Observing Communication (EDUC 6358)

Observing Communication

     This week I went to visit a colleague of mine and her 16 month old son, Mateo. During my visit, Emily (the mother) was playing with Mateo in the living room. The two were playing with a cube where you had to insert shapes. For every shape they inserted, she would say the name of the shape and hand it to Mateo. Mateo would smile, babble, then insert the shape where it belonged. They played this game for a few minutes until there was a stinky smell that needed some attention very quickly. As Emily changed Mateo’s diaper, she was talking to him and telling him what she was doing with him. When she would say “Now, UP!”, Mateo would push his pelvis up in order for her to take the diaper out from under him. He did not fuss or scream because he was being changed. Everything went smoothly. After the changing of the diaper, they went back to playing in the living room.

     Since my colleague is also an early childhood educator, I feel her interactions with her baby were very efficient. Describing your actions with words helps the baby to understand and anticipate your next move (Kovach & Da Ros-Voseles, 2011). This is definitely what was happening during the changing of the diaper. While they were playing with the cube of shapes, since she said the name of the shape every time, he knew she would say something and it was almost like he was repeating what she was saying before placing the shape in the cube.

     From their interactions, It looked like Mateo felt valued, seen, and a part of the process. Being talked to the whole time also gave him opportunities to interact and respond with babbles and even facial expressions and laughter. Through this exercise and the reading from this week, I realized that many times we do not look at babies as being able to respond and speak up for themselves. I hope to better that aspect of myself and direct myself directly to the child in order to give him/her importance and acknowledgement.

Reference

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50.

 

Creating Affirming Environments (EDUC 6358)

Creating Affirming Environments

 

          If I could create my own early childhood setting, there would be so much to consider and integrate. The first thing is that I would make sure that there are a lot of windows in the classroom. There are so many teachable moments that can come from nature and things we see happening outside. As for what goes in the classroom, there is so much to include. To begin with, I would try to include as many diverse and ethnic materials as I can. I would try to focus on the cultures and identities in the classroom first, then, build on others as needed throughout the year. These materials would include (but are not limited to) dolls that depict various ethnicities and cultures. I would include tons of books that touch on topics of different races, family dynamics, social identities, gender identities, and many more. Pictures and posters would also be included that show different abled children, different races, and places. One thing that I think would be really nice to have in the center is also different genres of music. It`s very important to include as many things as you can that reflect the children and families you work with. It alerts children to which issues and people the teacher thinks are important and unimportant (Derman-Sparks & Edwards, 2010). This is why it is very important to make every child and family feel ¨visible¨ and accepted.   

          From the media segment, seeing how Adriana had her home-center organized gave a few good ideas to include into my center (Laureate Education Inc., 2011). I like how she had the different colored bean bags that could be used to compare and discuss the different skin tones. I also like that parents have the opportunity to enter the center and take time to make their child feel safe and comfortable. I feel like when parents also feel included and accepted they are more willing to have an open relationship with the teacher where there is more of a connection and partnership to build on what we are expressing to the children. A cultural show and tell area would also be something that I would copy from Adriana`s home center. Giving families the ability to share and feel included into the center gives them and the children a sense of belonging. These artifacts that are brought in can also help boost a unit of that specific identity being shared. This will hopefully avoid the tourist curriculum.

          The most important thing that I can include in my center is visibility and acceptance. I hope to portray all the children and families that enter my center and make them feel as part of the center and the community. Working with the students on diversity acceptance and knowledge will be my main goal. Hopefully, with this goal in mind, all materials and curriculum will reflect that.     

References:

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. (2011). Strategies for working with diverse children: Building on children’s strengths. Baltimore, MD: Author.