OBSERVING COMMUNICATION

On Wednesday around 3:30pm,  I went to a local daycare center and observed 5 four year students engaging with their teacher. I observed two of the students sitting on the outside table engaging in conversation.  I also observed the other two children throwing the ball to each with the teacher. The other child was sitting on the slide by herself.  I observed a lot of verbal communication with the teacher and all of her students, except one.  The teacher was very encouraging and responsive to four of the students.
I feel that the teacher did not try to communicate with the other child.  I feel that if she was not going to engage in effective communication with the other child, then she should could have least encouraged the other children to communicate with the child.  I listened to how affectionate and playful she was with the other four children.  It actually bothered me that she was ignoring the other child. I feel that the adult-child relationship is very important to the child’s self-worth.  My focus was not on the children that she was communicating with, but the lack of interaction that she had with other child.  I was concerned because was the child sick or what was the reason why the child was not interacting with the other children.  Regardless it is the teacher’s responsibility to communicate with the child.  I cannot make assumptions about the observation but from the child’s facial expression she seemed very sad and lonely.  I believe in always engaging in a healthy relationship with a child.  I love for them to tell me what’s new in their creative world.  I feel that I am a great communicator when it comes to children; and I respect and value what they are saying.  I believe that in the communication process children need to know that they are important.
 

 

Blog Assignment: Creating Affirming Environments

In my Family Child Care Home I would like to foster a center that is welcoming and respectful to all of the children, parents, and families that I serve. Through the center there will be diversity of posters and educational materials that reflect diversity. 

In my Welcome center I would display pictures of the child and the family.  I would display these pictures in a section “All about Us”.  Parents can bring pictures from home and with permission pictures will be taking doing the course of the day while child is engaged in learning experiences and transitioning time.

In my Reading Center, I would have books that focus on diversity. These books will convey messages that represent the culture, language, and identity of all children.  The pictures of the books will be age appropriate that depicts familiar pictures that has representation of the child’s family history.   Books are one of the richest resources for helping children meet the anti-bias education (Sparks-Derman & Edwards, 2010).  Books give children a sense of identity and allow them to learn new things.  I would also allow parents to bring books that are a part of their child’s and family culture. 

In the Language center, there will be words that are spoken in different forms.  For example, there will be “hola” for the Spanish culture, “hello” for the American culture, “ni-hao” in Chinese culture, and yia sou in the Greek culture.  

In the Dramatic play area, I want to display dolls that represent various cultures.  I want to incorporate all forms of working people in this area.  I want women to have on hard hats and the men to be in nurse’s uniforms.   Want children to be able to identify with all kinds of people; people who do stay at home work and those who pursue professional careers. I would also have dolls that represent disabilities and abilities in various cultural backgrounds.

 In the kitchen area, I would have foods that represent the culture of the children; as well as different utensils that the child’s culture utilizes.  I would also encourage the families to collaborate and share ways to include their family’s culture of food in the classroom setting, including how they sit and how they eat their food.

In the Music center, the parents are encouraged to bring lullabies, songs, and music about their culture.  The parents are also encouraged to come to center and sing songs that reflect their individual culture.

In the Math center, I want to be diverse in how children learn numbers.  In the science center I also want the children to be able to learn science from a different perspective through diversity.

In the Social Studies center, I want the children to explore the world through pictures, maps of the worlds, and learning animals and toys that are a representation of different cultures. 

In the manipulative and block area, I want the children to recognize the different forms of diversity through puzzles.  Children can use magazines to find diverse pictures of families and foods. 

In the Computer area, children will be able to explore learning activities from a diverse and educational perspective.

In the Soft area, there will be puppets and pillows that are a representation of different cultures.  Each of the puppets and pillows will be a part of the child.  They will make the child feel safe and basically make them feel like they are at home.  This area is a secure play for the child to reminisce and talk about their families.

My reason for choosing these centers and materials is that I feel that they will meet the individual, cultural, and developmental needs of the child.  I believe that the parents will feel welcomed and valued.  I believed by including the family and child culture in the curriculum the child will feel important, safe, and inclusive.   I choose this information because I believe that it is my responsibility to create a responsive, cultural, and family oriented  educational learning center so that the child can thrive to become a important community leader.

 

References

Sparks-Derman, L., & Edwards, J. O. (2010). Anti-Bias Education for Young Children and Ourselves. Washington: National Association for the Education of Young Children.