Observing Communication

This week I had the opportunity to substitute in a preschool classroom. Today the children were finishing up a three day project of building their very own cars out of cardboard boxes. The children had already painted their cars, placed headlights, and license plates. Today the final portion of the project was to decorate the steering wheels, attach it, and take a drive to wherever they’d like.

During my observation, I chose to listen in on the interactions between the aide Ms. Linda and Rashad. Rashad is five years old and has a humorous character. The words that he chooses and says surprised me. As Rashad was decorating his steering wheel, Ms. Linda sat at the table with him and a few other children. While Rashad decorated his steering wheel, Ms. Linda gave Rashad her undivided attention. Rashad kept telling Ms. Linda to look at the steering wheel that he had created for his box car.

Observation:

Rashad- Ms. Linda, imma make my car look like my mommas car.

Ms. Linda- Rashad what does your mom’s car look like?

Rashad- Her car is fast and she has a trunk for my stuff.

Ms. Linda- What kind of stuff do you have in her trunk?

Rashad- My clothes, my toys, my church shoes for grandma’s house.

Ms. Linda- Oh Rashad you go to church with your grandma?

Rashad- Yeah, I go to the brown church “rising star”.

Ms. Linda- What do you like about the brown church?

Rashad- They feed us at that church.

Ms. Linda-Wow that’s great to be able to eat at church.

Rashad- Yeah I know! They give me and my sister breakfast.

Ms. Linda- Rashad are you gonna really drive fast in your car?

Rashad- No, you can get a ticket from the police man.

Ms. Linda- Oh yes it’s not safe to drive very fast.

Rashad- Yeah, you can get hurt and brake your bones.

Rashad- Ms. Linda I’m done with my steering wheel. Can I put it on my car?

Ms. Linda- Yes, where does the steering wheel go?

Rashad- It goes in the front cus you have to see where you going.

Ms. Linda- Oh ok!

What surprised me about this observation was the amount of time Rashad was able to participate in back and forth conversation with Ms. Linda. Earlier today, I noticed that Rashad is not shy in holding conversations with his friends and teachers. During circle time, Rashad was one of the students who asked and answered the most questions of the entire group. His comprehension and language skills are very advanced.

What I did notice during my observation was how both Rashad and Ms. Linda were very comfortable with communicating with one another. Ms. Linda sat at eye level near Rashad and listened closely to all that he had to say about his mom’s car, the trunk, the church, and other things that were on his mind. I noticed that it was Rashad who initiated the conversation. Ms. Linda did not have to ask a question to get the conversation started. She just sat near Rashad and allowed him to take the lead which worked out very well.

The connections that I did notice right away were the fact that Ms. Linda chose her questions to where Rashad would expand his language in the conversation. It’s like she piggy backed off of what Rashad would say and it would lead Rashad’s conversations to expand further. The types of questions and statements teachers use with children can have an effect on children’s thinking (Fowell & Lawton 1992; Massey 2008). I also recognized that Ms. Linda listened to Rashads responses. His responses did not just blow over but she responded to his responses which again lead to further language in his conversation. Listening is paramount (Stephenson, 2009).

I believe that if Ms. Linda had used more statements instead of all questions, the communications between her and Rashad could have been more effective and moved to a different level. Ms. Linda did not really say much about the steering wheel that Rahsd was decorating. She could have made a statement referring to the steering wheel that could have extended or shifted Rashads language in the conversation. Giving children feedback that extends the thinking that leads to more language Rainer Dangei & Durden, 2010).

I believe that the interactions between Rashad and Ms. Linda were positive. Rashad appeared to feel well in his spirit. He was comfortable with converating with Ms. Linda. He was proud to talk about his mom, sister, and church. He shared how he enjoyed eating at church. He was able to share his feelings.

This assignment allowed me to do a self evaluation of the interactions that I have with children. Things that I’d like to change is, not to stand when I am holding conversations with children. My knees are not as strong as they use to be so I find myself either standing or bending over to speak with children. I want to get in the habit of at least sitting in a chair so that I can be at eye level with children. I would like to use more statements in my conversations so that I am able to assist my students with expanding their language in conversations. I find myself using questions to initiate reciprocal communication. One more thing that I did notice is that I do listen to the children when they are speaking or holding conversations. Listening is very important. Stepping back and just listening to a child or children communicate is surely a learning experience. Educators can learn valuable information about the different types of words and language strengths children have.