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

Moving Forward

One hope that I have when I think about working with children and families who come from diverse backgrounds is that they truly embrace those families for who they are and do their best to genuinely show compassion and a desire to learn ways to help them.  Many times, individuals in the education field strive to meet certain standards in order to align themselves with organizations that will increase their visibility or verify that they are a cut above the rest.  However, in the process, they often neglect the real interactions needed in order to check boxes and look good on paper.  Instead, organizations should be concerned about the true needs of the families they serve.

One goal you I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to keep an open heart and mind.  Put yourself in the shoes of those people you have been positioned to help.  

Thank you all for sharing this journey with me over the past couple of months.  I have learned so much and gotten different perspectives.  I hope to go forward with a lot of the viewpoints and insights I have gained.  I wish you all well on your future endeavors.

I have learned what it means to be more inclusive and diverse,

Lending myself to others in service and in love. 

Our world somehow lacks the desire to show respect,

To those who are different, their fate is often neglect.

I am making it my mission to reach out to all in need,

To show that they are cared for, and they are loved heard and seen.

Whether old, young, trans, gay and straight,

Handicapable or homeless, there are ways for us all to relate,

To the struggles each of us experience, the need for inclusion and visibility,

But in order for anything to happen, I'll ensure it starts with me.

We all share a commonality, we are members of the human race,

We live and breathe cry and laugh and all need to embrace,

Our differences, our likenesses, our ability to see,

That one thing is imperative, the need for diversity.

I initially wanted to make a collage that would show images, such as nuclear, gay and trans families, families from different backgrounds, elderly people interacting with younger people, women and men in roles that are non-stereotypical (i.e. males nurses and female architects), inclusion of religion and a number of other different things.  However, I am not as tech savvy as I thought I was (or the information age is surpassing me faster than I can keep up) AND I was worried about using images that just did not belong to me.  So, I decided to write a poem to encompass everything that i wanted to say with my photos.  Hope you enjoy and understand!

Shhhh! Don't Say That!

Once, my daughter and I were in Target and there was a man in the same aisle as us who was obese.  She was about 4 at the time and said to me, "Mom, that man is really big."  With wide eyes, I said, "Laila!  Shhhhhhh don't say that, that's rude.  He is overweight but he doesn't need anyone to point it out to him."  Once we got into the car, I told her that what she said was absolutely true but it was not necessary to point it out and may hurt his feelings if he overheard us.

The message I was trying to convey to her was to be politically correct and consider the feelings of others.  Whether or not that 's the message she received is up for question.  Had I been thinking with the mindset of an anti-bias educator at the time, I would have said something like, "Yes, he is what we would call overweight.  Some people are really big, some are small, some are short.  However, we have to be mindful of the things we say.  What if his feelings got hurt from hearing you say that."  Then, depending on the age group (because I am used to working with older kids), I would ask them to consider their own insecurities and how they would feel if people pointed them out!  For smaller children, I would incorporate books about body positivity and promoting confidence, making sure to include books with plenty of pictures.

Start Seeing Diversity

To those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals, I say consider the message we are sending to those families when we do not include those materials.  I would then refer to a story by Mary Cowhey, who talked about how family photos are displayed in the front hallway of the school where she teachers, and how parents have commented that just looking at those family photos made them feel welcome, like they could fit it (Pelo, 2008, p. 179).  Next, I would remind them that in a society where it seems that the masses have begun to embrace diversity and inclusion, we have to embrace it in the environment where children first learn about their differences (and likenesses) so questions can be asked and answered by individuals who are educated and by families who can provide guidance and information as well. Early childhood centers are the perfect settings to begin to show children that different family make-ups are ok, that inclusion of books that include gay and lesbian storylines will only increase their understanding and tolerance. 

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child.  In response to a parent/family member who informed me that they did not want anyone who is perceived homosexual or transgender to care for, educate or interact with their child, I would ask them why they felt this way first.  I would then provide statistics about the importance of inclusion in every form.  However, if their response is one that is derived from hatred or intentional insensitivity, I would, I would then let them know that while I have no choice but to respect their opinion values and feelings, they can kindly take that energy elsewhere but also inform them that they will be hard pressed to find any facilities where everyone is straight and represents their ideals. 

The narrator in the Laureate Sexual Orientation video pointed out that it is “still important to acknowledge the existence of families with gay and lesbian parents so that children are prepared to be respectful when they do meet people who are lesbian or gay” (Laureate Video).  So, one last thing that I would relay to them is this:  regardless of what we believe or not, we cannot put our children in some imaginary bubble and shield them from all of the things that we may disagree with.  Because of this, they will see families with two moms or two dads, or they may even meet someone who was born a male and later transition into a female.  Our children see these images in their lives when they go to the grocery stores, on television, in churches – just about everywhere.  Since they are at such a young and impressionable age, we should talk about these things while they are young and teach them respect for all people.

Laureate Education (Producer). (n.d.) Start seeing diversity: Sexual orientation

[Video file]. Retrieved from https://class.waldenu.edu

Pelo, A. (Ed.). (2008). Rethinking early childhood education. Milkwaukee, WI: 

Rethinking Schools

Adjourning

Over the past few weeks, I have learned so much about myself as a communicator, as well as methods to improve how I communicate.  I plan to take these lessons and apply them to my personal and professional life.  I also want to thank Dr. Parrish for challenging us to be better communicators for the people we serve and ultimately, ourselves!