Observing Communication

My observation occurred at Holly Primary School in the pre-k class room. The age of students in the classroom was four year olds turning five or already five years old. During the observation I noticed that the students and teachers maintain eye contact when the students approached the teacher or the teacher approached the students. I could tell there was a neutral respect and trust between the students and teachers within the classroom setting.

As the teacher began her program there was one student who wasn’t interacting during the day’s lesson. The teacher stated that, “this was not normal behavior for this particular student. The teacher call the student to the side looking the student directly in the eye while placing her hand on his back softly asking the student what was wrong. The student did not say anything at first, but he finally open up telling the teacher he did not feel well.

My observation and my talk with the teacher I found that her communication with her students were similar to the article, Communicating with Babies. The classroom teacher acknowledges all the students by name. When the student was not acting normal the teacher immediately wanted to know what was going on with this student. I found the way the teacher communicated with the classroom was very accepting.

As I reflect on what I learn and observe this week I hope to create a program that will keep the lines of communication open and always keeping the students apart of the communicating process.

Creating Affirming Environment

The elements, I think I would want to include in my child care setting are items that honors families diversity both within and beyond own identity group. In order to create such a setting, it is important to get to know the children and families to better serve them.  Ask questions about what they want and expect from the childcare program. Once you have gain their trust and understand their needs, I would make sure the classroom is full of learning materials, books, puzzles, that will reflect their diverse background that will  make them feel comfortable within the program.

I think Derman-Sparks & Edwards (2010), p.51 said it best “Relationships and interactions with children and families, the visual and material environment, and the daily curriculum all come together to create the anti-bias learning community. This does not happen overnight it takes time and hard work but every step we take counts. Together they add up to creating a learning community that truly nurtures and support all, children, and that makes our efforts worthwhile and exciting.”

Reference:

Derman-Sparks, L , Olsen Edwards, J., Richards, B. (2010). Anti-bias education for young children and ourselves. National Association for the Education of Young Children. Washington, DC.