Observing Communication

    I was very lucky this week to have been present at my nephew’s 2nd birthday party, so I decided to use this setting to observe the communication between adults and children. When my husband, daughter and I arrived at the birthday party, my nephew was not a happy camper. The party was taking place during his usually scheduled nap time, so he was very moody and did not wish to talk to us much. We greeted his mom and other family members as he lay around attempting to take a “cat nap”. I observed my daughter interact with some of the adults at the party as she mingled around, eventually heading to play with the older girls. She would respectfully greet them, and they her. I caught a snippet of the conversation an 8 year old cousin of my nephew’s was having with her mom. She was busy taking “selfies” on her new I-Phone, and her mom wanted her to come over and eat. She immediately yelled across the yard at her mother that she was not hungry. Her mom brought the plate over to her anyway, ignoring what the child had just expressed. About 20-minutes later, the mom yelled to her daughter to see if she had finished her food. She completely ignored her mom and continued taking pictures of herself and her friends. Her mom shook her head and came over to pick up her plate to place it in the trash.

After that observation, I clearly saw that I and that child’s mother have different parenting styles and ways of communicating with our children. I would call for my daughter to come over to me and then ask her the question rather than yell the question across the front yard. I also would expect that my daughter show enough respect and answer me whenever I questioned her. I had to step back and determine what the child was saying to the mom and vice versa. According to Stephenson (2009), stepping back became a strategy that helped me listen with an openness that allowed me to hear unexpected meanings in what children shared with me. I believe this is the normal way this particular parent communicates with her daughter, so I do not believe that this observation had any affect on the child’s sense of self-worth. I am always mindful of what I say and who  I say it to. Children are often affected by what we say and how we say things, so meaning and tone are everything in communication. I try to talk to my daughter and the children I provide care for in the same manner so to interest them in sharing their thoughts with me. I can always improve on my active listening, especially with younger children and children with behavior difficulties.

Reference:

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90–95. 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=37131016&site=ehost-live&scope=site

 

Creating Affirming Environments

If I were to open my own Family Child Care Home, I would focus on diversity in all that I purchased. The dolls would be from all different cultures, skin complexions, attire, etc. This would be to make sure I welcome all forms of diversity within my child care home. There would be multi-cultural puzzles, different types of transportation, gross and fine motor material, signs and posters in different languages, books, learning games, placemats, bulletin board displays, etc. I would also incorporate different paints, crayons, colored pencils, markers, pretty much anything that welcomes diversity. The furniture would include couches, bean bag chairs, mats, stools, hammocks, etc. These too would represent the different types of diversity within the child care home.

According to Derman-Sparks & Edwards (2010), our understanding of anti-bias issues shapes how we put together the curriculum each day. Almost every domain area in early childhood programs have the possibility for anti-bias education themes and activities. In working to create and affirming environment, I would strive to make sure the images displayed within the home do not counter stereotypes. I would also make sure they reflect both similarities and differences within and between every group. I would make sure all races and types of diversity are visible at all times. The visual and material environment along with the daily curriculum all come together to help create an affirming anti-bias learning community. I know it will not happen overnight, but I look forward to each small change.

Reference:

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).