A few years ago when my nephew was about four-years-old, he was standing in line at the donut shop with his mom and he made the audible observation of "Why does that man have a ponytail like a girl?!" about the man standing in front of the two of them. My sister quickly reacted with a "Hush!" follow by "We don't talk about others outline like that.".
A message that could have been communicated to my nephew is that it is never okay to observe others or even ask questions. Also, taking the time to discuss how many men have long hair, even our brother growing up, so simply because a man does have a ponytail it does not mean he is a woman. Everyone is allowed to look or dress as he/she feels or wants to.
An anti-bias educator it would have be vital to approach the discussion in a non-reactive manner. A discussion as to why the child felt this way should be explored by any intentional teacher. This could lead into a discussion of how many people do the same things in varying cultures or simply because the person likes it. Trying to make real and relevant connections is another way to aide a child as an anti-bias educator. Providing text and photos for the children to view and understand in a manner that is able to be processed.
Saturday, June 15, 2019
Friday, June 7, 2019
Evaluating Impacts on Professional Practice
When I think of the difficulties I encounter with stereotypes or prejudice, ageism and ableism are two that great impact with my work with young children.
I will often do more for a young child, especially one who may have difficulties from a varying disability, then I would for another child. I often think of children as not fully capable in a quick moment but when I reflect upon the incident I know the child is fully able to complete the task on his/her own. I had a student this year who had limited mobility with the left side of his body so I would often help him with his jacket when it came to this side instead of truly encouraging him to try his best before offering minimal support for him to put his coat on.
This coming fall I will be in a classroom with 3 year-olds and I have not had too much experience with this age group. I will have to not think of these young children as unable simply because of the age. I will have be very observant in the beginning of the year to ensure I am treating each of these children in a fair manner that does not demean them. While ageism is often only referred to when encountering the elderly population, the same attitude can be seen when working with young children.
Both of these can leave me with a sense of, 'why can you not do this yourself?' but it is actually me who is hindering the child and placing the idea that he/she cannot do something. I need to listen to the child and only support when truly warranted.
Gender stereotyping is a new concept to me as I have never thought much about it until my recent courses. I know there is quite a bit that happens in communities and this presents itself within the early childhood setting. While I reflected the other day with a colleague how I did not have a boy put on a dress this year, this was just different for me as in the past I have always had at least one child explore this and a discussion would be had about how simply because he is wearing a dress he is not a girl as there are many men who wear robes or other types of garments similar to dresses. I want to ensure I am honoring the child as well as portraying a positive attitude about males who dress in a nonconformist manner.
I will often do more for a young child, especially one who may have difficulties from a varying disability, then I would for another child. I often think of children as not fully capable in a quick moment but when I reflect upon the incident I know the child is fully able to complete the task on his/her own. I had a student this year who had limited mobility with the left side of his body so I would often help him with his jacket when it came to this side instead of truly encouraging him to try his best before offering minimal support for him to put his coat on.
This coming fall I will be in a classroom with 3 year-olds and I have not had too much experience with this age group. I will have to not think of these young children as unable simply because of the age. I will have be very observant in the beginning of the year to ensure I am treating each of these children in a fair manner that does not demean them. While ageism is often only referred to when encountering the elderly population, the same attitude can be seen when working with young children.
Both of these can leave me with a sense of, 'why can you not do this yourself?' but it is actually me who is hindering the child and placing the idea that he/she cannot do something. I need to listen to the child and only support when truly warranted.
Gender stereotyping is a new concept to me as I have never thought much about it until my recent courses. I know there is quite a bit that happens in communities and this presents itself within the early childhood setting. While I reflected the other day with a colleague how I did not have a boy put on a dress this year, this was just different for me as in the past I have always had at least one child explore this and a discussion would be had about how simply because he is wearing a dress he is not a girl as there are many men who wear robes or other types of garments similar to dresses. I want to ensure I am honoring the child as well as portraying a positive attitude about males who dress in a nonconformist manner.
Saturday, May 25, 2019
Gender, Gender Identity, and Sexual Orientation
If you have ever used or heard homophobic terms such as "fag," "gay," "homo," "sissy," "tom boy," or "lesbo" as an insult by a child toward another child? Or, by an adult toward a child? Describe what occurred. How might these types of comments influence all children?
Growing up I used may of these words to categorize someone who I perceived as being homosexual or simply did not fit the typical mold that many think is normal. It was not fair and as I have reconnected with some of these old acquaintances through social media, I have apologized for being rude and judgmental. The affects of my words caused pain and that was not fair to this person. Speaking in this manner affects not only the child it is being said to but also any child who witnesses the occurrence This can cause the formation of a bias or stereotype simply by seeing how someone else is treated. If a male child is seen wearing a dress in the home living center and another child calls him "gay" then another child could form the idea that any boy who wears a dress is gay which not true at all.
Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families
Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families
This is completely unfair and unwarranted. For me, this is the same level as asking black history month not be observed because the majority of the class is caucasian. We are a diverse population and by leaving out any diversity we are not being just. I know if I had same-sex parents but only saw hetero-parents depicted in books then I would feel left out or even lost as this is not my reality. Simply reading a book or seeing two people of the same sex in a hugging embrace is not going to "make" a child gay or lesbian and I would reiterate this over and over again to let other know that inclusion of this material is important for everyone.
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.
I would have to let this parent/family know that my setting may not be the best for him/her. We do allow everyone who has a passion for working with young children do that and his/her sexual orientation bears no weight on his/her ability as an early childhood professional. As there are not too many people who are willing to enter an early childhood setting, I will take any person who wants to do so. We all have bias and stereotypes and that should not be the determining factor of who cares for your child if he/she does do in a manner that is appropriate and caring.
Observing Communication
Teacher and child are both at a small table playing with play dough.
Teacher, "What did you do this weekend?"
Child, "Nothing"
Teacher, "What?! Nothing?! You did not play???"
Child, laughs and replies "I played with my brother."
Teacher, "What did you play?"
Child, "Laser-tag."
Teacher, "Where did you play laser-tag?"
Child, "at home."
Teacher, "Oh, that sounds fun! Where did you get that from?"
Child, "Nana at Christmas."
Teacher, "That is a pretty fun present. What are you creating?"
Child, "I made cupcakes."
Teacher, "What are your favorite cupcakes?"
Child, "Pink ones."
Teacher, "Those sound yummy, I like plain vanilla ones."
Child, "I like those too."
Teacher, "What did you have for breakfast today?"
Child, "Mini-waffles, bacon, and juice."
Teacher, "I like mini waffles with syrup."
Child, "Me too, I had syrup this morning."
Teacher, "Who made you that delicious breakfast?"
Child, "My mom."
Teacher, "How lucky you are to have a mom who makes breakfast for you."
Child, nod his head.
While the teacher and child were conversing, not a lot of eye contact was taking place as each one was taking the time to create with the play dough. Instead of focusing solely on speaking with one another the teacher took this time to learn more about the child and his home. Letting a conversation flow in a manner that not as direct offers each participant a chance to express him/herself in a relaxed way.
The teacher did her best to keep engaging the child in the conversation by asking many questions s well as showing enthusiasm and excitement over the answers she was receiving from the child. Rainer Dangel & Durden (2010) explains how a teacher "incorporates many references to school activities and the children's homes and families in her conversations" (p. 77). Doing this promotes a level of thinking and language for the children to grow with. The teacher from my observation could have tried to offer the child more opportunities to lead the conversation as opposed to asking so many questions. Even if some silence was offered, this should have given the child an opportunity to begin his own questioning.
Since the year is almost done, the teacher does know this child and his family very well but if some of these questions were asked to a child who many not have breakfast made for him daily then it could be a difficult question to ask as the answer could stir strong emotions for the child. Also as the teacher is clearing leading this conversation, she has the control of where the conversation leads. Rainer Dangel & Durden (2010) share "another important consideration in examining teacher-child conversations is the role of power (who decides who talks, when, and about what)" (p.78). If there were topics the child did not want to talk about and the teacher persevered it could lead to the child not feeling worthy or interested in the conversation at all.
While I do try to gain information about a child and have simple conversations with him/her, I do try to let the child lead the conversation. I can often find some common ground or understanding about the topic and this leads to a further dialogue. The chart below is something I stumbled upon recently and it is something I want to work on implementing when my new class in the fall. I want to give children the power words and also that self-with and independence to feel as if he/she is thinking on his/her own. While I have been praised greatly by my coordinator at my current preschool in how I am able to speak with young children and in times of redirection how I am able to remove emotion and state facts for the child to understand, I think in just a regular conversation I need to step back and listen more instead of inserting myself too often.
Reference
Teacher, "What did you do this weekend?"
Child, "Nothing"
Teacher, "What?! Nothing?! You did not play???"
Child, laughs and replies "I played with my brother."
Teacher, "What did you play?"
Child, "Laser-tag."
Teacher, "Where did you play laser-tag?"
Child, "at home."
Teacher, "Oh, that sounds fun! Where did you get that from?"
Child, "Nana at Christmas."
Teacher, "That is a pretty fun present. What are you creating?"
Child, "I made cupcakes."
Teacher, "What are your favorite cupcakes?"
Child, "Pink ones."
Teacher, "Those sound yummy, I like plain vanilla ones."
Child, "I like those too."
Teacher, "What did you have for breakfast today?"
Child, "Mini-waffles, bacon, and juice."
Teacher, "I like mini waffles with syrup."
Child, "Me too, I had syrup this morning."
Teacher, "Who made you that delicious breakfast?"
Child, "My mom."
Teacher, "How lucky you are to have a mom who makes breakfast for you."
Child, nod his head.
While the teacher and child were conversing, not a lot of eye contact was taking place as each one was taking the time to create with the play dough. Instead of focusing solely on speaking with one another the teacher took this time to learn more about the child and his home. Letting a conversation flow in a manner that not as direct offers each participant a chance to express him/herself in a relaxed way.
The teacher did her best to keep engaging the child in the conversation by asking many questions s well as showing enthusiasm and excitement over the answers she was receiving from the child. Rainer Dangel & Durden (2010) explains how a teacher "incorporates many references to school activities and the children's homes and families in her conversations" (p. 77). Doing this promotes a level of thinking and language for the children to grow with. The teacher from my observation could have tried to offer the child more opportunities to lead the conversation as opposed to asking so many questions. Even if some silence was offered, this should have given the child an opportunity to begin his own questioning.
Since the year is almost done, the teacher does know this child and his family very well but if some of these questions were asked to a child who many not have breakfast made for him daily then it could be a difficult question to ask as the answer could stir strong emotions for the child. Also as the teacher is clearing leading this conversation, she has the control of where the conversation leads. Rainer Dangel & Durden (2010) share "another important consideration in examining teacher-child conversations is the role of power (who decides who talks, when, and about what)" (p.78). If there were topics the child did not want to talk about and the teacher persevered it could lead to the child not feeling worthy or interested in the conversation at all.
While I do try to gain information about a child and have simple conversations with him/her, I do try to let the child lead the conversation. I can often find some common ground or understanding about the topic and this leads to a further dialogue. The chart below is something I stumbled upon recently and it is something I want to work on implementing when my new class in the fall. I want to give children the power words and also that self-with and independence to feel as if he/she is thinking on his/her own. While I have been praised greatly by my coordinator at my current preschool in how I am able to speak with young children and in times of redirection how I am able to remove emotion and state facts for the child to understand, I think in just a regular conversation I need to step back and listen more instead of inserting myself too often.
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| Photo Credit: https://letsplaythespeechandlanguageway.com |
Reference
Rainer Dangel, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.
Saturday, May 18, 2019
Creating Affirming Environments
Many years ago as I began my own education to become an early childhood professional, I had many great instructors who always impressed upon me the important of ensuring all children and families are represented within the setting. This week's post pulls forth that knowledge and reaffirms the importance of this as well as introduces a couple of new ideas to accomplish this task.
Being tasked with setting up an environment that is anti-bias is not a simple feat as this does take quite a bit of consideration to ensure every child and family is included and also the community as a whole. As each community and setting can have such a varying population, it is important to be intentional in this process.
First, I would ensure the welcome area is just that, welcoming for everyone. I would take the times to speak with each family at drop off and do a quick physical assessment of the child mentally. All information such as newsletter, calendar, daily activities, and such will be presented in a manner that can be understood by all families. Within the Laureate Education, Inc. (2011) media segment, it was nice to see how this exchange took place outside in a more neutral area for the children which also led to better separations from the parents but in the instance of a difficult separation an area was offered to ease this transition. I know not every parent can stay in the classroom setting so I know it is important to update a picture book with classroom activities and I am sure to include every child in this album.
Next, transitioning into the classroom I would set up the area to have materials that are diverse and representative of all the children and families in the setting. This includes dolls, books, music, dramatic play, puzzles, sensory table etc. The walls will display posters and pictures of others and also those within the classroom (Derman-Sparks & Olsen Edwards, 2010). All of the materials will be intentional and inviting so the young children will feel included and also interested. While I would have a weekly "helper" on a rotating basis, I would invite the family to share some of their culture through a simple display as shown in the media segment (Laureate Education, Inc., 2011). Offering the family a chance to share more with not only me but also the other children and families builds a better community.
Last, offer a calming area for the children to understand that emotions are typical and we all have them but also knowing how to properly display those emotions. The media segment showed this area as one for the children to transition easily and also to calm down when needed and more importantly understand that emotions are accepted and so are tears (Laureate Education, Inc., 2011). Providing calming and soothing items such as books and stuffed animals is a great way to help these young children work through those difficult times.
Many of this aspects were not particularly new to me and I am surprised when I enter a classroom that is not utilizing these skills and materials. I know I love to be included in an environment so it is important to consider how young children perceive this. The calming space is one that my current classroom does not offer but in some of my past classrooms this was heavily used and always yielded positive results for the entire class.
References
Derman-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
Being tasked with setting up an environment that is anti-bias is not a simple feat as this does take quite a bit of consideration to ensure every child and family is included and also the community as a whole. As each community and setting can have such a varying population, it is important to be intentional in this process.
First, I would ensure the welcome area is just that, welcoming for everyone. I would take the times to speak with each family at drop off and do a quick physical assessment of the child mentally. All information such as newsletter, calendar, daily activities, and such will be presented in a manner that can be understood by all families. Within the Laureate Education, Inc. (2011) media segment, it was nice to see how this exchange took place outside in a more neutral area for the children which also led to better separations from the parents but in the instance of a difficult separation an area was offered to ease this transition. I know not every parent can stay in the classroom setting so I know it is important to update a picture book with classroom activities and I am sure to include every child in this album.
Next, transitioning into the classroom I would set up the area to have materials that are diverse and representative of all the children and families in the setting. This includes dolls, books, music, dramatic play, puzzles, sensory table etc. The walls will display posters and pictures of others and also those within the classroom (Derman-Sparks & Olsen Edwards, 2010). All of the materials will be intentional and inviting so the young children will feel included and also interested. While I would have a weekly "helper" on a rotating basis, I would invite the family to share some of their culture through a simple display as shown in the media segment (Laureate Education, Inc., 2011). Offering the family a chance to share more with not only me but also the other children and families builds a better community.
Last, offer a calming area for the children to understand that emotions are typical and we all have them but also knowing how to properly display those emotions. The media segment showed this area as one for the children to transition easily and also to calm down when needed and more importantly understand that emotions are accepted and so are tears (Laureate Education, Inc., 2011). Providing calming and soothing items such as books and stuffed animals is a great way to help these young children work through those difficult times.
Many of this aspects were not particularly new to me and I am surprised when I enter a classroom that is not utilizing these skills and materials. I know I love to be included in an environment so it is important to consider how young children perceive this. The calming space is one that my current classroom does not offer but in some of my past classrooms this was heavily used and always yielded positive results for the entire class.
References
Derman-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
Wednesday, April 24, 2019
Final Entry
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| Photo credit: bemorewithless.com |
Thank you each week for taking the time to respond in respectful and thought provoking ways. Learning with you these past eight weeks has been so insightful week after week. Taking the time to consider our discussion posts and blog entries has inspired me to think in a manner that has more depth than I previously considered. Best of luck on your next and I am excited for your future.
Janie from Wife, mom, teacher and student,
Thank you for your for always adding to each discussion in a manner that would bring an added thought provoking level. By you taking the time each week to bring another level to each discussion and blog entry, I was able to learn more through you that I did not expect. Best of luck as you enter your next course.
The Personal Side of Bias, Prejudice, and Oppression
One hope that I have when it comes to working with young children and families who come from diverse backgrounds is that each one feels accepted and respected in the classroom, environment, and community. My heart wants this for each person simply because we are all humans on a basic level and each person should be respected for whom he/she is. I know I want this so why would not every one else which is why I strive each day to offer this to each person I interact with whether on a personal or professional level.
One goal that I would like to set for the early childhood field related to issues of diversity, equity, or social justice would be to ensure that all children are able to access high quality early learning. This can be offered through a variety of means but every person should have access to this opportunity no matter race, gender, socio-economic status, citizenship, etc. All young children have the right to learn.
At the beginning of this course I did not think there was much left to learn on the topic of diversity or bias but now eight weeks later my knowledge base has been expanded and I truly owe each person within my group a load of gratitude. Each week discussing with each of you in group two, I was offered a chance to expanded my understanding further and had other insights brought forth that I would not have initially considered. Thank you each and every colleague of group one because I am truly grateful for each one of you and the discussions and blog entries. Best of luck as you continue your journey.
One goal that I would like to set for the early childhood field related to issues of diversity, equity, or social justice would be to ensure that all children are able to access high quality early learning. This can be offered through a variety of means but every person should have access to this opportunity no matter race, gender, socio-economic status, citizenship, etc. All young children have the right to learn.
At the beginning of this course I did not think there was much left to learn on the topic of diversity or bias but now eight weeks later my knowledge base has been expanded and I truly owe each person within my group a load of gratitude. Each week discussing with each of you in group two, I was offered a chance to expanded my understanding further and had other insights brought forth that I would not have initially considered. Thank you each and every colleague of group one because I am truly grateful for each one of you and the discussions and blog entries. Best of luck as you continue your journey.
Saturday, April 20, 2019
Welcoming Families From Around the World
I choose to focus on Australia.
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| Photo Credit: living_australian_culture |
Five ways I will prepare myself to be culturally responsive to this family and young child:
- First, I will complete a broad search about customs and also the culture of those from Australia.
- Next, will ask the family to share with me as much as each of member is comfortable about customs and rituals they observe.
- Then I will narrow this search after learning more from the family and child as I get to know more about them as a whole.
- Also, I will seek materials (books, media, toys, etc) that are familiar to the young child in my care.
- Last, I will follow up with the family continually to ensure the child in my care is comfortable and feeling welcomed into the setting and change anything as needed.
Taking the time to learn about the culture in a broad spectrum can help me be more understanding as a situation arises when the child enters my child care setting. As it can be frightening to be in a new place with strangers, it can be comforting to have someone who knows a familiar phrase or game to ease the transition. Asking the family prior to the official arrival to share information with me that may aide in the transition and how i can assist them will begin the school to home connection and begin to build the community that will support them as they embark on this journey to a new nation. Taking the time to educate myself will also help me let go of any bias or stereotype I may hold about this nation and the people of this country. I will be able to learn from these and also grow in a manner that will be supportive from the first day.
Saturday, April 13, 2019
The Personal Side of Bias, Prejudice, and Oppression
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| Photo Credit: movies123.biz |
Recently my husband and I watched 'Welcome to Marwen' and now reflecting upon the film, there was a great amount of prejudice about the main character. The bias caused him to be beaten severely and thus lead to a long occurrence of oppression in an indirect manner from the perpetrators. As the oppressors were imprisoned following the assault, the protagonist suffered greatly from the injuries as well as emotional fallout. The incident occurred because one evening at a bar he told a group of men that he liked to wear women's high heels. The group of men then decided that this type of crossdressing meant he was gay, trans, or some ofter perceivable undesirable person in their view.
The prejudice of a person who wears ladies close as being gay or transgender caused for diminished equity simply because of a choice of the character. He only did this because he felt as those it made him more in touch with what a woman would want (Zemeckis, 2018). While the character was not homosexual and was even married preciously, the judgement of a few men, offered a lifetime of oppression for this character.
The incident in this film really just offered me the insight that people do things simply because he/she likes the way it makes them feel. I am not one to decide if this is right or wrong in a manner and it does not signify or align the person within one group, it is just who this person is. I prefer to wear my hair up most days, without makeup, and in very comfortable clothes, does this make me someone I am not? Just because someone has experience with another person or group that may share a trait with an individual, this does not mean the person is aligned with this group.
I think better empathy towards others needs to be taught. We all have our own quirks and interest and taking the times to learn from one another or simply ignoring the aspect if you do not agree with it. The tolerance aspect in life needs to be modeled for many people. While I do not like every thing about every person, I respect that person as a person and I go about my business. I will end this with some wise words from a young man. I often share this with others on social media because tolerance is something that encompasses both respect and empathy and I want everyone to understand this.
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| Photo credit: www.theodysseyonline.com |
Reference
Zemeckis, Robert (Producer). (2018). Welcome to Marwen [DVD].
Adjourning
One group that was significant when the adjourning phase came about would be the cohort I was part of when earning my bachelors degree. We were a group of eight ladies all working toward a common goal. All of us are high achievers and we worked hard to be the best professional possible but also supporting one another along the way, even celebrating new babies and birthdays along the way. While one graduated a year early and then two of the ladies graduated in the winter, the last of us graduated in May 2016, one could not attend due to other obligations out of state and she was sorely missed.
The closing ritual for us was the graduation ceremony. We all were in touch the weeks leading up and attended a dinner together and spent time after the ceremony together, and with out professor who came to present our diploma's. It was one of those experiences that I am glad I did because it bought closure to the group and also the sense of accomplishment of the long evening classes and student teaching hours. While we still all maintain contact with one another and sometimes lean on each other for professional advice, the group is not as close knit as it was for that two years.
Comparing this group to others, graduations are common in my adjourning phase. From other colleges to military training, the graduation is what signifies I am moving on. I think it is the best way to conclude something and also celebrate all the hard work that was required to get to that point. I think groups that inspire me to be myself at the most difficult to let go. I like to be pushed to do my best and being a part of a group that does this does cause me to reflect more. I often keep in touch of a couple people from each group simply because that person/people are the ones that I worked the most with.
I can hope that I am able to meet up with some of my colleagues from this program at graduation when the time comes. As I have accelerated my path by taking two courses concurrently, I am not taking courses with those who I began this journey with. I think when ti comes to the capstone course, those colleagues are the ones who I will make that meaningful connection with since that is the end.
As everything in life does come to an end eventually, it is important to honor that time and also those who you worked with. Aubudi (2010) explains how this "provides the team the opportunity to say good-bye to each other and wish each other luck as they pursue their next endeavor" (sec. 5). Taking this time gives the group the chance to reflect and also celebrate the accomplishment.
Reference
Aubdi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html
Wednesday, April 3, 2019
Communication and Conflict Management
Currently I have a student who has many development and physical delays. While my co-teacher and I identified these early in the year and even made the suggestion of him being more comfortable in a younger classroom, the parents insisted he remain in our class. We have pulled as many resources as well as educated ourselves all year long to support him the best we can but he is still not at the level of being fully ready for kindergarten like some of his peers. When conferences occurred a few weeks ago, we made the recommendation that he enter a developmental pre-kindergarten program that can offer all of the full supports he needs to thrive and grow in an education setting but the parents do not feel the same way and wish for him to remain in our program for another year. As we are a small private setting, we simply do not have the assets to provide him with the full supports he needs and so the determination has been made amongst staff to seek alternatives settings to provide the family.
Thinking of this instance and the best way to ensure conflict does not arise, my co-teacher and I have have been very empathetic with our listening to ensure we are listening to the needs and also requests from the family (The Center for Nonviolent Communication, n.d.). We understand the hesitation of the family when it comes to placing the child in the public school system as they have not had good experiences thus far trying to coordinate screenings and other appointments when their home district. In the fall during our initial conference of explaining how a younger class could benefit their son better, this opened up the opportunity to form a relationship with the family that opened the lines of communication to not only be positive but also open about the child and any services or needs he has. Understanding the importance this relationship plays as explained by Cherise (2007) that "not only does the well-prepared teacher need to develop a relationship with each child, but the teacher must also form a relationship with the family"(p. 38). We took the time to establish and foster this since getting to know the full aspect of needs of this child. Had we not taken the time to do this, communication could have easily broken down and not been positive this school year. While we are still looking for solutions for the child, we are able to have respectful and meaningful conversations with the family about the future placement of their child.
Reference
Thinking of this instance and the best way to ensure conflict does not arise, my co-teacher and I have have been very empathetic with our listening to ensure we are listening to the needs and also requests from the family (The Center for Nonviolent Communication, n.d.). We understand the hesitation of the family when it comes to placing the child in the public school system as they have not had good experiences thus far trying to coordinate screenings and other appointments when their home district. In the fall during our initial conference of explaining how a younger class could benefit their son better, this opened up the opportunity to form a relationship with the family that opened the lines of communication to not only be positive but also open about the child and any services or needs he has. Understanding the importance this relationship plays as explained by Cherise (2007) that "not only does the well-prepared teacher need to develop a relationship with each child, but the teacher must also form a relationship with the family"(p. 38). We took the time to establish and foster this since getting to know the full aspect of needs of this child. Had we not taken the time to do this, communication could have easily broken down and not been positive this school year. While we are still looking for solutions for the child, we are able to have respectful and meaningful conversations with the family about the future placement of their child.
Reference
Chesire, N. (2007). The 3 R's: Gaeway to Infant Toddler Learning. Dimensions of Early Childhood. Volume 35, No. 3.
The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved from www.cnvc.org
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