Observing Communication

Welcome back!

In class this week we have been discussing the importance of communicating with the children we are working with effectively. Our resources have provided reasoning for communicating with the children effectively and strategies to use in the classroom. As we know at this point, communication is not just about speaking; it is comprised of many different components to be effective and appropriate, including speaking, listening, and other nonverbal cues. As O'Hair & Wiemann (2012) explain, "Communication is the process by which individuals use symbols, signs, and behaviors to exchange information...Successful communication allows us to satisfy out most basic human needs, from finding food and shelter to functioning in our communities and developing meaningful relationships with others,” (p. 4). 

Understanding the importance of communication, I recall an observed interaction between an adult and child this week at school during a practice evacuation drill. As per safety requirements, our district has to practice an evacuation drill two times per school year. All students and staff from preschool through fourth grade must participate. While completing the drill, my fourth graders and I were walking side by side with a preschool classroom. During this time, I was able to observe interactions between the children and between the children and teachers. The preschool class observed is a full day inclusion classroom for four year old children. This classroom has one teacher and two paraprofessional assistants. I noticed that each adult was walking hand in hand with one or two children while the others were walking in a line. They were turning this drill into a major event….a fall themed nature walk! Each child was able to pick a leaf, pine cone, or acorn to carry and keep for a follow up discussion in the classroom. They were able to pick up and replace with a new item along the way if they found something more intriguing. I loved this idea!

For this observation, I focused on the interaction taking place between the teacher and the young girl with whom she was walking and holding hands with. The child was extremely curious and asking so many questions of Mrs. Snyder. The teacher, Mrs. Snyder, was listening so intently, nodding along, questioning back and responding with prompting, questions, and answers. As Stephenson (2009) states, "I found that many children were eager to spend time with an adult who was keen to listen to them," (p. 91). This is exactly what was taking place. As Mrs. Snyder was communicating with this young girl, many other children were taking notice and attempting to participate in the conversation or get her attention so they could hold such an important an in-depth conversation, too. She responded so well, reminding them we needed to be careful and calm to stay in line but still taking time to discuss with each of them along the way and reminding all of her students that their questions and concerns will be followed up on in the classroom when examining their discoveries and discussing further. 

It seems to me that this was highly effective communication! Mrs. Snyder has been teaching preschool in our district for many years and she is always so effective, influential, and awe-inspiring to the children, families, and her fellow staff. Most of the learning from this week's resources highlight and recommend things I noticed in this and many other observations of Mrs. Snyder interacting with her students. This communication builds a child's self-confidence to know they are listened to, they are respected, they are appreciated, and they are valued. It helps them in positive ways to impact their development and identity. As Lisa Kolbeck explains, "My first job is to help children communicate with each other. And to do that, they have to feel listened to and seen," (Laureate Education, Inc., 2011). 

Observing Mrs. Snyder's communication techniques and strategies used with the children is inspiring. It opens my eyes to see the true impact such communicative efforts can have on a child's identity and development. It truly showcases the positive impact educators can have on children from a very young age. This is admirable and inspiring, showing me that I am passionate and excited for an opportunity to work in the ECE field moving forward. I have always worked on my communication skills as I feel they are extremely important, especially with the children you are working with. I feel that I have learned so much from the resource's, as well as Mrs. Snyder, on the impact such communication can have. It will stay with me in my communication journeys in the ECE field moving forward.



References:
Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Laureate Education, Inc.

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.

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