Observing Communication

Communication is being a good listener, showing sympathy, respect, and concern toward other people. When communicating with others, one should know when to listen, how to show expressions and what tone of voice to use. Also, when people communicate, they can show negative expressions, which can be intentional or unintentional depend on the situations. There are many ways individuals can communicate in order to be a successful. Having knowledge about effective communicate will help professionals to meet the goal of being effective communicators in an appropriate setting (O’Hair, Wiemann, 2012).

On Tuesday, January 21, I observed one of me neighbor and her little girl as they communicated with each. She is a stay at home mom, married, with two children and three grandchildren. Her youngest child is three years old and will be starting day care this summer. I observed the mother as she teaches her child how to say and recognize her ABC's. The mother would write letters of the alphabets on paper and have the child to show her the different letters. I noticed the child being very quiet and well manner to be a three year old. She asked and answered questions pertaining to the alphabets just like a big girl. Sometimes, we should just listen, be calm, show interest and not make assumptions or judgments about young children (Derman-Sparks & Edwards, 2010). She did not ignore, turn her head, talk loud or ran around doing studying time. They both communicated with each other better than some teachers I have seen communicating with students. The mother strategy was that they will study before having lunch, and she will give candy for a snack.

The connection the mother had with her daughter was great. They communicated well and efficient throughout their studying. I can tell she had experience working with her child for a long time. According to Lisa Kolbeck the experience working with children, the way I know a child is to see their play, and the way I can find out about their play is to first watch them, and then ask them questions about where they are in their play-mind (Laureate Education, 2010).

When observing the mother and her child, I did not see any problems with the way they communicated with each other. The communication I observe did not affect the child’s feelings. The child’s mother made her feel confident in what she was doing. The mother praised the child even when she made a mistake, and her to repeat them again. I think the mother had a plan to organize and combine information together so that her child can succeed in school. Words are symbolic a sign used to represent a person, idea or thing (O’Hair, Wiemann, 2012).

As young children find their identity, they have the ambition to learn, so it is important for educators to separate diversity, subjectivity, and uncertainty from the learning environment. Unless adults guide their young children the right way, they can develop negative reactions from being around people who behave in unfamiliar ways. (Derman-Sparks & Edwards, 2010) Listening and communicating with all young children is essential in the early childhood field. There should be no bias or prejudice shown toward a person’s identity, which consisted of different language, race, gender, religion, family structure, morals, abilities, disabilities, ethnicity and sexual orientation (Derman-Sparks & Edwards, 2010).

References

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

"Communicating with Young Children" (Laureate Education, 2011). Retrieved from http://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_419753

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's

Creating Affirming Environments

Creating an anti-bias learning environment is very important. I will start of by learning each individual child as their love one signs them into school (Laureate Education, 2011). I will also learn more about them as they learn about each other. I believe each child should have the opportunity to learn about other people differences through books, pictures on the bulletin boards, doors, closets, toys, posters, arts and where ever there are room that are appropriate in the classroom to place pictures. Young children not only need to see themselves in their learning environment, but they need materials that honor diversity both within and beyond their own group identity (Derman-Sparks, & Edwards, 2010). This will help children to gain respect, promote friendship and to be honest with one another.

There will be activities on diversity that would open young children minds to want learn. They will be able to ask or any questions of feeling they may have about biases or prejudices. Also they will learn to welcome and respect each other family members or staff members when visiting the classroom. Young children will learn that no prejudice or bias remarks will be tolerated in the classroom environment. Whoever enters into my classroom will know immediately who is in my program because the room will reflect family cultures (Derman-Sparks, & Edwards, 2010).

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. (2011). "Welcome to an Anti-Bias Learning Community" Adriana Castillo

What I Have Learned

One hope I have when I think about working with children and families who come from diverse backgrounds is to build relationships that consist of respect, honesty, trust and understanding. I believe when teachers are working in an anti-bias environment they should be well trained and licensed. An effective anti-bias teacher will go deeper into liberation in order to help young children to over- come their biases. Early childhood educators have deep faith that all young children deserve the opportunity and resources to fulfill their potential goals in life (Derman-Sparks & Edwards, 2010).

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice would be to teach young children how to respect and understand other people differences. Teacher should observe each child throughout the classroom setting to make should there is no act of discrimination seen among them. All children are created whole, endowed with innate, with dignity and wonder, and worthy of respect (Derman-Sparks & Edwards, 2010).

Dr. Klein,

Thank you for teaching a course that helped me to understand my own biases. Thank you for the comments, for answering my e-mail at an appropriate time, and thank you for the feedback.

To my colleagues,

This has been an amazing course for me. I have enjoyed reading you all posted and have learned a great deal of new information. Thanks for sharing your insights with me. Good luck on your journey!!

Reference

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

Creating Art

World Peace Begins With Me, and people getting together.

Throughout this course, I have gained many insights on diversity, culture and family culture. It doesn’t matter what family a person grows up in as long as they are part of a peaceful, caring and trusting family with strong bounds that consisted of love, safety, happiness and encouragement. No matter what culture or race is present in the classroom setting, educators should teach students how not to discriminate and to respect, trust and appreciate other people differences. Early childhood professionals are always in contact with people of different culture and different races. Professional should gain a complete understanding of racism and racial identity in order to help support young children that may or may not have prejudice views. Helping to uncover and examine young children act of discrimination can help to eliminate behavior problems early in life (Derman-Sparks & Edwards, 2010). By helping young children to understand any discrimination thoughts, will help them to have peace within themselves and peace with children of all colors.

Young Children of all Races should know how Peace Begins in A Living World!!!

Peace is many things.

Peace begins with saying I am sorry.

Peace begins with not hurting others.

Peace begins with honesty and trust.

Peace begins with showing cooperation and respect.

Peace is being quiet, caring for peers, and giving hugs and kisses.

Peace is opening the door for old people.

Peace is praying, loving, seeing animals sing, being patient, sleeping, writing, sing to nature, and watching swans swim.

Peace is giving love to nature, giving joy to people and planting flowers in the spring.

World Peace Begins With Me, and people getting together.


Just a thought!!

We all walk the earth with a heart inside, so let put aside differences and join hands.

When prayers and dreams are answered, only then we will realize that world peace and harmony make us all.

Sometime, showing facts and coming up with ideas about cultures, will give young children a better picture concerning thoughts and feelings of prejudice they may or may not have toward other people.

References:

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

Diversity Poems for Kids, Diversity Kids Poetry, Diversity Top ...www.4to40.com/poems/default.asp?k=Diversity Cached

"We Don't Say Those Words in Class!"

I can remember one incident that just took place last week when my cousin came home to visit his mother that was in the hospital. It was three of us in the room visiting with auntie when her son knocked at the door. My cousin was escorted by his girlfriend who is a white female. My little four year old niece ran and jump to his arm like she always do with a big smile and hug. He gave her a big kiss on the forehead while squeezing (hugging) her slightly. He asked her to say hello to his girlfriend and he introduced her to the rest of us. My niece came back over to my sister and I, she said “my cousin got a white girlfriend, why”? The young lady looked as she felt out of place, but I explained to my niece that why it did not matter about color. I do not know whether she understood or not, but she appeared happy afterward.

I am glad to have explained to my niece about color and difference. I how she understands well enough to know that everybody have their own differences. Adults have to teach their children early in life about other people differences. Young children learn as they grow and develop in life. As children grow and develop, they should be allowed to ask and answer questions appropriately. When young children are growing up in life, they receive different communication experiences that end up shaping their thoughts and feeling (Harro, 2010). My niece was very acquainted with my cousin other friend, so she wanted to know what happen to her.

As an anti-bias educator, I would have explained to my niece in the same way. I noticed she did not ask the question loudly, but the young lady heard what was said. I want her to be able to ask and answer questions without thinking she have done something wrong. Young children should notice the differences and similarities about other people. If a child ask a question and educators do not know what to say, they should explain that I do not have an answer right now, but I will get back with you later (Derman-Sparks & Olsen Edwards, 2012). It is essential for young children to listen and to express their feelings using appropriate language early in life.

References:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Harro, B. (2010). The cycle of socialization. In M. Adams, W. Blumenfeld, C. Castaneda,Harro, B. (2010). The cycle of socialization. In M. Adams, W. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (Figure 6.1 on p. 46, 2nd ed.). New York, NY: Routledge.