Communication

I observed a child around four years old in the grocery store with her mother.  They were in the produce section of the store.  The child was asking questions about a pineapple.  “What is this?  Can I smell it?  Can I taste it?  Do people eat the outside of the pineapple?  It would hurt if they did.”  The child also asked what color the inside of the fruit was.  The mother was very patient and answered each question.  She did not hurry through the shopping without answering the questions of the child.  She allowed the child to smell the fruit and even asked the child if she would like to purchase some.   

I feel as if the questions of the child were answered and the child was able to explore and learn from the communication.  The mother was listening and not speaking for the child, as Lisa Kolbeck implored in this week’s video segment (Laureate Education, Inc., 2011).  The mother acted as a facilitator rather than a dictator (Rainer Dangei & Durgin, 2010).  The child seemed to have learned from this experience.

This child most likely feels that her questions and ideas are important.  She feels valued and important.  She likely feels safe to ask questions and voice her ideas. 

Sometimes I get busy and do not devote as much time to listening as I should.  I admit when I have twenty four year olds each expressing ideas that it is difficult to effectively listen and facilitate student thinking.  I feel I am a great one on one listener, but in a large group, I need to focus those skills and truly take the time to listen and effectively communicate.

Laureate Education, Inc. (Executive Producer). (2011). EDUC 6357-6 Diversity, Development, and Learning [Webcast]. Communicating with Young Children. Baltimore, MD: Author. 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

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. 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=47964033&site=ehost-live&scope=site

Creating Affirming Environments

If I were to open my own family home care center, I would want to first and foremost make sure that I had pictures up on the walls that were inclusive and representative of the students, families, and staff that were in my class.  As Derman-Sparks and Edwards (2010) note, “Anyone who enters your classroom can tell immediately who is in your program at that time” (p. 43).  I loved Adrianna’s idea of using pictures of the children that were in the class (Laureate Education, Inc., 2011).  It would be important for each child to see each other as well.  By having every child pictured, it sends the message that they are important.

I would also partner with families to make sure they feel welcomed.  I loved the idea that Adrianna presented about the families sometimes stay through group time and she is fine with that (Laureate Education, Inc., 2011).  It has been my experience that teachers are often quick to tell parents to leave.  As a mom, I feel that this would make me feel that my needs as a parent and the needs of the child were being met.

The culture of the children would be represented through dress up clothes, books, puzzles, dolls, and other activity centers.  Not only would the classroom culture be represented.  I would create a space like Adrianna had in her classroom where families could show something special about their family.  I would bring in other cultures as well.  Students need to see other cultures to help them understand that the world is filled with diverse people. 

I would also have a space where families can communicate with me, and I with them.  I would create a newsletter for families to explain what we are learning and ideas for families and children.  I would have an open door policy with families as well.

I also like how Adrianna supported the emotional development of the children by having a space where they were allowed to express themselves and continue crying (Laureate Education, Inc., 2011).  I would include an area that had soft furnishings and family photos where children could express themselves in a safe environment.

This is only a beginning to creating an affirming environment!

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). 

Laureate Education, Inc. (Executive Producer). (2011). EDUC 6357 Diversity, Development, and Learning [Webcast]. Welcome to an Anti-Bias Learning Community. Baltimore, MD: Author. 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