Observing Communication

Everyday interactions are opportunities to promote learning. How the teacher facilitates the learning opportunity will result in what the child learns. Sometimes interactions are purposeful in their intent others are spontaneous, each holds the potential to make a positive impact on how children feel about themselves and what and how they learn (Dombro, 2011).

My observation took place in a three year old classroom. The classroom is set up in learning centers that allow the children to choose the materials they work with. The group was working in centers and the teacher was circulating around the room stopping occasionally to talk with the children about their work.

Three children are sitting in the writing center working in journals. As the teacher approaches, one child says, "Look at my story Ms. Tina. I wrote about the book you read.” The teacher comments as she looks at the child’s journal, “Did you like the story this morning Mimi”? Ans walks over to another group in the home center. In the block center a crash and the sound of a distraught child “You knocked over my tower”! I don’t like you. The child reaches down and picks up a block and throws it in the direction of the child that knocked over his tower. The teacher near the center goes over to the block center and puts her arm around him and says, “It is okay to be upset, but the rule is no throwing in the classroom”.  Juan is crying and looking down at the floor. “But he broke it!” “I know, I know” replies the teacher. She calls for the other child to come over and help Juan rebuild his tower. The child replies I didn’t mean too I’m sorry. He goes over and joins in the rebuilding of the tower.

The teachers in this classroom missed opportunities to extend children’s learning. Activities should be set up to give children concrete experiences that are were flexible, children’s choice, open ended, and offer plenty materials to explore (Durden, 2010). Teacher’s interactions can promote children’s thinking and encourage their participation in authentic conversations. In the writing center the teacher could have sat with the group and extended their language and thinking skills  by asking questions about the book that was read; she could have asked if they remembered the title, author, illustrator and the characters. Re-telling stories builds literacy skills that are precursors to reading. Using open-ended questions is beneficial in children’s development of critical thinking skills (Freshwater, 2006). The child’s response to an open-ended question must be accepted even if they differ from the expected. Challenging children to use and build thier cognitive skills is an important function of language(Durden, 2010).

In the block incident I believe the teacher should have validated Juan’s feelings before seeking out justice by having the other child come over and help him rebuild the tower. Children who are subjected to frequent and severe stress often display inappropriate behavior (Phillips, 2000). Children’s outburst are attempts to ask for help.

I know I must have knowledge of the child’s home culture to create a sense of trust to build a relationship that will foster effective communication.  

References:

Amy Laura Dombro, J. J. (2011). Powerful Interactions: How to Connect with Children to Extend Their Learning. Washington: NAEYC.

Durden, J. R. (2010, January 1). The nature of teacher talk during small groups. Young Children (YC) 65(1), 74-81. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=c28f2bc6-a0dd-4ff7-861e-b251d27fceef%40sessionmgr113&vid=2&hid=103

Freshwater, E. S. (2006, September). Early larning standards in action: Young children exploring motion. Retrieved from Young Children online archive: www.naeyc.org/files/yc/file200609/SherwoodBTJ.pdf

Phillips, J. P. (2000). From neurons to neighborhoods: the science of early childhood development. . Washington : National Academies Press.