Observing Communication- Week 3

This week I was observing an adult and child interaction. I was at grocery store this weekend and saw a women with 3 children, all of which looked young enough to be under five. What I noticed was all of them crying at one point, telling their mom no when she asked them to stop, and the mom trying to put the children in the cart. She was very sympathetic to the children and did not yell at any of them once, for behavior or as punishment.

What I would have done to make the communication more affirming and effective was to first make sure that I was using appropriate kinds of language. For this outing I would be using language that encourages children through specific feedback about the groceries they were buying and why; and this also extends the children’s language (Stephenson, 2009). I would also think about the power in the conversation. There was a power struggle between the children and the mom and none of the parties were winning. “Children tend to actively participate in conversations that they initiate, that are relevant to them, and that invite reciprocal exchanges” (Stephenson, 2009). By balancing the power struggle and giving the children an opportunity to express themselves the behaviors would not have happened because there was no reason if they felt needed and engaged.

The communication interactions I observed may have also affected the child’s feelings of self worth. Without their ideas and input along with respect from the mother, they felt unneeded and might not have been receiving the attentions that they wanted. Children like to be listened to and feel valued. “Children are more eager to spend time with an adult who is keen to listening to them” (Rainer & Durden, 2010). If children are eager to spend time with an adult a behavior meltdown might also not happen because the adult is engaging and the child has fun with them.

This experience has offered me insights on how the adult-child communication compares to the ways in which I communicate with children by reassuring that by listening to children and engaging them in conversation it is easier to help the child feel safe as well as help build their self worth. Through communication children also can express what they know and the information can be used as a formative assessment. I can improve my communication with children by making sure that I am using clear language that extends children’s learning, encourages feedback,  and connects to children’s lives.

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. database.http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=37131016&site=ehost-live&scope=site

Creating Affirming Environments- Week 2

This week I am imagining that I am opening my own Family Child Care Home. A family child care home’s setting and elements are very important. How the area is set up and interacted with will either make children feel welcomed and respected or not.

One first has to understand that the way a space is set up alters children to which issues and people the teacher or facilitator thinks are important and unimportant (Derman-Sparks, 2010). An environment rich in anti-bias materials invites exploration and discovery and support’s children’s play and conversations in both emergent and planned activities (Derman-Sparks, 2010). For this, I would make sure that my space was set up so that the focal part of the space was were the most important information hung. This could be academic items and also materials that honor diversity in an accurate and nonsterotypical way (Derman-Sparks, 2010). Multicultural literature would be a must along with dolls of all races and cultures. By having multiracial and cultural dolls, children can relate to the materials rather than just the dominant culture and not feel the harm of feeling invisible or not fitting (Derman-Sparks, 2010). The coloring of the room would also have to be not gender indefinable along with all materials. By having bulletin boards with photographs of the children and their families it will also make the space seem like everyone’s, which is the goal (Derman-Sparks, 2010).  A unit or theme is also important and helps families embrace and feel welcomed in the space (Derman-Sparks, 2010). My theme would be either owls, or animals that all children can relate too. Themes such as the Olympics’ for older children also show diversity of individuals and focus on the success of people rather than the downfalls.

Overall misinforming and misrepresenting individuals needs to be thought of before a space can be created (Derman-Sparks, 2010). All children and families need to feel welcomed so that relationships and interactions can come together to create the anti-bias learning community (Derman-Sparks, 2010). A space that is nurturing and supports all children is what I want and would need to have to have a successful family child care home.

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).