Observing Communication

I observed a childcare teacher and a child who was approximately 4 years old. The child was playing in the dress up area. The child was putting on high heels and attempting to put on a dress. The child could not get the dress on correctly. The teacher walked over and asked the child what she is doing. The child said "I am going to be a princess." The teacher sat down on the floor and said, "you will be a beautiful princess." The child then asked for the teachers help putting on her dress. The teacher invited another student over and asked her if she would like to play with the princess. The other student said that they would like to be a princess also. The teacher remained quiet and the first child helped the other child pick out the outfit. The two played together and talked to the teacher. The teacher told the children that they were doing a good job playing together and imagining. The teacher also asked both of the children if they would like to create a castle. The children said that they wanted to. The teacher said they can make a castle out of blocks or draw a castle on a big piece of paper. The children stated that they would like to draw a castle. The teacher then invited several other students to join the two girls in drawing and creating this castle. One girl helped the other two and two others watched and spoke about the castle and princesses.  As they were drawing, the teacher told the children how beautiful the castle is and gave many compliments.

Some of the effective communication that I observed was: When the two children observed the drawing of the castle, they were encouraged to talk about the drawing, even though they were not drawing. Also, the teacher asked the children if they wanted to add anything to the picture and said that they can glue other things onto the castle. This helped to encourage communication among the children, who then spoke to each other about what ideas they had for adding other things. Another effective communication tool is getting onto the same level as the child. This occurred when the teacher sat down and could look at the child on an equal level. I think more opened ended questions may have helped the communication even more.

I heard a great deal of positive reinforcement by the teacher. I also liked that other children were included. I think that this had positive influences on the child's sense of self worth. Their ideas for the extra material were encouraged and children who were not actively participating in the physical part of making the castle, were still encouraged to talk and be part of the project.

This week, I gained confidence in the way I communicate with children. I feel that I communicate on their level. I always try to find out what their interests are and build on those interests.

Creating Affirming Environments

If I were to open my own family child care home it would look like this:

I would personally greet each child in the morning. This would give me an opportunity to talk to the person dropping the child off in case they have to fill me in on anything. I would also have a moment to talk to the child to see how they are doing. Some children have a difficult time being dropped off and as Adriana points out that sometimes children have a difficult time. I feel this is important, I think it builds trust in the families that you care and understand that the child may not want to be separated.

I like that Adriana realizes some children need time away from others when they are crying or upset. She goes to them and does not make them stop crying, this area is a place that they can be upset. I would create a quiet space for children, it would be a separate area and if they need a break due to frustration or crying, I would take them to the quiet space. Even if they are crying there, just the name of the area being called quiet space, I feel will help them to calm down.

In order to promote an anti-bias environment, I would invite the families to share parts of their culture with the other children. Adriana invites families into the center. I would do this and I would let the families know that we are interested in getting to them and their child, so if they are not  able to come visit during the day, they can send in items about themselves to share.

I would make sure that I include visuals and materials that represent all children. "Starting With Who Is, By Julie Bisson really inspired me with the question, "Do I feel comfortable here?' I would look around and put myself in a child's shoes and look from their perspective and see if the environment seems inviting. I can only imagine what a child would feel like if they did not see any reflection of themselves.

There are many examples in the Anti-Bias Education book. Some of the things that I would include would be posters, pictures of the families in my care,diverse dolls, and books.

Sources:

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

Laureate Education, Inc.  (Producer). (n.d.).  Welcome to an Anti-Bias Learning Community. [Course Media.] Strategies for Working with Diverse Children. Baltimore, MD.