Observing Communication

This week I observed a mother and child in the children's section of the public library.  The little boy was sitting in front of a computer screen and the mother was showing him how to use a drawing program on the computer.  The little boy was tentative and seemed unsure about trying something new.  The mother pulled up a chair to be at his eye level and to give support through proximity.  She asked him what he wanted to draw and then told him step by step how to proceed, allowing him to operate the mouse.  Once he saw he could do it, he was anxious to draw more.  She was encouraging and asked him to tell her about what he was drawing. 

It was obvious that due to the mother's encouraging words and the fact that she let the child have hands-on opportunities to try the new computer program, the little boy found confidence to try something new and felt proud of what he had created.  Her feedback was specific as she described what he was drawing, and as Dangel and Durden (2010) stated language that is specific lets children know their accomplishments are valued.  I find that in my work with children, they do respond when I am specific rather that giving general comments.  It lets them know you are taking an interest and it helps clarify for them what they have done, whether it is creating something or if they have helped someone - it names their accomplishment.  In addition, she was asking the little boy questions to find out what he was interested in, which is another important thing to do when trying to engage children.  According to Dangel and Durden (2010), children respond more enthusiastically when they are involved with discussions that are relevant to them.  I find my students are much more enthusiastic and verbose when they have painted something on a whim rather than when they are given more specific parameters of what to create.

I was encouraged this week as we learned about communicating with children because I recognized things I do with children when talking with them.  For example, I try to enter their world when I speak with them.  I can always tell when I have made a real connection either on a personal level or in a teachable moment based on the level of detail and enthusiasm given by the child.  I must always remind myself, though, that I need to listen carefully and then mold my curriculum around the children's interests.  It 's important to have our teaching benchmarks, but equally important to shape them around the strengths and interests of the children to maximize the learning opportunities.

Dangel, J. & Durden, T. (2010).  The nature of teacher talk during small group activities.  YC Young Children 65(1).  Retrieved from Education Research Complete database.

Creating Affirming Environments

One of the first things I would do when creating an affirming home child care environment is invest in a good camera!  As Derman-Sparks and Edwards (2010) noted, cameras allow you to personalize your learning materials to reflect the children and families in your care.  Individual photos can be mounted to wooden blocks so children can insert themselves into block play.  Additionally, photos can be taken of their community (stores, library, churches, fire station) and mounted on blocks so they can engage in block/creative play within their own familiar community.  Cameras are also great for taking pictures of children's creations (art, block towers) and posting in that particular area to help develop a sense of pride in their accomplishments and to help them take ownership and feel a sense of belonging in their home care environment.  Photos are an effective way of documenting a child's daily activities so parents feel like they have a window into their child's day.  Additionally, photos can be used to make books that reflect the children's families, likes and dislikes, and other aspects of their identities (Derman-Sparks & Edwards, 2010).

Children get an impression of what is and is not important by what they see and do not see in their environment (Derman-Sparks & Edwards, 2010).  Therefore, I would be sure the learning materials would reflect the children's cultural, familial, racial, and economic backgrounds; as well as different physical disabilities.  Derman-Sparks and Edwards (2010) recommend more than half the materials directly reflect the identities of the children with the rest of the materials reflecting different identities that are not represented in that particular group to introduce them to more diversity - to expand their horizons.  It would be important as Derman-Sparks and Edwards pointed out that the learning materials do not depict stereotypes or misinformation.  Rather the materials should stimulate conversations about differences and an appreciation for them.  One of the things I especially liked in Adrianna's home daycare (Laureate Education, Inc., 2011) was the skin toned bean bags and I would place them near a full length mirror so children could hold them up to themselves and each other to identify similarities as well as appreciate diversity.  Bean bags are great tactile tools as well when children need stress release.

I would have an area set aside for families to bring in items to display, similar to the area Adriana (Laureate Education, Inc., 2011) created, that reflect their way of being.  Displayed with these items would be a family picture.  I would like that to be an area where children could gather for share time and book time.  I would encourage families to send a family member at least once during the year to read their child's favorite book to the class and to also talk to the children about the items that are on display from their family as well as share some special food or music their family enjoys. If the families were English language learners I would ask them to read in their home language and to teach all the children a how to say some words.  I would make sure that some of the music I play throughout the day is sung in the home language.  I would ask families to help me make signs or labels regarding learning materials in the home language as well.  I would recruit family volunteers or community members to volunteer to spend time with us to bridge communication.   I'd like to have a monthly family newsletter with photos of the sharing times when families come to visit so they can get to know one another. 

I have been so impressed with persona dolls.  I would definitely have some available to help children resolve conflicts and develop empathy for one another  and to explore misconceptions.  Persona dolls and books depicting scenarios that stimulate critical thinking and discussions about issues of fairness and respect would be essential items to round out the home care environment.

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

Laureate Education, Inc. (Executive Producer) (2011). Welcome to an anti-bias learning community [Course media].  Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819834_1%26url%3D