Observing Communication

I observed two teachers communicating with a child who had started two fights with two different students. All the students involved were in the 1^st grade. I walked into the cafeteria to put some condiments on the cart. As I was entering the cafeteria I noticed a student arguing with another student. I heard the teacher tell him to sit down and leave the other student alone. They were sitting at separate tables. The other student accused him of taking something from him. Another student said they saw him take it. When the student who started the fight heard this he walked over to that student and tried to pull him out the seat. Another teacher intervened by telling him to stop and grabbing his arms. Both teachers were yelling at him. The student continued to try and fight the other student. After trying to stop him several times, one of the teachers took him to the principal’s office.

Although this student was defiant, the teachers did not use effective communication skills with him. To make this communication more effective the teachers could have talked to all the students to find out exactly what happened. Yelling was also not an effective communication strategy. Teacher’s words and the way they are used are meaningful for children (Rainer & Durden, 2010).

I found out later that the student did in fact take something that belonged to the other student. Although he was guilty, yelling is not a way of communicating to him that he did something wrong. I think yelling made him angrier. This also may make him feel it is okay to yell at someone when they have done something wrong. When the teacher grabbed his arms this may make him feel as though it is okay to use violence.

The adult-child communication I observed does not compare to the ways I communicate with children. I would not yell or grab a child. I will always use the non-violence approach and communicate in a way that promotes understanding. The child needed to know what he did was wrong, but he should have been talked to.

 

Reference

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

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

I will want to have a Family Childcare Home that is located between a middle class and lower class neighborhood. I think this will benefit all children and families. To help me have a Family Child Care Home where all children and families feel welcomed I will start by having an area where each child can have a piece of home or their culture (Laureate Education, Inc., 2010). This will include pictures, fabrics, paintings, and anything that will make the child feel comfortable. Other areas in my Family Childcare Home will include:

Books: These books will be about diverse families, different cultures, varying abilities, genders, and elderly people. These books will allow children to experience people who are different and the same as them (Derman-Sparks & Edwards, 2010).

Pictures: Classroom pictures, family pictures, and pictures from diverse families (Derman-Sparks & Edwards, 2010).

Music: Music from different cultures. Each child can experience the music people of different cultures and diversity listen to (Derman-Sparks & Edwards, 2010).

Dolls: Every doll will be different. They will be a different age, race, and gender. Boys and girls will experience playing with dolls of different races and genders than they are.

Puzzle: Puzzles will be diverse people in a variety of roles (Derman-Sparks & Edwards, 2010). .

DVDs: They will be diverse and have people who speak different languages (Derman-Sparks & Edwards, 2010).

Blocks: The blocks will be different colors and any child could play with them (Derman-Sparks & Edwards, 2010).

Dramatic Play Area: This area will have a kitchen, washer and dryer, iron and ironing board, clothing items from different cultures and roles (Derman-Sparks & Edwards, 2010).

As I move forward I’m sure there will much more to add to my Family Child Care Home. It won’t be perfect, but I will learn as I go. “The important thing is to let children know through your actions that diversity and acceptance of others are good, and prejudice is not”, Derman-Sparks & Edwards, 2010).

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. (n.d.). Welcome to an anti-bias learning community. (Video webcast).

            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_4775481_1%26url%3D

What I Have Learned

One hope that I have is that all children and families will come be accepting if one another and not judge. I hope the children can be a positive influence on their parents by sharing with them what they’ve learned about anti-bias education. Sometimes children have a way of reaching adults in a different way than other adults.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is for no educators to have hidden biases and discomforts. When this happens it can make it difficult for educators to teach children about anti-bias education when they themselves have biases. I know it is difficult, but I don’t think it’s impossible. Our children are depending on us.

I would like to thank all my colleagues for sharing their stories and thoughts during discussion posts and for the comments on my discussion posts. I wish everyone well as they move forward and hope we all become great anti-bias educators.