Observing Communication

I used a couple of places for this assignment. While reading this week's resources I was pretty sure I would see that kind of behavior in our classrooms. I was not disappointed. Then I spent some time in our compound play area to observe people who are not specially trained early childhood communicators.

I slipped into a Primary classroom (3-6 years) about a half hour before going home time. The children were finishing a snack and a few had chosen some work. The lead teacher was sharpening pencils at different stations in the classroom and there were two assistants in the class.

A student took a geometric shape tracing work and sat at a table. The teacher(Katy) quietly took her work and sat across from the student. When the child looked up she smiled. The student with a smile and sigh went back to her work. As she sharpened pencils Katy looked around the room making eye contact when possible and adding a smile or nod. The room was peaceful and inclusive. The children moved about with focus and interest. One came over to ask what I was doing.

Katy modeled proper form by standing, pushing in her chair and returning her work to the shelf. A child approached her with an empty plate.

Katy:  "Are you finished your snack?"

 The student seemed a little hesitant, so Katy added,

 "Would you like some more. You go get some more then."

Katy was sensitive to the body language and facial expression especially important as English was not the student's first language and we are just a couple of weeks into the semester (Kovach & Da Ros-Voseles, 2011). This unassuming and matter-of-factness will aid the child in time to refill her own plate until she is satisfied.

An assistant gently touches a student's shoulder to suggest washing his hands before going to do some work. Katy gently touched a child's hand to bring her back to the shelf and show her how to properly take an entire work to the table. She got down to her level and look her in the face and used routine language that the child is beginning to understand and follow (Rainer Dangel & Durden, 2010).

Katy quietly went around the room, spoke to each child by name and informed them that they would have Circle in a few minutes if they wished to tidy up. This respect of calling a child by name and informing them of what is coming next, helps the child feel included and know she/he is respected by the teacher  (Kovach & Da Ros-Voseles, 2011).

In the Circle, Katy asked each child to raise his/her hand to tell her one thing they had done today. A couple had words which she extended but more used sign language. One child showed her bringing his two pincer grasps together.

Katy: Were you connecting something?

child nods

Katy: Can you show me?

The child goes to the beading work.

Katy: Did you put beads on a string?

Student nods with a smile.

Katy: Did you make a necklace?

Child: Yes, a necklace.

Katy: Thank you for sharing.

Katy showed respect and that she valued each contribution, no matter the amount of verbal language that was used. Each was seen as a valuable communication.

I have just come in from our courtyard, where caregivers are pushing children who are sitting by themselves, perhaps between 6 and 9 months. The children are facing away from them. One continued a phone call for the time I was there, not engaging with the child. Another was in conversation with a friend without acknowledging the child. Kovach and Da Ros-Voseles maintain that if this kind of ignoring happens often enough the child's self worth is in jeopardy  (Kovach & Da Ros-Voseles, 2011). Another practice is speaking to the child in playful sounds rather than engaging children in actual language. Our articles clearly maintained that the child needs to be a part of the world he has come in to (Kovach & Da Ros-Voseles, 2011).

Then I see my friend Sam with five children around him, six and seven year olds. They are close, one sitting quite comfortably on his shoulders, another between his legs on the step in front and the others at his side.There is a gentle camaraderie with different of the children bringing up a topic and Sam closely following and responding. He is sharing power, allowing space for the children to initiate the conversation; making eye contact; actively participating and each child knew he chose to be there (Rainer Dangel & Durden, 2010). Children are eager to spend time with children who genuinely want to listen and show an interest (Stephenson, 2009). Sam is his Anglicized name, he is Chinese who do not usually engage children like this. He and his wife present seminars on Emotional Intelligence. I wonder if this is the reason for this behavior that seems to go against the norm.

This group of children around Sam, one is his own daughter, are confident and able to hold their own in a conversation. They expect to be included and speak to the topic clearly and interestingly. They know they have a voice and have come to believe that what they think and feel is worth the listening.

My belief in engaging even infants in communication has been strengthened this week. Sometimes however, I forget to go slow (Stephenson, 2009) and wait to 'hear' the child's response.I believe that respect breeds respect and builds confidence and security. Kovach and Da Ros-Vaseles (2011) state that our attitude and expectations affect the way we speak to children. I know this to be true but need to be reminded that the child is the best expert on what he needs for his immediate development.

References

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children,

66(2), 48-50. 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=60001533&site=ehost-live&scope=site

Rainer Dangel, 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

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