Observing Communication 2

I have learn a lot from the reading this week with communicating with young children. I never knew that babies felt like that were being dismissed when you are talking to them but not looking directly at them. Eye contact is important when speaking to a child. You should use hand gestures when speaking to children. You should talk to a child at their level instead of talking to them at an adult level.

I remember a visit with friends of mine some years ago. I can't remember how old their baby was. We were sitting in the living room having a conversation, and my friend's daughter started babbling. His wife started back talking to their daughtering in the baby language and for about a minute the mother and daughter had a conversation. The daughter was sitting in her mother's lap, and they were looking directly at each other. After the conversation was finished, I asked the mother did she understand her daughter, and she said yes. Next, I asked the father did her understand the conversation, and he said no.

Recently, My nephew girlfriend's daughter came over to visit. I was sitting at the kitchen table with my sister and my brother. We said hi to her, and she said hi back. I think she is between two and three years old. She begin to tell us how mad she was at her mother, and she wasn't speaking to her mother. My brother asked me and our sister did we understand what she was saying and we said yes. While she was talking I was making eye contact with her, and I was engaging in conversation with her. I have learned to let the child finish speaking before you engage with them.

Observing Communication

My observation was a video of Quality Interactions Early Years at Carterhatch Infant School. I have learn that you must let the child lead the learning. If the child lead the learning, then he or she is more motivated to learn. The teacher stressed the importance of getting to know the child and the family. The children are observed in the center by learning the child's background and interest. The teacher will know the child by letting the child lead the interactions, explaining concepts, encouraging children to think, and to listen to what the child is interested in. When children are provided safety, the child confidence will grow, and the child will be encourage to think on their own.

The teachers were using learning journals to write down the wow moments when the child do something on their own the first time. In doing a task the teachers would stand back watch, listen and let the child struggle. The teacher would step in to help the child only when the child could not complete the task. In the video there were no use of persona dolls, I think that these persona dolls could have been used because "Persona dolls are a powerful tool which helps young children solve problems and communicate complex thoughts, situations, and feelings." (Laureate Education, Inc, 2011."

I have learned from this observation is to let the child lead. I must learn to speak to the child on the child's level and not on an adult's level. I must get to know the child's strengths and weaknesses. I must find out what the child's interest are, and I must trust in the child and watch, listen, and let them struggle before I come to their aid. There will be adult child interaction where I will lead the instructions. The child should lead the learning because then the child will be more motivated to learn. You must work as a team with your colleagues by being positive and supportive.

Reference:
Laureate Education, Inc. (Producer). (2011). Persona dolls [DVD]. Strategies for working with diverse children. Baltimore, MD: Author.

Creating Affriming Environments

The family child care center settings will include a welcoming entrance for the students, their families members, and the community members who wish to visit. There will be pictures of the different racial makeup of the community. I will include pictures of past students and their family members in the lobby. There will be pictures of the employees with a list of their certifications on the walls in the lobby. The makeup of the employees will represent the community we serve. Parents will be encourage to participate in the activities of their children in the classroom. Every new students parents will fill out a questionnaire of what expectations they have for their child and their child's likes and dislikes.

In the lobby there will be different books, magazines, and brochures representing the different cultures that we serve. In the classrooms there will be age appropriate toys, books, and instructions materials for the children. These materials will represents the different cultures being served. There will be pictures in the classroom of women doctors, scientists, firemen, and policewomen. There will be photos of men working in occupations as nurses, secretaries, and homemakers of different nationalities. There will be different furniture, games, toys, and dolls of all appropriate age groups.

Classroom bulletin boards, circle time presentations, and table displays will be created by "once a month, my staff and I send home a fun, voluntary activity for children and their families to work on." (Derman-Sparks, Olsen Edwards, 2010). Materials will be provided to honor children diversity both within and beyond their identity groups. Children will be taught to learn how their families are the same and how they are different, and they will be asked to discuss the differences and the similarities. We will make sure  the environment is rich in anti-bias materials by including toys, pictures, and posters.

We will discuss with the parents about family differences and bias that are both concrete and personal. The adults in the families will be asked "What games do you play when you were young." (Derman-Sparks and Olsen Edwards, 2010). The safety of the children, staff, and their family members will be of the upper importance.  There will be an inclusion of children and adults from various racial, ethnic, class, and disabilities backgrounds.

Reference
Dreman-Sparks, L, & Olsen Edwards, J. 2010. Anti-Bias Education for Young Children and Ourselves.