Observing Communication - EDUC 6358

 My daughter has been off work since the beginning of Covid-19 and finally got called back to work a couple of months ago as a behavioral therapist in Houston. She also recently moved which meant she needed to enroll my grandson in a new learning center. At my grandson new center my daughter has access to real time videos and pictures to highlight Mason’s day. I was able to view a short clip of interaction between my grandson and his peers as well as he and his teachers. 

I noticed that the teachers were very active and involved with their students. The asked them a lot of questions and it was obvious to me that the kids were happy, attentive, and helpful with each other.  

The teachers asked questions that the children answered freely. The questions allowed the children to think about themselves or people they knew. I think they must have read a book about pets because they were talking about big dogs and small dogs. They shared how they had a dog and died or that they had multiple dogs. The kids talked about the color of their dogs and if they were afraid of dogs. One of the teachers asked one of the kids why were they afraid of dogs and that question alone made me think of how that made that particular child think about what it was about a dog that frightened them. “We believe teacher talk that challenges children to use and build their cognitive skills is one of the most essential functions of language. Challenging talk builds on what children say and moves beyond the immediate conversational context (Dangel, 2010).  

The teachers showed genuine interest and support for what the children were thinking and feeling. I like how their conversation did not appear rushed or forced. Based off the reaction on the children face and how willing they were to share their thoughts and feelings I think they felt valued and that what they thought and felt mattered.  

“Cannella speaks of accepting that children “can speak for themselves” and of searching “for ways that we can learn to listen” (Stephenson, 2009). In my experience most children share what they are thinking often times without being asked. I think that when asked specific questions to help children channel their thoughts and build on their learning allowing them to express themselves and how they are feeling shows them that their voices are important. I think for the child that was afraid of dogs or even the one that dog died, think a later exercise with a persona doll would be useful to help them with what they were feeling. “Persona doll discussions provide a time when it is acceptable to express strong feelings and explore options for solutions to difficult questions” (Pierce, 2010). I have always enjoyed listening to the thoughts of all children and I think that it is what helps me connect instantly with them because I allow them to set the tone and talk or ask questions to know what they are thinking and feeling. In listening to children, it tells gives me an opening to motivate them and build on getting to know them better. 

 

References  

 

Dangel, J. R., & Durden, T. R. (2010). The Nature of Teacher Talk during Small Group Activities. YC: Young Children, 65(1), 74–81.  

Pierce, J., & Johnson, C. L. (2010). Problem Solving with Young Children Using Persona Dolls. YC: Young Children, 65(6), 106–108. 

Stephenson, A. (2009). Stepping Back to Listen to Jeff: Conversations with a 2-Year-Old. YC: Young Children, 64(2), 90–95. 

Quote https://quotefancy.com/quote/1402081/Richard-Scarry-It-s-a-precious-thing-to-be-communicating-to-children-helping-them

Creating Affirming Environments - EDUC 6358

 

Family Focused Childcare Home 

In our home learning center we provide a healthy balanced learning environment that strives to meet the complete needs of both children and their families. Our home based learning center is equipped to care for children and families that promotes family involvement by allowing children to incorporate their learning and home life in our facility. Upon entering our facility everyone is greeted by their name and are given time to get themselves acclimated before beginning any of our morning routines. To begin the morning off although everyone is greeted individually once we are all together, we sing a morning chant that introduces everyone and in unison they are told "we are happy you are here today". We have a reading stations that has a variety of books that focuses on diversity, respect, cultures, languages and more. At story time we sit on bouncy balls to allow them to release a little energy before naptime. "Photographs of the children and their families in our program and of people and places in the children's neighborhood make useful raw material" (Derman-Sparks, 2010. pg. 45). There are pictures of each student and their families around the general learning area so that whenever we are going over an objective that involves that particular student they as well as their peers can have a visual of what it looks like. Our artwork is comprised of posters and personal drawing that showcase our students and their families cultures so that it will bring a sense of familiarity for them. "Children must feel safe, loved, and nurtured to develop the basic trust  they need for healthy development" (Derman-Sparks, 2010. pg. 52). I like how in our media segment for this week with Adriana there was a section for a  child who is upset to lay in a quiet place with a pillow or just to be able to calm down at their own pace (Laureate Education, 2011). If a child is having a rough start to their day there is a quiet room in the back of our home with a swing nestled near a widow with calming music in the background to allow the child to be at ease. At the start of each week I will share with the families what we would like to work on for the weeks lessons so that they can contribute things about their home life that can be beneficial for our leaning that incorporates their family culture, values and beliefs. Ideally if the families can provide props, toys, books or other items to complete the learning experience I will request that they feel welcomed to share at anytime. "When we reach out to families to include them in every aspect , families feel like they are teachers, true partners" (Derman-Sparks, 2010. pg. 43). At the end of each day parents will be provided with a written detailed update of how their childs' day went, what we covered, how they progressed, what if any concerns are present and how they can help moving forward. 

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 (NAEYC).

Laureate Education, Inc. (2011). Strategies for Working with Diverse Children: Welcome to an Anti-bias Learning Community. Baltimore, MD: Author

Photo: https://cliengagefamily.org/

EDUC 6358 - Week 1

 

In our first week of Strategies for Working with Diverse Children, we have share what being an anti-bias educator means to us and what some of our future goals are in working with children and their families. I am anxious to see what the next 8 weeks will bring. I have gained so much overall in this program and hopefully some lasting relationships along the way. Best wishes to everyone as we get closer to the end of our journey. Sending virtual hugs and high fives all around, I am beyond proud of us !!! 

Violanda