephanie

Creating Art

      

       Throughout this course I have had the opportunity to not only learn more about diversity and anti-bias education, but I have learned so much about myself. This week we were asked to create a piece of art representing what I have learned, so I decided to write two poems. The first poem I wrote with my children and the second one I did on my own using my reflections about this course!

This is a poem called, “Diversity” written by myself and my two children

(Maggie age 11, Ben age 13, and my age???)

Diversity

D is for our differences that are so great

I is for inclusion so no one is left at the gate

V is for variety where no one is the same

E is for embracing everyone so there is no shame

R is for respecting the different races

S is for seeing that people come from different places

I is for individuality where everyone is different from the rest

T is for great teachers who do anti-bias work the best

Y is for the “YES” to ending bias, prejudice, and discrimination!!

                     

                                                           Stephanie, Ben, and Maggie

A child’s drawing of diversity

Diversity

Who am I? Who are we?

We are seen so differently.

The way we dress and the food we eat

Should not matter when we meet.

What I know about prejudice makes me sad

Because treating other unfairly is very bad.

We need anti-bias teachers to make children smile,

But remember changes seem to take a while.

Don’t give up as we must be persistent

As we need to teach people who are resistant.

We need to respect the differences we see

So children can say, “I am happy to be me!”

                                                                                                                     Stephanie Ray

"We Don't Say Those Words in Class!!"

Why do we “Shh” children when they ask us questions or make a statement when they see a person who looks different than they do? Children use their observations to learn about others.

They ask us questions or make statements because they are curious not rude. Think of the message that we give children the we stop them from asking questions or shh their curiosity!

I have experienced many times where I have witnessed an adult silence a child after they pointed out someone who looked different.  One example in particular occurred when a child I worked with noticed one of the educator’s body type/size. The educators and children were having lunch in the lunchroom and a child who was sitting at my lunch table looked over at the other table that was beside ours and she looked at the educator as said, "Sandy, your bum is too big for that chair. You are fat like Santa. Why is your bum so big?" Well, what do you think went through the minds of all the educators that were in the lunchroom? This comment made us very uncomfortable, uneasy, awkward, and feel other range of emotions about what this child had just expressed. The child did not say this to mean; she said this because she made an observation about how this educator was different. I did not shh this child, but my reaction was not any better as I sat there in silence for a few moments. Two other educators told her that what she said wasn't very nice and that she hurt Sandy'a feelings. 

What did our messages communicate to this child? My silence and the other educators' comments gave this child the message that what she said was wrong, when in fact she did not have a malicious intent. According to Derman-Sparks & Olsen Edwards (2012) we did not use this opportunity to help this child have a better understanding of differences. Children pick up on cues and can formulate conclusions about issues that adults do not talk about such as; body type/size and can feel emotional tensions from adults (Derman-Sparks & Olsen Edwards 2012). Our reaction may have given this child the message that we shouldn't make comments or ask questions when we see the differences that surround us. 

  

What I found interesting about this situation was that Sandy was the person who not only responded appropriately, but she handled the situation beautifully. She responded instantly and explained to this child about how everyone is unique, special, and different. Sandy said to her that everyone is made differently and she talked about different heights, color of eyes, skin, hair, shapes of noses, etc. She asked this child, "How weird would it be if we all looked the same?" It was great that Sandy did not pretend not hear what this child said. This was a learning opportunity for the rest of us as we understood the importance of talking about our differences and how lucky we are to be surrounded by diversity. She also taught us to answer children immediately and honestly so they don't feel tension or uneasiness when they ask questions regarding diversity. How Sandy handled this situation is a great example of how an anti-bias educator might have responded to support this child's understanding. 

Reference Derman-Sparks, L., & Olsen Edwards, J. (201). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Gender, Gender Identity, and Sexual Orientation

How many times have you heard a child say, “That’s so gay!” Do they know what they are saying, the meaning behind it, or how harmful it can be for the person receiving the message? Maybe some children do, but there are many children who are saying what has been modeled to them. It is important to sit with children whether individually or as a group when we hear them using inappropriate language such as, “You are so gay” or “Fag” or “What are you a sissy?” and talk about how these words, statements, and comments are harmful to the person receiving these remarks. It is also important to create an open forum for children to discuss the meaning of the word, “gay” as many children say the word, but don’t really have the understanding of it context.

I remember quite a few years ago when I was doing my practice teaching in a school age program there were a couple of children who were giving me a hard time. I remember it was time to go inside and little girl who was in grade one took my hand as we walked. One child who had been challenging me bumped my arm and said, “Gay!” I was shocked by his comment, not because of the word, but the shock was more related to the negative way he was using it. My on-site supervisor of my placement heard the comment and when we were all inside, he held what he called a community meeting where we discussed the situation and the word gay. This educator handled this situation beautifully. He didn't sweep this child's comment under the carpet and let it go, rather he used it as a learning opportunity for all the children!

Where does this homophobia and heterosexism come from? Both homophobia and heterosexism can be learned as children can take on the values of their parents. I remember hearing a child at the park tell another child that he could not play with him because his dads were gay and that if he played with him that he would catch the “gay” disease and become gay. I heard the child tell hem that it was not true, but the child responded, “My dad said that being gay is wrong and that I can’t play with you.” Children learn early on that to for a family to be created there needs to be a mom and a dad. When they think about love, they think that there has to be a girl and a boy. Looking beyond the values and beliefs that are passed on to our children, take a moment to think about the array of Disney movies and books. Think about the “Happily Ever After” which usually includes a princess marrying a prince. This message gives children the notion that in order to get their happily ever after, that they have to marry their prince!

Our programs are flowered with diversity and part of the diversity that we see is an array of family structure.  Diverse families need to be represented throughout our early learning programs through books, puzzles, pictures, and posters. The video, "Start Seeing Diversity: Sexual Orientation” explained that we also need to talk to children about the ways families are similar to and different from one another (Laureate Education, Inc., n.d.).  This video made me realize that it is still important to acknowledge families with gay and lesbian parents even though our environments may not include gay or lesbian families. Providing children with this information anyway will better prepare them to be respectful when they do meet a family with gay or lesbian parents (Laureate Education, Inc., n.d.).  Many people may argue the fact that including materials such as books and pictures depicting same-sex families is wrong; however, if we want to provide environments where all children and families feel included and have a sense of belonging, then their families should be represented in our programs. Educators who have different beliefs need to try and help children develop a positive self identity, regardless of their own beliefs (Laureate Education, Inc., n.d.).  Children need to feel that they are not alone and providing materials in our environments that better represents all families will make them feel included not excluded where they feel different and where they don't belong.

Reference
Laureate Education, Inc., n.d. Start Seeing Diversity: Sexual Orientation. Retrieved from https://class.waldenu.edu

(EDUC-6164 Diversity) Professional Hopes and Goals

When I think about working with children and families who come from diverse backgrounds, my hope is that ALL children feel confident about who they are and what makes them so special and unique. I hope that they don’t have to experience the resistance that diversity can bring, so that every child and family can experience the same privileges and never have to experience or witness discrimination or prejudice. My hope is for all children to be able to embrace their diversity and cherish you they are!

One goal that I would like to set for the early childhood field related to issues of diversity, equity, and social justice is for educators to continue on the path towards being better prepared to work with diversity. I want educators to feel comfortable working in diverse programs so ALL children feel included and where each child’s individual needs are being met. My goal is for educators to think about how they would answer this question from Louise Derman-Sparks,

“Do I recognize, understand, acknowledge, and respect each child’s individual cultural and learning styles?”

My goal is to get educators to think about this question and think about how they will then turn it into an action statement!!

I would like to take a moment to thank everyone for sharing your thoughts, knowledge, and experiences with diversity and culture. The discussion boards and Blogs gave me the opportunity to learn through the experiences you shared each week. It is wonderful to know that there are amazing people like all of you who share this passion for equity and social justice for children and families. The children and families that you work with are very lucky that you care the way you do! J   Dr. Parrish, thank you once again for your constant support, encouragement, and feedback. The questions you pose and the "food for thought" comments that you posed challenged me to think deeper and reflect even more! When I first began my journey, my specialization courses were going to be “teaching adults” but for some reason I changed my mind. After taking this course, I am so happy that I chose diversity instead. As I head towards my specialized courses in January, I know I made the right decision! I wish all of you continued success with your studies!!

Take care,
Stephanie