Observing Communications

I had a parent come in at the end of nap the other day and noticed her child was not awake yet. Rather than jolt him awake she took the time to rub his back and identify herself to him, usually I am the one waking him up on Friday's and carrying him down the hall to put his shoes on. This day he always gets a short nap. As she woke him up she talked to him gently and soothingly. The mom also gave him choices as he woke up. Do you want to walk down the hall or be carried, take a snack from Miss Laury to McDonald's when you’re done with OT? With each choice he was given if it upset him she calmed him down and asked the question again, still in calm, soothing voice. As he left she prompted him how what to say for goodbyes.

What I noticed is that mom with each move and choice she was telling him what was need to be done or what she was going to do. Such as your blanket need to go in the washer (she guided him to me in the laundry room), do you need help with your shoes (handed him his shoes and remind him to unvelcro), or do you want me to carry you to the car (told him to help jump to be in her arms). These are very much the same strategies that were use in the article written by Kovach and Da Ros-Vosele, when they talked about talking with infants. Although this child is not an infant, parts of his thinking skills and verbal skill are at a level much younger than his actual age. Had the mom not taken the time waking him up the outcome would have been disastrous, crying, screaming and kicking would have happened. Then the appointment for OT would have been more of calming him down rather than helping him figure out what to do with his body and keep him grounded for the week to come.

As I read the articles I took my time with most of the children as time allowed. Especially my two youngest children, an infant and toddler, I care for. Most of their interaction are just being and realizing that there are other people to interact with. As I talked with them I remember to wait for their response and if I needed to do something with them or to them I talked about as I did it such as putting on shoes to go outside or change a diaper. But I really tried to stop and listen to what they had to say and now will begin to work with the older ones to wait to talk with me until their friend is done talking with me; many times they want to all talk with me at once
Resource:
 Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50.
Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95

My Improved Family child care

My home has been opened up for family child care for the last 15 years. Much like Adriana's home I take time to talk with the parents daily at both parts of the day. I ask about their morning, what else they need for school or start the day and how was their evening. When parent pick up I talk about the things we did during the day and with my school age children I tell them if homework has been done. I also talk about any behavior issue we may be having or working on and let them know of the good things they did during the day. In the morning each child gives their parent a hug and says “I love you" to their parent, something I insist on long story to be told later.

I have posters that show different ethnic groups as well as some books but those I read out loud have more diversity. Although this collection of books and poster could and should be expanded to include more of a diverse population and extra copies for them to look at when they want to, I plan on expand time and money allow me.  I have a doll house that my children love to play with that has a family that could be configured how a child wants from two mommies to grandma heading the house to mixed racial coupling and different types of siblings as well.

I could include more pictures of my students on the walls as well as what their families look like and their favorite things to do. Through looking for pictures for the power point presentation I found wonderful picture, books, puzzles and adaptive equipment to add to my curriculum.  These will show feelings, families and children with disabilities that many of my children will not experience in everyday life.

I have an array of art supplies that that reflect not only the diversity of cultures but let each child create what they want.

I do allow respectful sharing of feelings but unlike Adriana I do not allow a child to carry on about crying.  Yes they can cry but there is a limit what many of my other students and I can take.  I teach them to slow down, calm down and breathe. By doing this I can help give them the words or they can tell me what is wrong. 

I have started to change the way I do my planning and implementing what I do in my home, much of it is to reflect what I have learned here as well as in my BA program.  Although I know when I make the move to a school building I will lose some piece of what I love about my work I will also gain because I will be able to share easier with other teachers.