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.
Suzi,
ReplyDeleteYou are right about creativity, children tend to feel more valued because it is not based on another's idea but there own. I believe communication in art is very important when working with children because it gives them the freedom to initiate the conversation and let us be surprised.
Hi Suzanne,
ReplyDeleteThis course has helped me understand and reflect on the way I communicate personally and professionally with young children. Often times I too make assumptions and being impatient for the immediacy of the conversation jump in and put words into the children’s mouth rather than wait to hear their perspectives. I too realize I need to be patient with children, go slow, letting their thoughts come out of them by themselves.
It was great that the mother encouraged the child by showing him step by step what to do. She gave him self confidence in showing him he was capable of doing what he thought he couldn't. When adults take time with children like this it makes them feel so proud of themselves and that is what we want our children to be. I too find myself sometimes being impatient but when I see the outcome and joy it can bring I put that impatient aside and try to give my children the best learning experience possible.
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