Observing Communication Week 3 EDUC 6358

Observing Communication

I decided to observe my daughter’s jiu-jitsu class to see if I could identify mindful communication between the coach and the children in her class. I was not disappointed. Coaching jiu-jitsu is much like teaching in a school/childcare classroom because both are trying to teach and show children skills that involve critical thinking, physical activity, and social-emotional growth. Her coach has demonstrated that he loves teaching jiu-jitsu to children not only for the physical benefits but for the cognitive benefits as well. During the class that I observed with effective, mindful communication as the viewpoint, I was able to witness how extraordinary he is in teaching children. The children in the class are at varying levels due to age, size, ability, belt level, and time/experience. The coach was working a skill through drilling the same skill over and over until all the children felt comfortable with it. He walks around and gives tips and helps as the children take turns with their partners. For as big as he is, he has a very calming voice and never yells. One particular child was born without a hand and only has a few small finger-like digits so some of the grips required in jiu-jitsu can be difficult. Noticing that the child is trying to figure out how to make the best of it, he walked over, got down on the floor, and showed the child another way to make the skill he was teaching work better based on her ability. He could have ignored the issue or let the child pass on not learning that skill. Instead, he understood her other strengths and adapted the skill to her needs and strengths. Watching this interaction between a 6’3”, 225 lb. man and a tiny but fierce girl not only gives me warm fuzzies but it also gives me hope. Their coach not only shows empathy and compassion but he also teaches them those same attributes to carry outside of the gym.

Watching this interaction between the coach and the child reminded me of Stepehnson (2009) saying we should step back, listen, and observe children problem solve. Their coach is always observing and waiting to see if the children can solve their own problems before stepping in or voicing points of trouble. When he saw the girl had issues, he did not immediately jump in. After waiting a short time, he did go over to work with her. He listened to what she was saying then asked her to show him again and what exactly she did not like. Then they tried different things together which allowed the child to problem solve with guidance rather than the coach fixing the problem for her which reminded me that when we step back and not overpower them, children will often find creative ways to solve problems (Stephenson, 2009). This interaction also showed the same qualities as effective teacher talk such as encouragement, positive feedback, responding to the child’s needs, acknowledging the child’s knowledge, and affirming her self-worth (Rainer & Durden, 2010).

This interaction between the coach and the child made her feel like she was just as able as anyone else in the class and increased her feelings of self-worth. It also helps her relationships with the other children in the class because they see the coach does not treat her more gently than he does with any other child. In class, they are equals which would give her the confidence and ability to demand that same type of fairness outside of class.

Watching this interaction reminded me of my own communication style because I also like to speak in a soft, friendly tone to convey my compassion and understanding. We both also like to relate to children by relaying back to the child what we hear. I think this not only helps in understanding the issue but also aids in allowing the child to problem solve.

One thing I would like to improve on is slowing down. Sometimes I feel hyper-focused on one issue or one child having an issue rather than how it affects the whole classroom. I realize problems affect the whole class but instead of feeling the urgency of it, I want to slow it down, take a step back, and look at it from the perspective of all the children.

References

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.

Stephenson, A. (2009). Conversations with a 2-Year-Old. YC: Young Children, 64(2), 90-95.

Creating Affirming Environments EDUC 6358 Week 2

Creating Affirming Environments

If I were to open my own Family Child Care Home, I would want to make sure to include many things to ensure all children and their families feel welcome and respected. The classroom/childcare environment is vital to the way children and their families learn and feel and should be built upon mutual respect. The diversity of each family should be represented in the classroom. Teachers should spend time at the beginning of each year to learn about the children and their families so that the classroom or child care environment equally represents this diversity (Derman-Sparks & Olsen Edwards, 2010).

At the beginning of the year, I would have an intake meeting to get to know each family. Before the intake, each family would receive an email asking that each family bring in a family picture to display in the common area or classroom of the child care home. If they were unable to attend the intake, I would be sure to ask them for a picture at our initial meeting or on the first day of attendance for their child. I feel that family pictures not only connect the child to their family, but it also helps the other children to see the similarities and differences between families (Laureate Education, 2011). The child care setting would also be full of pictures depicting cultures from all over the world because children also need to see and appreciate the diversity that they do not experience in their community (Derman-Sparks & Olsen Edwards, 2010).   

Other than the diverse pictures, I would also have dolls, toys, and books that also represented the diversity in and out of my child care setting. Children should be able to see themselves represented throughout the environment as well as being able to explore other cultures and backgrounds (Derman-Sparks & Olsen Edwards, 2010). Having all of these things that represent both the different cultures in and out of the classroom will give the children the dialogue they will need to speak up for injustices that they may see in the future (Derman-Sparks & Olsen Edwards, 2010).

Much like Adriana Castillo in this week’s media segment, I would also include an area for children and families to go if they need extra time to join the rest of the children (Laureate Education, 2011). I would have an area for children and their families to sit and read. This area would also include information about my child care policies and references to outside resources (Laureate Education, 2011). I would also have a “quiet area” for children to go when they are not ready to participate. This area would include a lot of comfy pillows to relax on and a picture chart depicting several different emotions that they may be feeling at the time. Being able to see their emotions in a picture will help them to identify how they are feeling so they can explain this feeling to the caregiver.

Overall, I would hope that my Family Child Care Home feels welcoming to all that walk through the door. Adriana Castillo said that “her best hope is that they can grow up with love, with respect” (Laureate Education, 2011). Her hope summed up my feelings as well. I would want children in my care to feel love, respect, as well as safe and supported.

Lastly I would post the anti-bias commitment pledge (Derman-Sparks & Edwards, 2018) in the front area where the families bring in their children to my Family Child Care Home. Not only does it show my commitment to children and their families, but it would also serve as my own reminder of the importance of anti-bias education. 

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).
Derman-Sparks, L. & Olsen Edwards, J. (2017). Living our commitments: A pledge to all children and families. Exchange, 39(234), 32-35. Retrieved from the Walden Library databases. 

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author