EDUC 6358- Observing Communication


The scenario that I observed occurred in the park. I watched a mother sitting with her child (about two years of age). The child was holding a picture book, paying attention to the pictures. As the child was pointing to a particular image, her mother named the objects. What caught my attention was how the mother adapted her pace and answers to her child’s speed, as her daughter was taking her time to look at the pictures. The mother was paying attention to her daughter’s facial expression, voicing her daughter’s excitement when looking at a horse. “A horse, Grace, you love horses! Does it remind you of Jungo? Then the mother took a stuffed horse from her purse and gave it to Grace. “Horsie my horsie,” says Grace. She started bouncing both the book and her stuffed animal together back and forth. It was evident to me that the mother was very tuned and accurate to her child’s wishes. For instance, Grace was holding a picture book in her hands. As her mother observed Grace closely, she noticed that Grace pays close attention to the pictures rather than turning the pages. The mother named the animals in the books, waiting for her child’s cue, rather than telling her the story. It was an activity that expanded the child’s language and provided emotional support as the mother mirrored her child’s feelings, naming them, and shared her enthusiasm with respect.


It was evident that the mother was sensitive to her child, using her observation to get some cues of how to react in terms of pace and what to do (Lauraete Education, 2011). As Grace was a young child, her mom expanded her language acquisition and thinking by naming the objects grace pointed her fingers to (Rainer-Dangei & Durden, 2010). Also, Grace’s mother used primary language to meet rose’s developmental stage (Rainer-Dangei & Durden, 2010).

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I believe the scenario I observed portray effective communication that was developmentally appropriate, sensitive and displayed the unique connection and attachment between a mother and her daughter. As the mother was keen on Grace’s needs, the interaction fostered Grace to develop language skills and emphasize the emotional bond essential for young children.


This observation highlighted my role as a professional educator, to take time to observe my students and understand their needs, especially when communicating with very young children that are not able to express their wishes verbally. Holding a book does not automatically indicate reading the book. During my communication with my young students, I use specific tools for engagement. For instance, I utilize observations, and reflections, acknowledging feelings or facial expressions (Rainer-Dangei & Durden, 2010). Also, I follow the child’s needs and interests and individual pace to foster effective communication (Rainer-Dangei & Durden, 2010).


References:

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

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

Comments

  1. AnonymousJanuary 31, 2021 at 7:47 PM

    I appreciate your comments about the various forms of communication and how we can understand what a child is communicating without talking but by observation. I think body language and expressions are critical to focus on in the EC age range when language is still developing and when working with children with special needs.

    ReplyDelete

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