Early Childcare Educator Report

Communication is a significant part of being an early childcare educator (ECE). When we effectively communicate with families this aids in developing an enriched learning environment and experiences for children. “Places of vitality are strong, active, and energetic communities, fostered by educators who engage in a practice of relationships (Makovichuk, Hewes, Lirette, & Thomas. 2014, p.50). Every morning I am standing outside my classroom welcoming children and their parents into the class. I find this to be the best time to pass on quick communication, which addressed parents concerns about the child, this could be anything from the child having a difficulty morning or letting the educator know how the child has slept the night before. This

communication can build a trusting relationship between parent and teacher. When parents feel like part of the school community this provided reassurance for parents helping their children succeed for their future. Parent involvement within the setting can be important not only for parents, but educators as well, for this helps identify the child’s interests and help with concerns.

I believe my communication style with children to be positive because I have good active listening skills.

I get down to eye level when speaking and listening to children so they understand that they have my full attention, and I also wait for children to finish their sentence(s) before I beginning replying to them, not interrupting them to fix their sentence or their incorrect use of words. I also use a lot of positive request in the school I work in. When I see children running, yelling, or hitting my responses are; “walking feet”, “quite voices”, or “we use gentle hands with my friends”. Miller (2013) states, “Children and adults tend to respond more cooperatively to positive requests than they do to negative admonitions”

(p.212).

Early childhood educators (ECE) must acknowledge and be attentive listeners to the voices of children.

When ECE’s ignore these children’s voices this can lead the child to become frustrated, feel alone, and become disrupting in class. Miller (2013) explains when ECE’s engage in active listening with children they are teaching children how to be responsible active listeners themselves. While woking in the school, I work with a boy who has some developmental delays and speech difficulty, he is usually disruptive, not an active listener, and gets frustrated and hits others children when trying to communicate with them. However, I am trying to build a positive and trusting relationship with him, I sit down with him and listen to what he needs to communicate, if I am having difficulty understanding him we use pictures to communicate, and then I interpret what he is trying to say. This works quite well and he is getting more confident the more I work with him in his communication style. Displaying respectful and positive communication style with him, I believe will help him have better communication with his peers. Miller emphasizes “The goal of positive disciplines is not to control or manipulate children externally but to develop the child’s inner control and his own sense of responsibility and respect for the rights of others”

(p.202).

The guidance strategy I would like to add to my practice is being a better observer, practice anecdotal recorders, and better communication with my colleagues. Observing and communicating with children about their interests and implementing these importances into the classroom will create a supportive and positive relationship between child and teacher. When ECE’s have a better understanding of children’s behaviours, it is then we can better support the environment for each individual child. Furthermore, when educators collaborate with colleagues we can make the child’s learning experience inspirational by communicating anecdotal recorders and sharing ideas to flourish on children’s learning. “When you participate with children and families as co-learners, co-researchers, and co-imaginers of possibilities, you create responsive environments for children that reflect an image of the child as a mighty learner and citizen” (Makovichuk, Hewes, Lirette, & Thomas. 2014).

References
Makovichuk, L., Hewes, J., Lirette, P., & Thomas, N. (2014). Play, participation, and possibilities: An early learning and child care curriculum framework for Alberta. Retrieved from www.childcareframework.com
Miller, D. (2013). Positive child guidance. Belmont, CA: Wadsworth, Cengage Learning.