Observed Communication Between Adults and Children
https://developingchild.harvard.edu/science/key-concepts/brain-architecture/
It is important for adults to talk with children with dignity and respect. It is important that we treat them the same way we want to be treated because we are their role models and we are the ones setting the stage of how we communicate with one another in society. Treating young children and babies with respect and dignity gives them self awareness and assures them the fact that they matter and they are an individual with their own thoughts, feelings, and preferences (Kovach & Da Ros-Voseles 2011).
This Week's Observation
This week's observation comes from a pre-school setting. A two year old child was getting ready to go home. The teacher approached the child by coming over and bending down in order to be eye level with the child. The teacher tells the child that their parent has arrived and it is time for them to get their backpack and coat so they can go home. The child smiles and says, "yayy, mommy is here." The child quickly walks to their hook and receives their back pack and coat. The teacher stands next to the child while they are getting ready. The child begins to struggle with putting on their backpack. The teacher bends over and looks the child in their eyes and asks if they will like help putting on their back pack. The child nods their head and lets the teacher untangle their straps to place the bag on their back. The teacher then holds out their hand to the child palm up, and the child takes the teahcer's hand as they walk to see their parent.
Analysis
This teacher made sure to present herself to the child on the child's eye level. This provided the child with the a sense that they are on the same communication level and allows them to feel more comfortable and less intimidated by the bigger person talking down to them (Zolten & Long 2006). The teacher waited to see if the child was going to be able to put their backpack on by themselves and when the child began to struggle with it the teacher first asked if she could help instead of just jumping right in and helping without the child's permission. At the end of the communication the teacher gestured for the child to hold their hand by first reaching it out to them with an open palm thus putting the power in the child's hand to choose if they wanted to hold her hand or not.
References
Zolten & Long. 2006. Center for Effective Parenting. https://parenting-ed.org/wp-content/themes/parenting-ed/files/handouts/communication-parent-to-child.pdf
Kovach & Da Ros-Voseles. 2011. Communicating with babies. YC: Young Children, 66(2), 48-50.
Kristen thank you for sharing your observation.
ReplyDeleteNumerous short and long studies have evaluated and documented the beneficial impact and outcomes of high-quality early childhood programs for children, families, and communities. Although there is no single definition of child care quality, there are certain essential elements of child care that are defined as vital to children's well-being some being practices that support positive interaction and relationships between teacher and children, participation of, support for and communication with children, and facilitation of emotional social growth. It appears from your observation that the teacher was mindful of the practices.
Perception, verbal communication, nonverbal communication, intercultural communication, and listening are all fundamental processes of communication. The skills we learn in these areas influence how we communicate in a number of situations (O’Hair, Wiemann, Mullin, & Teven, 2018). The teacher was able to use the clues from how the child was acting to allow the child to agree to have help with the book bag and positioned herself to offer assistance with the child without making the child feel helpless. The non-verbal communication of offering her hand also was a gesture of empowerment for the child. The teachers actions displayed respect the child’s dignity, worth, and individuality (NAEYC 2005).
References
National Association for the Education of Young Children. (2005, April). NAEYC code of ethical conduct and statement of commitment. http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J. (2018). Real communication: An introduction (4th. ed). New York: Bedford/St. Martin's.
Kirsten
ReplyDeleteThere are some good learning opportunities happening in the brief moment that you explained. The teacher getting on the child’s level when speaking to them demonstrates a level of respect from teacher to student as it demonstrates that there is no hierarchy in the classroom or conversation. I love that the teacher noticed a struggle and did not jump right in. Productive struggle is important for a child as they learn to become independent problem solvers. Although the teacher eventually helped, she did ask permission before jumping in and taking away the child’s sense of self-worth. The teacher asks if it was okay to help and accepted the head nod from the child. Kolbeck (2011), states that we should always be listening to pick up on cues, but never assume anything. Although, the child answered with a head nod, they seemed to be verbal, so I would have used this time to have the child say, yes, I would like some help. Or something to encourage language development.
Reference
Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author.