Observing Communication

This week, I observed a kindergarten teacher who is new to the profession and to our school.  I observed her in the morning when her students were coming in and noticed that she stands at her door and greets each student asking them how they are and how great it is to see them.  When she communicates with her students or any students in the building, she gets to their level and talks to them in a way that is non-threatening and patiently waits for their response (Rainer Dangei, & Durden, 2010).  From the outside to the inside of her classroom, the environment is welcoming and inviting to children and their families (Derman-Sparks & Olsen Edwards, 2010).  When I went in to observe her even more intensely communicating with children, I was amazed by her warm disposition and patience with each child that approached her.  She does not raise her voice and validates each child so that each child feels important in their classroom (Laureate Education, Inc., 2011).  She never rushes the children to go to the next activity until she is sure that their needs have been met to be able to move on to the next activity (Laureate Education, Inc., 2011).  I was especially intrigued when I observed the following conversation between one of the children and the teacher:
                                
Child:  "Mrs. S., I don't have a pencil to write with for math."
Teacher:  "That is okay. I have lots of pencils right here (pointing to a cup of  pencils on a counter) that you can borrow."
Child:  "Thank you Mrs. S. for the pencil."
Teacher:  "You are welcome and you never have to worry about asking me for something you need.  We can always find a solution."

This particular conversation connected with me because I have observed quite a few teachers engaged in the same conversation with a student but the interactions and outcomes have been much more negative.  Oftentimes when teachers are approached by students asking for something that they think their students should already have, teachers find it inconvenient and/or enabling a student by giving them the materials they need even if they should have them in the first place.  But the reality of that situation is that we all need assistance at times.  How many times have you asked a co-worker to borrow a pen while in their room to leave a note?  There is a reason people keep pen and pencil cups on their desks or in their work area.  Yes, it is for their use but also if someone needs one.  In our school office, we have parents and family members come in to sign in but there is not a pencil or pen by the sign-in sheet.  They ask one of the secretaries for a pen or pencil and return it when they are done.

I enjoy being around this teacher because of how calm and patient she is with children but also with adults.  I also enjoy talking with her because our philosophies about early childhood are very similar and we both believe that how we talk and interact with children does make a difference and your words and actions can make or break a child.

Below is a YouTube video about how simply changing our words can change the message.  It is one of my favorites and the message sticks with me and reminds me to be more aware of how and what I am saying and how those words and actions can affect those around me, especially children.


                    

 

References

Derman-Sparks, L., & Olsen Edwards, J. (2010).  Anti-bias education for young

children and ourselves.  Washington, DC:  NAEYC.

Laureate Education, Inc. (2011). Communicating with Young Children.  (Course

Media).  Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4197532_1%26url%3D

Rainer Dangei, J., & Durden, T.  (2010). The nature of teacher talk during small group activities.

            YC: Young Children, 65(1), 74-81. Retrieved from http://ezp.waldenulibrary.org/login?         url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site

 

YouTube. (2010).  The Power of Words.  Retrieved from https://www.youtube.com/watch? v=Hzgzim5m7oU

Creating Affirming Environments

Creating an anti-bias environment where children and families feel welcome and appreciated is important to the environment I would be creating if I had the opportunity to have my own family child care in my home.

The first thing I would do is make sure that I had a house that had enough room to designate enough space for the child care center to be its own entity so that children and families could feel like it was their space and not necessarily my living space.  I've been in quite a few home child care centers and the ones I really gravitate towards are the ones that have separate space for the children and families.  Of course the kitchen might become shared space but if I could swing it, I would try to have cooking and refrigeration in the family child care space.

 

I definitely like the idea of having a bookshelf dedicated to family's pictures and the idea of having the pictures in frames to create a warm feeling when children and their families come in.  It is important for children to see their families daily but also to see other's families to help them begin to understand how families can be different (Derman-Sparks & Olsen Edwards, 2010).  The use of the children's pictures is authentic and real to them and not simply a representation of them (Derman-Sparks & Olsen Edwards, 2010).

 

 

 

Having an art environment where children can create and not worry about duplicating someone else's art is also important.  When children work with a variety of materials, their creativity is sparked and their creation becomes their own.

 

 

Creating an environment that is natural helps children and families feel like they are at home.  When children and families feel comfortable in the environment they are going to, transitions become easier and relaxed and children feel a sense of comfort when their families leave for the day (Laureate Education, Inc., 2011).



 

 

Having cozy places to read and relax and musical instruments are also important to a child's social and emotional development and also exposing children to different cultures through literature and music (Derman-Sparks & Olsen Edwards, 2010).

 



 

 

 

Creating an anti-bias environment involves careful reflection and consideration of the children and families in your care and should reflect them in your learning environment.  Having this attitude creates an atmosphere of respect for the children and their families.

 

References

 

Derman-Sparks, L., & Olsen Edwards, J. (2010).  Anti-bias education for young children and

 

     ourselves.  Washington, DC:  NAEYC.

 

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

      Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp? tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4197532_1%26url%3D