Observing Communication

I observed a teacher and child in an elementary school.  The child got up to ask a teacher a question.  The teacher pointed to where the child was sitting and the child immediately walked back to the floor and sat down.  The parent came to pick the child up and the teacher explained to the parent that the child had been out of her seat without permission.  The child told her parent that the teacher did not listen to her and the child urinated in her clothes.  It is important that we listen to children; children need to feel respected and grounded in themselves. (Laureate Education, Inc, 2011)

The teacher should have listened to the child, even though the child did not follow the rules by getting out of her seat without permission; the teacher should have asked the girl to raise her hand and then listened to the little girl, instead of not listening to her. The child would not have urinated in her clothes.  The child was hurt and embarrased because of the fact the teacher did not listen to her.  The child felt as if she was not important to the teacher and feel as if she could not talk to the teacher about anything because fear of being fussed at.

I have learned that it is important to listen to children even when you are upset.  It is important that we don't close children off to the wall. (Laureate Education, Inc, 2011) If we take the time to listen to children we can learn a lot about them.

References

Laureate Education, Inc, 2011Communicating with Young Children (approximate length: 10 minutes)
 

Blog 1 Creating Affirming Environments

“It is time for parents to teach young people early on that in diversity there is beauty and there is strength.”
― Maya Angelou

Age Range: 1-10  10 Students
Belinda's Care Home. An environment rich in anti-bias materials invites exploration and discovery and supports children's play and conversations in both emergent and planned activities.(Sparks, & Edwards, 2010) My anti-bias learning environment will include an environment rich in anti-bias materials. The classroom includes a welcome sign in both English and Spanish.  The classroom walls displays pictures of diverse families; it also displays photos of all the children, families, and staff in the program in their daily lives. (Sparks, & Edwards, 2010)   The walls display photos of children and adults from various racial and ethnic identity groups, with permission from parents; as well as people with disabilities of various backgrounds.

The program includes lunch that serves foods of different culture for children. The classroom teachers speaks dual language. The library includes materials and literacy that reflects families from diverse cultures. The bulletin boards will reflect children and families in my program. Children will make books about their families. Families will be invited to come in and share important things about their culture; they may share recipies and display them on a bullentin board.

My program will include puzzles that will include children of diverse cultures. Dolls features will be realistic and not stereotypical. Photos will reflect boys and girls playing with dolls. Toys from different culture will be in each center. The classroom will display schedules in English and different languages.

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