Anna and Grandma...
Anna just had a baby sister, Ava, born this past week. Nana and Poppi have been taking care of 4-year-old Anna while mom and dad prepare for the new baby. I observed Nana comforting and explaining family matters to Anna when the new baby arrived home. At the time of this family gathering, Anna was actually not that interested in baby Ava. Nana was explaining to Anna that mommy will have to feed the baby, care for the baby, and rest for a few days herself. Anna was attentive to Nana as they sat beside each other on the couch but her eyes eventually became fixed on the company of her 3-year-old and 9-year-old cousins. Nana carried on telling all the other adults in the room stories of the times she, Poppi and Anna have spent together over the past few weeks.
I noticed that as Nana shared stories, she never really included Anna in the conversation. She sat close to Anna on the couch, held her close, made some eye contact, but never really exchanged words in an actual conversation with her. Initially she spoke to Anna when giving her information about the new baby. Then she talked about Anna as she spoke to the other adults in the room. Anna is a very talkative child but in this scenario she was trapped without the opportunity to express herself.
One thing that adults have to realize is just how noisy and fast the adult world moves for children (Laureate Education, Inc., 2011). The adults are responsible for slowing things down for children. This gives children time to process what is going on and time for formulate words for the conversation. This also allows children the opportunity to bring who they are to the conversation, to feel accepted and heard. For children to communicate well, they have to feel listened to. Lisa Kolbeck (Laureate Education, Inc., 2011) says “Children communicate, really, all different ways and use their bodies so much that if you're sensitive, you can really pick up cues about how to communicate.”
This week’s reading, video and observation have caused me to take inventory on how I communicate with young children. I pride myself on allowing children to speak and express themselves. I like to let them lead conversation. I feel that in the classroom I am there to assist when called upon, provide new ideas when there is a stall in play and assist in conflict resolution. I find that children are more creative when they feel free to express themselves and feel respected for their ideas.
References
Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author
Anna just had a baby sister, Ava, born this past week. Nana and Poppi have been taking care of 4-year-old Anna while mom and dad prepare for the new baby. I observed Nana comforting and explaining family matters to Anna when the new baby arrived home. At the time of this family gathering, Anna was actually not that interested in baby Ava. Nana was explaining to Anna that mommy will have to feed the baby, care for the baby, and rest for a few days herself. Anna was attentive to Nana as they sat beside each other on the couch but her eyes eventually became fixed on the company of her 3-year-old and 9-year-old cousins. Nana carried on telling all the other adults in the room stories of the times she, Poppi and Anna have spent together over the past few weeks.
I noticed that as Nana shared stories, she never really included Anna in the conversation. She sat close to Anna on the couch, held her close, made some eye contact, but never really exchanged words in an actual conversation with her. Initially she spoke to Anna when giving her information about the new baby. Then she talked about Anna as she spoke to the other adults in the room. Anna is a very talkative child but in this scenario she was trapped without the opportunity to express herself.
One thing that adults have to realize is just how noisy and fast the adult world moves for children (Laureate Education, Inc., 2011). The adults are responsible for slowing things down for children. This gives children time to process what is going on and time for formulate words for the conversation. This also allows children the opportunity to bring who they are to the conversation, to feel accepted and heard. For children to communicate well, they have to feel listened to. Lisa Kolbeck (Laureate Education, Inc., 2011) says “Children communicate, really, all different ways and use their bodies so much that if you're sensitive, you can really pick up cues about how to communicate.”
This week’s reading, video and observation have caused me to take inventory on how I communicate with young children. I pride myself on allowing children to speak and express themselves. I like to let them lead conversation. I feel that in the classroom I am there to assist when called upon, provide new ideas when there is a stall in play and assist in conflict resolution. I find that children are more creative when they feel free to express themselves and feel respected for their ideas.
References
Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author