Week: 3 Observing Communication

This week I notice a conversation between my co-teacher and one of our students in our classroom. The teacher overheard one of the children say to another child, “you are not my friend anymore”. The child was on her way over to tell the teacher what the other child had said when I observed the other child running over in the house area to hide. The child then began telling the teacher that the other child said she was not her friend anymore because she would not let her use the broom, and dustpan to sweep the floor in the house area. The teacher told the little girl, let’s go over and try to talk with her to see if we can all stay friends. When the teacher walked over the other child was kind of hiding behind a shelf. The teacher asked if she would like to come and talk with her and the other child to work things out. As the child was coming out from behind the shelf she began saying, I told her it was my turn to sweep and she said no! The teacher asked them both what are some of the things we talk about in trying not to hurt each other feelings even if they do something you do not like. The little girl that wanted the broom, and dustpan said, we should not say things to hurt people feelings because it could make them cry, and hurt inside. The teacher then said, were you trying to make her cry. The little girl then said no because she is my friend. And as she said this the other little girl said, here you can sweep now as she gave her the broom and dustpan.  

What I notice through this situation was that the co-teacher did not run over and insist on making the child apologize. She calmly talked with the two girls, not at them which I believe helped the girls solve their own problem. Also what I learned from this situation was that as teachers we can be the mediator for children in helping them come to their own decisions of what is right or wrong. I also believe if the teacher had talked more about sharing, and turn taking this could have been more effective as well in helping the girls understand that there are only limited toys within our classroom therefore we must understand that other children want to use them as well. In addition I would have touch on how words do hurt our feelings, emotionally. Because as teachers we know the littlest words can stick with a child and make them feel bad. Furthermore in watching the co-teachers communicating with the girls I have to say that we have similar communication styles, and we both learn effective communication skills from each other when different situations occur with the children. Likewise I believe she did take more time out directing the children to solve their own problem, while on the other hand I myself would have probably asked the other little girl to apologize for saying she is not the other little girl’s friend. And the reason for this is because I know how little words sometimes hurt more than a child hitting another child.

Finally in reading through this week’s resources I appreciated how Stephenson stated, “I also learned that it was only ever possible to see a tiny part of life in a center. Even after five months of observations, I knew that I was seeing only a few hours each day. Adults and children were often spread out, so there was always much that I missed. But most significantly, I learned about the importance of listening to children. Stepping back became a strategy that helped me listen with an openness that allowed me to hear unexpected meanings in what children shared with me” Stephenson, 2009, p. 6). Moreover as teachers we too can understand that when we are communicating with other children within the classroom we too are missing out on other effective communication that the children are having between themselves that could also be effective tools in helping us as teachers, and adults when communicating with children when situations or problems arise. This is why I believe we should always take out time to just sit back, if possible, and listen to children while they communicate.

 

Reference

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. Retrieved from the Walden Library using the Education Research Complete 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”

In creating a supporting environment that support all children within my family childcare home, I would first start off by getting to know all of the families’ cultural backgrounds within my community now and in the past. I feel in getting to know the cultures within the community I will be better prepared in setting up the childcare environment for when families enter the classrooms for the first time hopefully getting the feeling of a diverse childcare setting. Therefore within each classroom setting I would first start off with the basics. I would have the typical classroom alphabets, numbers, colors, shapes, diverse games, puzzles, books, dolls, and pictures of both diverse cultures, and children with and without disabilities, helping families understand that diversity is not only about a child’s color of their skin, but a child’s differences are a much broader picture of a child’s identity. In addition I would have pictures of boys and girls in the dramatic play area, and the block area displaying different types of jobs that some children’s families would not normally consider for men or women.  I would also have a map within our social studies areas. This map would consist of highlighted areas of family cultures within our programs. Also within this setting I would have an area and space for families to bring in something’s to share about their cultures. I would not first put out things that I thought represented a culture because it may not be appropriate for that particular family’s culture. Derman-Sparks & Edwards stated “do not show images that depict misinformation or stereotypes about a group-to avoid this, you may have to check with families from that particular group” (2010, p. 45).  I would also have a welcoming word wall saying welcome to our classroom in different culture languages. Again showing that we not only welcome diversity, but we are expecting diversity within our classroom. “An anti-bias environment is also culturally consistent for the children and families it currently serves. In other words, anyone who enters your classroom can tell immediately who is in your program at that time” (Derman-Sparks & Edwards, 2010, p. 43).

Moreover I would have different materials that reflect diversity, but I would also make changes to the classroom environment when I got to know all the children, and their families much better through open communication, and building relationships. I would also have a “Family culture tree” within the classroom for families to hang their family pictures on showing diversity. Therefore “in addition to seeing themselves in their learning environment, children also need materials that honor diversity both within and beyond their own identity groups. This includes learning materials that accurately and nonstereotypically reflect; all the children, families, and staff in your program in their daily lives” 

(Derman-Sparks & Edwards, 2010, p. 43).

Also in planning my weekly themes I would plan accordingly to all children needs in different areas. I would also make sure that each theme does not offend ones culture or gender. Therefore before planning my curriculum, “I should ask myself, how can I design activities for this topic to include all children, given their differences in culture, family structure, language, racial identity, gender, abilities, and economic class? How can I be sure no one is invisible or unnoticed?” (Derman-Sparks & Edwards, 2010, p. 47).

Lastly on my parent information board I would have weekly information about anti-bias education information and the pressures it causes or could cause on young children, and their families. In having such information I believe it will help families talk privately among themselves in understanding what they are teaching their children about the value of respect, and respecting others different than themselves for who they are.

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).