Observing Communication

 

For this assignment I observed one of my students and his mom in the  head start setting. I like watching her interactions with him because she has such a calm tone even when he acts out at times. I watched as she walked him to his cubby and asked him "can you show me your cubby, which one is your name?" when he showed his mom he responded by saying, "mom this is my cubby and this a picture that I drew of me playing in the block center." I watched as she kneeled down to him and gave him a hug as she smiled. I admire the way she asks him questions and talks to him every time she walks him in the classroom and when she picks him up and asks him about his day. Before the mom leaves the classroom she asks him does he want to eat breakfast with his classmates, the child says, "no I'm not hungry." his mom says, "that's okay tell your teachers what you ate before you came to school." the student responds by saying, "I ate oatmeal." The child always smiles and tells him mom "I love you." From these observations the child feels acknowledged and has self-worth that his responses are appreciated and no one has to speak for him.

           I admire this parent and her child because through all of my four years working at this preschool I haven't seen a parent take the time to talk to their child the way this mom does. Even though she has to go to work she doesn't rush him or tell him she will talk to him when she picks him up because she doesn't have the time. I have observed several parents ask their children questions and answer the questions for them before the child has a chance to respond and the child looks confused. When working with children I have learned that children like to speak for themselves because most of the time they are excited to share with you what they did at a birthday party, what they had for dinner, what their favorite show is, and what songs they like to sing. When I observe children play in my classroom I notice that most of them like the same television show and they sing the songs from the show which lets me know their similarities. The students use their imagination by building props with blocks in the block center for imaginative play. During this time their communication is great because they listen to what they other one has to say.

               In the media segment, Lisa Kolbeck mentions, how she observes children when they are using their play mind by being imaginative. Lisa Kolbeck also asks the children questions which helps them to build a rich vocabulary and think critically or creatively (Laureate Education, 2011).
I agree that as teachers and parents we have to allow children to be themselves and not assume what they are going to say or do. It's important not to speak for children because they need to feel acknowledged. When children feel as if they are not valued they may not be as receptive or open to others. The article and the media segment gave me ideas on how to be more strategic with my students by continuously asking them questions and allowing them to us their imaginations. I will also continue to observe interactions with children and adults in the preschool setting and in other places because you never know what you can learn by the new things you see.

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

Creating Affirming Environments

“An environment rich in anti-bias materials invites exploration and discovery and supports children’s play and conversations in both emergent and planned activities” (Derman-Sparks, & Olsen Edwards, 2010).

In my Family Child Care Home, the setting would be inviting and welcoming.

My ideal early childhood setting would be a learning place that embraces multiculturalism. Children are exposed to diverse cultures in their daily base and different kinds of learning activities in regard to the curriculum.

In the classroom
A bulletin board will be used as the gallery for displaying family pictures as well as children’s exciting moments from home to school. Another small bulletin board will be used as for parent-teacher information and communication.
The classroom will be divided into several area, and it is also be used for nap time area. These areas will be: circle time area, reading area, dramatic corner, science area, art work/academic area.
Circle time area, students will have morning and afternoon circle time, storytelling/ whole class learning activities. Students learn to sing songs in English and Chinese, engage in discussions related to the learning unite of inquiry, as well as participate in whole class activities.
Reading area, sofa and cushions are placed in this area to make it look cozy and comfortable. Children can choose books in different languages, stories happened in different countries, or represent different cultures.
Dramatic corner, different types of dressings are provided, such like Doctor’s coat, workman’s uniform, Princess’s dressing, and chef’s uniform. There are toys related to culture difference, such like baby dolls in different color of skin, or props represent for different culture. Children are able to establish their social relationship with their peers, and build the social skills of communication and conflict solving.
Science area, children are encouraged to explore their inquiries by observing and using scientific materials. In this area, children learn how to cooperate and collaborate through working on same discovery activities.
Art/ academic area, different kinds of drawing tools are provided for children to create their own artworks. Besides the artworks/ academic works related to the curriculum, children are free to express themselves through drawing and painting, as well as doing some cutting and pasting. Their art work will be also displayed in the classroom so that they are encouraging to talk about their ideas, identities, cultures, and anything that they are interested.
There will be another small room used as the dining area. We serve food from different regions and cultures, so that teachers will talk about culture difference with children during the dinner time.
In my class, we have our show and tell activity, so that children sometimes bring in their favorite toys which also represent their family cultures. We learned different simple languages from each other through conversations, and we also celebrate international day that embrace all nations and cultures that my class student stand for. In addition, parents are invited to attend our class activities and parent workshops. There will be parent class representative who is responsible for liaising the whole class parents and teacher so that good partnership will be established to affirm a positive learning community. “Relationships with children and families, the child’s environment and curriculum all help to create an anti-bias environment” (Derman-Sparks & Edwards, 2010).

Reference:
Derman-Sparks, L. & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children