Observing Communication: Infants

This week, I conducted an observation in an infant classroom in a military child care setting.   I noticed that the environment was set up in a way that would allow the mobile infants to move around freely while there were also spaces for the younger infants to rest and not be stepped on by those older mobile children.  Typically, there is one teacher for every four infants (8 infants in each room) but today, there are 3 teachers, allowing for more attention to the babies.

One teacher works to change all of the diapers, while the other two interact with the babies.  What struck me more than anything was the fact that although the teachers were attentive to the needs of the children, the majority of their conversation was to each other (talking about their plans for the weekend or their families or something they'd watched on the television).  When the infants would coo or cry or babble, the teachers would then react, but they did not initiate the conversation.

Room for Improvement.  The teachers should have talked more to the infants.  For example, the who was changing diapers sang to each of the children, however, she did not make a point to engage in true conversation with the children.  Kovach & Da Ros-Voseles mention that ,"telling the baby what you are doing together during caregiving times is another is another important way to communicate" (2011, p. 49).  Kovach also emphasizes the importance of touching a baby before picking them up as a sign of respect.  The teacher picked the children up from wherever they were and took them over to the diaper changing station.  Also, instead of taking the easy way out by singing, she could have said, "I am going to change your diaper now.  I have wipe and a diaper.  First, I'll take your dirty diaper off and..."  Although the baby would not have understood what was happening, this interaction would have given him the language he needed as a starting point.

Although the infants did not seem to care because they were familiar with and seemed to have liked the teachers, not talking to them over time would not be beneficial for them learning communication skills.  They would understand how conversations work, but would not actually learn how to engage in the back and forth.

Looking back, I can remember communicating with my peers mores than I did with the children.  This was the easier thing to do in order to help pass the sometimes long days.  However, as I learned more about communication and the importance of giving children language (even sign language), I started talking to the children more.  Now that I work regularly with older children, it is easier to talk to them; actually, they rarely give me a chance to initiate conversations because they almost always have something to tell me about what is going on with them.  When I do get a chance to work with the younger children, I will make a point of talking more to them and definitely get into the habit of being more descriptive about what is happening around us.

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50.

Creating Affirming Environments

If I were to open my own Family Child Care Home, I would arrange the space to, “accommodate both the family and children/youth in care.  Materials [would] be organized and designed to provide a wide variety of age appropriate activities” (AFI 34-144, P. 128).  

Family involvement is the first place I would start.  Because Family Child Care settings are much more intimate, after the initial interview (during which the families would tour the home and we all would establish expectations) and prior to each child starting in my home, I would invite the entire family over to meet my family and officially welcome them into the Family Child Care home.  I feel as though this adds a more personal touch and would reiterate that this is also their home.  Next, I would address any concerns or questions they may have and reiterate the fact that there is an open door policy.  In addition to the initial invitation to dinner, I would hold quarterly gatherings for all of the children and families (whether this occurs in my home or at the bowling alley or a favorite restaurant) so they can connect and feel a bond with all others.

To ensure that “families who differ from the majority in the home are just as visible,” I would ask each family to bring in any pictures of themselves they would like to add to the family wall (Denman-Sparks, 2010, p. 45). I would ask them to complete a family book to tell us all more about them and to provide comfort for their own child throughout the day if they become upset or miss their family.  I would buy a variety of multicultural items (books, dolls, CDs, scarves, musical instruments from different countries, posters/maps, etc.) and place them throughout the entire child care area. The home would have plenty of furniture that is comfortable for the children and big pillows for them to sit or lie on.  I would remind the children that the entire FCC area is a “safe space” and that it belongs to each of them.  I would ask parents to record themselves reading stories in their native language to play during naptime.  Even if all of the children do not understand the language, hearing stories in other languages brings exposure.  Denman-Sparks et al also suggest making materials like learning games, placemats, bulletin board displays, posters, books, puzzles and dolls that reflect the different cultures (2010, p. 45).  In the Laureate Education video, Adriana acknowledges that she includes families to feel welcome along with their children because they are also a part of her program.

Next, I believe activity plans are the most important component in making the environment come together.  I would do my best to have as many family involvement activities (minimum one per month) because I want the families involved but I also understand that they will have personal obligations.  I would ask families what they want their child to get out of the program and ask for their input as well.  The plans would also reflect the activities that their parents have provided input on and that will visit other cultures and abilities and ages and family constructs, whether they exist in the Family Child Care home or not.

Lastly, I would place emphasis on interactions with each child, making sure they have individualized time with me and that I get to learn more about them.  This makes the children feel special and reassures them that they are cared for and they belong.  Helping children adjust as they’re being dropped off in the morning or taking a little extra time during transitions to make sure they are comfortable and have everything that they need. 

References

Air Force Instruction 34-144: Child and Youth Programs

Denman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young 

children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author