Observing Communication

My observation took place at the public library play park.  There were two young boys, both under five years old.  They were with their father.  First, the father was swinging the boys on the swings.  As the little boy communicated about his tiger hunting adventure, he used his body.  His father listened intently while accepting what his son was saying.  After his son finished telling about his adventure, his father asked him some questions about his adventure.  He asked him where he went tiger hunting and then continued to ask his son questions about tigers.  They discussed where tigers live, how they hunt, and their sharp claws and teeth.

The father was sensitive and receptive (Laureate Education, Inc., 2011) to his son who shared his adventure.  However, the father did not include his other son in the conversation.  The conversation should have encompassed both children.  No one should feel or be excluded.  He could have asked other son questions like "How do you think a tiger catches its food?"or "Why do you think tiger have sharp claw and teeth?" (Rainer Dangei & Durden, 2010). 

My thoughts with regard to how the communication interaction I observed may have affected the children's feeling and / or any influences it may of had on the children's sense of self worth vary with each child.  The son who the father engaged in conversation with feel respected, accepted, and heard (Laureate Education, Inc., 2011).  His sense of self worth would be positive and valued.  The other son who was excluded from the conversation feelings and self worth would be affected in a negative way.  The father was not receptive of his son.  He should have taken the time to include his son. 

As an early childhood professional, I could improve my communication with young children by slowing down. I feel that when I communicate with children I am sensitive to their feelings / ideas and that I am accepting of all children (Laureate Education, Inc., 2011). 

References 

Laureate Education, Inc. (Executive Producer). (2011). Building on children's strengths. [Multimedia]. Baltimore, MD: Author. Retrieved on May 22, 2013, from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819834_1%26url%3D


Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved on May 23, 2013, from: http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=2b775bc6-201b-49c5-a1e3-e11095ebd220%40sessionmgr12&vid=2&hid=16

Creating Affirming Environments

To create an affirming learning environment I would reflect on how I could create a caring, consistent, and positive relationship with each child and family (Derman-Sparks & Olsen Edwards, 2010).  I would want my home family day care to have specific areas for each child and family to feel secure and supported.  The areas would include a welcoming, learning, eating, playing, and calming areas.  The welcoming area would allow families and children to feel warm, comfortable, respected, and valued at the home family day care.  There would be pictures of all the families of the center displayed in this area.  In the welcome area there would be an area dedicated to families to communicate any information / concerns / questions they have.  In this area there would also be a place dedicated to one family a month to share their culture.  The learning area would provide space for the children to learn during circle time.  The play room would be a large area where the children could strengthen their gross motor skills.  The calming area / room would provide children the opportunity to calm themselves, express their emotion and / or feeling, and to feel comfortable.  This room will provide children an safe and comfortable place to transition (Laureate Education, Inc., 2011).  All materials, visuals, and physical arrangement of the center would be intentionally chosen to support each child and family.  All books, puzzles, music, media, dolls and figurines, props, art materials, blocks, and posters would promote anti-bias education.     

I would want to create an affirming learning environment to provide each child the opportunity to flourish to their fullest ability.  Providing each child with a secure and supportive environment to grow, and learn will help each child to develop a positive self-identity of them-self and others, express joy and comfort with diversity, recognize inequity, and have the skills to exploit against bias, stereotypes, and discriminatory actions.  The materials, visuals, and physical arrangement would be carefully thought out to ensure that each child and family have an equal opportunity to grow, develop, and / or grow to their fullest potential.  The materials and visuals in the center would represent each child and family and other diverse families structures.  The intentional selection of the materials and visuals is to ensure no family feels invisible (Derman-Sparks & Olsen Edwards, 2010).

Resources

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. (Executive Producer). (2011). Building on children's strengths. [Multimedia]. Baltimore, MD. Retrieved on May 14, 2013, from: https://class.waldenu.edu/webapps/portal/framset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Fytpe%3DCourse%26id%3D_2819834_1%26url%3D