Observing Communication

                                                          

The interaction I observed was between a Pre-kindergarten teacher and her student. The little girl was about to start a kindergarten readiness assessment, part of which was a test involving letter and number recognition.

The teacher positioned herself in a low chair at the table so that she was at eye level with the student. She carefully explained the test instructions, making sure the student understood what the test would consist of. She referred to the child by name, and touched her on the arm when she wanted her to pay specific instruction to something on the test. She maintained eye contact, and spoke in a calm, quiet voice. I feel that her communication style helped the student feel as if the teacher had confidence in her ability to do well on the test. This would be a good self-esteem booster for the child, and would allow her to concentrate on the test itself.

In my opinion, the teacher did a good job of communicating with the student. The resources for this week were about affirming and effective communication between teachers and students. I really couldn’t think of anything else the teacher might have done to meet that goal.

Whenever possible, I position myself at eye level with my students so that we can each focus on what the other is saying. I try not to rush them when they are explaining something or telling a story. That part is hard for me, and I have noticed it is hard for many teachers to let children take their time when they have something to say. We are all working on that at my preschool. If we rush children, finish their sentences, or talk over them, we aren’t allowing them a fair chance to really express themselves.

Creating Affirming Environments

                                                           

I believe that clear communication between me and the families in my program is extremely important. Just as large child centers do, I would provide each parent with a handbook that describes the program philosophy and policies, parent expectations,  calendar, and hours of operation. During the family’s initial visit, I would ask them about home routines, culture, and invite them to describe how they teach their child about their identity (Derman-Sparks & Edwards, 2010). This would be followed up with ongoing discussions at drop off and pick up times, email communication, etc. I want families to trust that we care about the child and family and that they belong (Derman-Sparks & Edwards, 2010).

My child care program would be located in a spacious, colorful room divided into interest areas. The walls would be hung with many assorted examples of the children’s artwork, graphs, and charts. It would be filled with bright, primary colors and a variety of materials for the children to manipulate, explore, and play with. In all areas of the room, different cultures, family styles, and people with disabilities would be represented through pictures on the wall, books, dolls, puzzles, and/or costumes. We would have a collage of family photos, with parents asked to bring in additional photos throughout the year.

I really liked Adriana' Castillo’s description of an emotional/sensory area that included dolls, sensory/emotion games, and an area to play house (Laureate, 2011).  I also liked Adriana’s method of greeting parent(s) and child each morning. Moving into the nap room and relaxing with the child in a rocking chair during a stressful drop would comfort the child and give him/her one on one attention (Laureate, 2011). The parents would leave knowing their child was going to be well cared for.

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).

Laureate Education Inc., (2011). “Welcome to an Anti-Bias Learning Community.”