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
Hi Crystal,
ReplyDeleteIn your observation we see the father stepping back to listen to what his son was saying. It was because he stepped back that he was able to listen with an openness that allowed him to hear unexpected meaning in what his child shared with him. How we listen governs what we hear. When we listen with an attitude of respect , and openness, we hear better, understand the child better. Thanks for sharing.
Hello Crystal,
ReplyDeleteIt seems that the Father was doing a good job of being a part of the child’s world and tapping into the play-mind. He challenged his son and asked questions to make him grow, and the child must have felt that he was important. I hope that later on the other son will add what he thought about the tiger story and he would be encourage to join in on the conversation. I would like to think that maybe the other child has his own way of learning and his way may be to listen and soak it all in and ask questions later. As Ms. Kolbeck stated children should be accepted for who they are and heard, and in some cases heard when they are ready to talk. Rainer and Durden talked about children freely engaging in activities and then Stephenson talks about how each child has different styles and are different in ways and different in contexts. Where one child may feel comfortable in a certain context another one may not.
References:
"Communicating with Young Children"
Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.
Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95.
Very nice observation Crystal and very informative. The media with segments we watched this week is formatted into your post which makes it very receptive.
ReplyDeleteKesler, J. (2010) Building on children’s strengths. [Media] Laureate Education Inc. Walden University http://class.waldenu.edu/webapps/portal