Observing Communication

          This week I observed a teacher communicating with a child in the classroom during center time. The child was playing in the block center. The adult was standing at the entrance of the center and asking the child to tell her about what he was building. The adult would pause and allow the child to speak. She would ask the child questions about the different animals. The child would answer and then the teacher would provide more information and comments about his construction. He was telling the teacher that he was building a zoo with Legos and the animal that lived at the zoo. She asked the child specific questions about the animals and he would tell her what each animal liked to eat. He would proceed to speak for the animals and make animal like sounds. This communication was effective because the teacher would allow the child to speak and answer questions. This made the child feel important and allowed the child to provide information about animals. The teacher did not dominate the conversation which let the child know what he was saying was important. I always try to balance my listening and speaking time with my students. I want to let them know what they are saying is important by listening and engaging in their conversation. One thing that I do is try to make eye contact with them and get at eye level with them. This teacher could have been more effective if she would have been at eye level with the student.

           It is important for children to feel safe and comfortable so that they will communicate with others in their classroom environment (Laureate Education, Inc., 2011). It is very important to ask children questions and really listen to what they say. When I am communicating with children and/or giving instruction, then I need to be more aware of the child’s perspective because this will make my instruction more effective. I want to continue to get at the child's eye level, but I want to ensure that the child realizes I am engaged in whatever he/she is telling me.

 

References:

Laureate Education, Inc.(Producer). (2011). Strategies for working with diverse children [DVD]. Communicating with young children. Baltimore, MD: Author

Creating Affirming Environments

My vision of an anti-bias learning environment would involve making sure all parents and their children felt welcome in the center. I would post a bulletin board entitled “Our Family”. The bulletin board would be visible upon entering the center. I would have pictures of each child and teacher’s family posted on the bulletin board. I would want this bulletin board to reflect every person and their family in order to demonstrate that we are one big family. I would display pictures and posters around the room that reflect the children and families in the center and from the community. I would want to post information where parents will remain informed on a regular basis. I thought it was very interesting how Adrianna Castillo (Laureate Education, Inc., 2011) used a message board for parents to write down important information that was to be shared with the teacher. I would adapt this by placing a clipboard at the entrance where parents could write important notes or information to be viewed by the teacher. I would hope that parents felt comfortable talking with me or writing me notes of anything they felt I needed to know about their child. I would want to use materials that encourage the children to explore and engage in their learning environment. Materials should invite children to explore and discover and should support children’s play and conversations (Derman-Sparks & Edwards, 2010).

 

Materials:

Books – I would purchase books about diverse families, cultures, identities that reflected children/families in the center and in the community. I would use books that were interesting, colorful, and inviting to the children. I would also use books that we created as a class. I think it is important for children to be part of the process of designing books that reflect who they are, what they know, and their interests.

Music – I would use a variety of music that reflecting my students’ interests and their cultures.

Dolls, Puppets, and People – I would use a variety of dolls/people from various cultures, races, and abilities. Dolls, puppets, and people help children engage in conversations and help them ask questions about things they do not understand or feelings they may have.

Puzzles – I would place a variety of puzzles in the centers where diverse people and families are represented. These also encourage children to engage in conversations about people, families, and cultures.

Art Supplies – I would place a variety of art tools and materials in the art center. I would use colors, markers, paints, pencils, scissors, and glue. Paper, paint, yarn, and crayons would include skin tone colors. I want my students to create art where they feel they are truly represented and valued.

Dress Up Clothes – I would place a variety of clothes and accessories in the dramatic play area where students can dress up in garments from various cultures and identities. I would also include costumes that represent various roles and occupations.

 

References:

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.(Producer). (2011). Strategies for working with diverse children [DVD]. Welcome to an anti-bias learning community. Baltimore, MD: Author

What I Have Learned ~

My hope is that my students and their families realize how much they are appreciated and valued in our classroom and community. I want my classroom environment to be welcoming to all my students and their families. I want my words and actions to reflect how much I respect and appreciate them. I want my students and their families to feel comfortable sharing their identities, backgrounds, and cultures in our classroom and with others.

One goal I would like to set for the early childhood field related to diversity, equity, and social justice is that teachers realize how important it is to value every child and his/her family. In order to meet this goal, I feel educators need to set aside their biases and prejudices and appreciate children for their differences. I would like for all educators to realize how our actions, words, and attitudes impact our students’ identities and development. Early childhood professionals have an important responsibility because we are usually the first experience these families have in the education program. We need to create a positive learning experience for our students and their families so they will feel empowered for years to come.

I would like to thank my fellow colleagues and Dr. Kien for your words of wisdom and encouragement. Throughout this course you all have helped me to reflect on who I am and understand the importance of being an anti-bias educator.  I wish you all much success in completing your journey.