Observing Communication

This week, I went to observe a teacher with 3-4 years old children in an early childhood setting to see how the adult-child communication was and the effect of their communication. This observation took place during the free play time. The children were engaged in their own play; while the teacher sometimes joined them in the play or sometimes just stood by aside and watched them until intervention was needed. 

I noticed that the teacher would lower her body to the children's level when she communicated with them. She would listen carefully and patiently to whoever tried to share their ideas of play with the teacher. Even some non-English native speakers, such as Japanese, Korean, or Chinese children, could not express themselves clearly and fluently, she would wait until they finished their words and then tried to restate what they were saying to check whether they were well understood by the teacher. When one of the children, who was a Japanese girl, frowned, felt anxious and was about to cry since she could not put her words together properly, the teacher calmed her down by patting on her back and giving her more time. I learned that when the teacher tried to figure out what the children tried to convey, she showed her respect for the children; she made the children feel relaxed and comfortable to say their ideas out loud without feeling urged; she read their body language to give them comfort.

I think the communication strategies that the teacher used are quite affirming and effective; as well, those strategies are similar to what Lisa Kolbeck in the media segment presented to us. Lisa suggests that teachers show respect for children by going slow, "trying to be receptive to what the children were saying....and not jump in and take [their] words out of [their] mouth. Let them feel what the flower of their idea was, letting it come out of them" (Laureate Education, 2011). Moreover, she suggests that teachers be sensitive and pay close attention to children's body language so that we could "pick up cues about how to communicate" (Laureate Education, 2011).

Once children feel respected and have the sense of self worth, they would feel more comfortable to share more of their ideas; thus, more opportunities are provided for children to develop to their potential, emotionally, socially, cognitively and linguistically. For example, the Japanese girl that I observed, after the teacher's comfort and patient waiting, she calmed herself down, better expressed herself, and showed her teacher what she had created in the sand table. She would feel more confident in speaking English next time even though she would still have difficulties in expressing herself; she would feel herself heard and accepted.

The observation and the learning materials this week are beneficial to me. Before, in order to get a better idea of what children want to tell me, I sometimes interrupted and made assumptions about their ideas, which would make them feel frustrated when they were not well understood. However, I learned "how important it is that we not close children off with the walls of our assumptions. We leave ourselves open to surprises, because children have so many surprises inside we can learn about it if we're quiet enough to get them come to us with it" (Laureate Education, 2011).

Reference:

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

Creating Affirming Environments

If I opened my own Family Child Care Home, I would like to create an anti-biased environment for children and plan a daily-based anti-bias curriculum, which help children recognize value and respect their own identities and others' identities. Things that I would like to include in my Family Child Care Home are:

1. Camera. I would like to use the camera to take photos of children and their families in my program for making books, posters, or some learning materials for my anti-bias curriculum. Children would learn some facts of diversity by "beginning with what they already know and have experienced" (Derman-Sparks & Edwards, 2010, p.5).

2. Books. I would prepare a variety of books, handmade and purchased, which enrich children's interest in reading and introduce human similarities and differences to children. I would make sure that books are age appropriate and non-stereotyping, and provide children to learn about diversity and fairness (Derman-Sparks & Edwards, 2010). If some good books still convey some hidden biases, I would bring it up for children to discuss about.

3. Posters. I would use the homemade pictures and purchased images to present diversity in and beyond our program. Children learn best about people as individuals; in this way, children's knowledge of diversity can be further broadened (Derman-Sparks & Edwards, 2010). Meanwhile, I would hang up flags of children's country in my program, children's family pictures, children's individual mini portfolios, and so on, to nurture their feelings of being proud of themselves and knowing more about other children.

4. Music. During the free-play time, music from diverse cultures and in different languages will be put on for children to sense and appreciate the art of music and language.

5. Dressing-up center. I would provide clothes for girls and boys in different cultures and different jobs. In this way, children are stereotypically limited to a frame in which only boys can be a doctor and girls be a nurse; only white and blond can be a ; princess; etc. (Derman-Sparks & Edwards, 2010).

6. Open-ended materials. I would provide gender-neutral materials for children; as well, art materials such as markers, crayons, and paint, will be provided in a range of skin tones. In this way, they would learn not to hold the biased attitude that only girls can use pink or black and brown are not nice to use (Derman-Sparks & Edwards, 2010).

7. Figurines. Through figurines from diverse cultures with different clothes and backgrounds, children can broaden their awareness of various aspects of diversity (Derman-Sparks & Edwards, 2010).

With all these things in my Family Child Care Home, children would learn better about themselves and the others related to diversity. As well, I would build up partnerships with parents by keeping them updated about what's happening in my program, asking for some information about their home cultures, inviting parents to the program, and so on. Moreover, children's own portfolio will be put in an accessible place for welcoming children with families to read by themselves; a notice board will be at the door, with words in different languages to inform children and parents of daily arrangement. With these, children and families will feel welcome and respected to come to my anti-bias curriculum.

Reference:

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).