Observing Communication

I was at a Back- to- School Expo event on Friday when I observed a mother and her child interacting with each other.  They were talking about what kind of backpack she would get for this upcoming school year. They engaged in several conversations about school clothes, supplies and what they were going to do after the event was over. She also asked her mother why were they at this event?

As adults we often think we need to take the lead on conversations with children. Instead of listening to what children have to say. Some things that could have been done differently in this adult –child interaction is the adult could have listened more to what the child was saying instead of telling her to be quite.

My thoughts in regards to the communication I observed at the Back-to-School Expo are that the mother could have asked open-ended questions and once the child answered she could have continued the conversation on to enhance the child’s thinking.

By not letting a child express him or herself makes them have no sense of self- worth. This would decrease their self-esteem and lead to issues with self-worth. The child may feel what they have to say is not important.

When interacting with children it is important to get on their level. By getting on a child’s   level they are not inferior of your presence or having a conversation with an adult. Another was the back and forth exchanges between both parent and child they were short sometimes only using one word. Those were the observations made at the Back-to-School Expo with the interaction between the mother and her daughter.

Some things I would have done different is to let the child take the lead in the conversation, listen to what is being said and continue the conversation while incorporating ways to enhance the child’s thinking. I would use open-ended questions and juicy words that will provoke their thinking while making connections to real-life experiences (Dangei & Durden, 2010).

Ways I can improve on my interactions with children to be a more effective communicator are to notice my body language, make eye contact, speak with firmness, use positive directions and allow children to make choices appropriate to their level.

References

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.

 Child Welfare League of America. 2000. Communicating with young children

 

Creating Affirming Environments

First thing I would do is state my philosophy and mission statement for my in home childcare setting acknowledging my stand of implementing an anti-bias education. I would welcome the families and let them know I have an open door policy as long as their child is participating in the center. Every morning and evening I will greet the children and their families to let them know how much I appreciate them choosing my childcare center to provide the service of caring for their love one. Adriana in the media presentation greeted the families daily (Laureate, 2011). Poster and pictures of the families and other backgrounds and cultures will be displayed throughout the center. One of the best tools you can have for anti-bias work is a camera, which will permit you to make posters (Sparks & Edwards, 2010).

A display board will be placed in the front of the center on the wall to let families know of upcoming events, menus (meals/snacks) policies, procedures, important numbers and things that are going on around the community. I would make sure all correspondence or translated for the families that are non-English speakers. A form would be implemented by the center to monitor children’s behavior and give families feedback upon arrival of incidents that may have occurred the night before. Adriana in the media presentation used a dry erase board for parents to inform her of things that has gone on the night before (Laureate, 2011) but because of privacy issues I would use the form.

My childhood setting environment will include two quite areas so if a person does not want to be bothered they can cuddled up with a teddy bear, pillow or book in a chair or on the floor until they are ready to join the group.

Other centers that will be included in the early childhood setting are a library, writing, dramatic play, block, manipulative, cutting, music, art and science center.  The centers will include a variety of multicultural doll, clothing, puppets, books, different abilities, homemade and store bought puzzles (Sparks & Edwards, 2010) and folder games that will be used in helping children explore the successful outcomes of an anti-bias education. The materials will be changed out weekly to provide different learning experiences for the children.

 

Each of these centers is important in a child’s cognitive, social, emotional, and physical development. It is important that children have the opportunity to explore and create on their own in each center; this will help them develop creative thinking, problem solving skills and enhance teaching to their strengths.

 

 

References

Laureate Education, Inc. (2011). "Welcome to an Anti-Bias Learning Community"

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).