Observing communication

Observing communication

Today my grandchildren were over, and as I was working on fixing breakfasted for them they were playing in the floor. My grandson Kevin is 6 years old, and the girl is Camilla is 4 years old. I stepped back and watched them playing and to hear what they were saying. As I watched and listen, I was surprised to hear how they talked to each other.  Camilla begins to dance around the room and said she cannot play with her brother. I did not know what her response would be but, wanted to know why she would make this statement.  She said that she want to be a ballerina and boys cannot be a ballerina that only girls are ballerina. In my surprises, I did not know where this reaction can from because we try to teach our children that you can be anything you want to be with work.  I ask her why she thinks that your brother can not be a ballerina. She did not know the reason, but her understanding is boys cannot be a ballerina. I ask her why you feel that boys cannot be ballerina and where did you get the idea the boys cannot be ballerina. She still could not tell where she got the information just she was a girl and boys cannot be ballerina.  The question was asked to get a connection and rely to see what the reaction would be from them. I ask her what she want to be, and she said she will be a dancer, she then dance around the floor as if she was the dancer in a ballerina. She danced, and trying to jump, and leap in the air turning, making a circle in the floor. My grandson Kevin jumps in and said he wants to be a hippo in the zoo.  It was to get in the conversation because I in my observation my grandson has some sign of wanting to be the center of attraction. He also, made jokes, and try to be funny to get attraction.  A few minute later they started to talk about the games. They stop and pull out a puzzle to put together. This was to see how they play together, and work on the puzzle together in a problem solving project.  The boy would start putting piece together, and when Camilla could not find the right piece she would pull them apart. I draw the assumption that this is because of the tense span of a 4 year old.  Every day I stated to asks questions to understand their understanding of bias and stereotype that they will face and even be a part of this lesson. After lunch I had them to go back and work on the puzzle until they put it together. They have to put it together without my help and work on it together until it was complete.  I listen to their conversation on how each piece can together. In the end, the puzzle was put together, and we took a picture of it and I gave them the picture (Rainer-Dangel & Durden, 2010).  

In my observation, I learn that my children show sign of bias, but in a closer observation, it is not just the bias, but they have picked up information for other and from television. I watch, listen and found out that some of the bias come from not understanding what they saying and the true meaning of they say. The girl likes follow and do what her older brother.  She is hearing everything and asks question all the time. The boy is older and tries to dominate the group. He wants to lead but do not want his sister coping him it make him mad (Pierce & Johnson 2010). 

Children at this age form opinion and ideas this does not have to be something that has been taught. This class has taught me to listen to my children and look between the line to hear what they are saying and feeling. I have learned to talk to children with a softer voice to think about the children as important people just smaller. They have strong ideas, feeling, and want to be heard if you listen (Derman-Sparks & Edwards, 2010)

Reference:

Derman-Sparks, & Edwards. (2010). Anti-Bias education for young children and ourselves. Washington D. C.: National Association for the Education of Young Children.

Pierce, J., & Johnson, J. (2010). Problem solving with young children using persona dolls . NAEYC 1,2,3, , 106-108.

Rainer-Dangel, & Durden. (2010). The nature of teacher talk during small group activities . NAEYC 2,3 , 74-81.