The Power of Silence

In college, we are taught to observe, listen to the child, and scaffold their learning through observational comments and open-ended questions. Unfortunately, many of us go out in the field remembering only the latter: We ask too many questions, give too many comments, and offer suggestions without pause.

I have worked with educators who were so passionate about playing with children, they led most of the activities.

They jumped too quickly on each little movement that the children made, not taking the time to figure out what the children were really doing or what they were really interested in during that moment.

For instance, a child laid down on his side and said, “I’m tired,” as he reached his hand out toward the educator (who was surrounded with toy food). The educator answered, “Pardon? You want a midnight snack?” and picked up a toy food to hand to him. He put his arm under his body as he turned over on his stomach and said again, “I’m tired.” She replied, “Oh, you want the lasagna? Here you go.” He got up and took the lasagna offered to him, forgetting that he wanted to pretend to sleep.

Another time, a child stacked some building blocks. I asked, “What are you building?” She said she was building a castle. Later, an educator walked by and said, “I like how tall your tower is.”

What happened to following the child’s interests and letting them lead their play?

What happened to letting children come up with their own ideas?

Sometimes we get too preoccupied thinking about how we could keep the children playing that we forget they are autonomous and are creative in their own respects. Sometimes we overthink the idea of scaffolding and take over the children’s play by dictating to them what they are doing.

This week at placement, I heard the frustration in a child’s voice when I asked her what she’s making in the home area and she said, “[Someone] thought I was making pancakes, but I’m not.” (I did not hear who it was that thought she was making pancakes, but it sounded like somebody’s name). So I asked her again what she is making without offering a suggestion and I listened to every detail she has thought of about cooking: adding salt, pepper, waiting for two minutes before it’s ready, adding more salt and pepper, mixing the pot, etc. She had such a rich understanding of what it is like to cook beyond making pancakes. She even knew that salt and pepper are tiny particles; so she scraped small pieces off a chunk of play dough. Whoever that someone was who assumed she was making pancakes made a mistake of glossing over the child’s imagination and not listening to what she has to say.

To be fair, I was like that someone: I asked children, “What are you making? Are you cooking lunch?” I did not even let the child tell me if he/she was cooking lunch or dinner, or maybe he/she was not cooking at all. I jumped into conclusion because I knew it was almost lunch time. But do young children know that? Not unless they are told by an adult that it’s almost lunch time. And, sometimes, even then, they still go on their merry way making and cooking whatever they feel like.

I believe that I listen enough to children, but I’ve always felt I should talk and interact more. The manager’s words at my placement site changed my understanding and approach to children.

I told her about my trepidations at the centre: how I’m afraid of speaking to parents and caregivers who come in to our centre, how I have no idea what to talk to them about, and how I feel scared to play with the children when the parents are nearby. She told me that I should use the children as vehicles for conversation and that I should never force any conversation with the children or caregivers. She said, “Mirror what the children are doing. Follow their lead. Do what they do. If they hand you an item to add to your creation, ask them what they would like you to do with it. Let them know that they are in charge of their play.” She explained that the children would eventually communicate to me as we move from parallel play to associative or cooperative play.

I realized: When we start with parallel play and allow the children to lead the play, we show the children our interest to be a play partner and that we mean no harm to them. Similarly, the caregivers get to know us and learn to trust us with their child. That’s when authentic conversations start.

I followed the manager’s advice the next week I was in.

The awkwardness has not left me yet, but working at the early years centre has become easier for me to do. I have had long conversations with some caregivers. I have also played longer with some children. And I did not feel compelled to ask questions or provide observational comments all the time.

I also applied this new understanding at work. I spent more time watching, listening, and observing than telling children what I think they are doing. I learned so much more about the children.

What do you think of this message?

Be still long enough to notice how the children play or interpret the materials.

The Essence of Inclusion

Image via Instagram/ThePlayProcess

​I almost cried reading Andrea’s story.

This page shines a light on the importance of inclusion. It reminds me of the movie Rain Man wherein “separating [people with exceptionalities] from the majority of the population [further] makes it difficult for both parties to understand each other” (Amigleo, 2016).

I love that “being confined to a wheelchair was not one of Katie’s outstanding characteristics for [Andrea]” (Eileen Allen, et al., 2015, p.16) due largely to her inclusive learning environment.

I believe that inclusive early childhood programs truly create a benchmark for quality early childhood education for all children. In making sure that the early learning environment is inclusive and supportive of children with all kinds of abilities, it provides quality care for each unique child who enters the program. It shows the children that everyone is capable and unique in their own ways, yet each has the same needs to be loved, accepted, and cared for.

References

Amigleo, C. (2016). Rain Man: A journey to acceptance and understanding. In The play process. Retrieved from https://theplayprocess.com/rain-man-media-review/

Eileen Allen, K., et al. (2015). Inclusion in early childhood programs: Children with exceptionalities, 6th Canadian ed. Toronto: Nelson Education Ltd

“It is through others that we develop into ourselves.” ~Lev Vygotsky

Reflective Essay

I had three choices of what I wanted to be when I grew up: a doctor, a lawyer, or a teacher. As an idealist who lived in a developing country, I was heartbroken to see doctors turn down ailing patients, lawyers refusing to defend the innocent, and teachers managing classes of 60+ children on their own while also selling various goods to them for extra income. All of these happened (still happen) because of socio-economic statuses that restrict quality services. I vowed to be different; I was determined to serve, not for money, but for the good of those I will be serving.

A couple of years into secondary school, I decided against being a lawyer because I knew I am not good with confrontations. I also changed my mind about wanting to be a doctor when I lost interest in studying higher level biology. Then I realized that becoming a teacher is the best way for me to make a change: I could empower children to take up a career that they are passionate about so that they could be happy no matter how much they may get paid. I thought that in taking this path, I could create positive ripple effects for future doctors, lawyers, politicians, nurses, etc. without having to actually work in all those different career fields. I saw children as the future, the solution to current societal problems.

However, having the opportunity to actually work with a group of 5- and 6-year-old children after I graduated from secondary school changed my perspective. I learned to ground myself in the present and enjoy the moment. I developed trusting relationships with my students and grew fond of them. I began to see them as tiny humans who are unique, intelligent, and fun-loving. I discovered how capable, competent, and creative each of them is. I observed how quickly they learned when they had the opportunity to work with tangible materials. I also recognized that the children’s “learning and development happens within the context of relationships among [them], [their] families, [their] educators, and their environments” (Ministry of Education, 2014, p. 6); I saw children as agents of communication and change from the moment their learning and development happen.

Through these discoveries, my vision for working with children is now a reciprocal learning experience. My initial drive for becoming an educator is still one of the many reasons I aspire to work in the classroom, but I am now driven with passion for children’s well-being and development, and I look forward to discovering new things and ideas as I spend my days with them. Working with children is a challenge; it brings up a lot of questions for both educator and students. Yet, “it is in exploring our questions that learning happens” (Ministry of Education, 2014, p. 5). I imagine that open communication, respect, and trust of one another allow us to explore these questions and provide us with an opportunity to develop and grow together within the early learning environment.

In addition, I believe that an early learning environment that fosters a sense of belonging enhances the children’s experiences. I envision it to be a positive space where they explore, investigate, and experience various learning opportunities without restrictions. This is possible when children “[are] connected to others and [contribute] to their world” (Ministry of Educaiton, 2014, p. 24). Thus, the early learning environment is warm and welcoming to the children and their families—an extension of the children’s homes where they feel they belong, are loved, and are emotionally safe.

Thus, I believe it is important to remember that children’s families are valuable resources and partners in supporting children’s development. They are an important aspect of children’s lives and identities. They are equally, if not more, significant influences in “[children’s] developing . . . sense of self, health, and well-being” (Ministry of Education, 2014, p. 29). According to Ontario’s Ministry of Education (2014), “[creating] an environment that welcomes families into the space, inviting their perspectives and providing opportunities for families to participate in meaningful ways . . . on an ongoing basis, [further] supports [children’s] sense of belonging” (p. 18). Families are the experts on their children, but they are also learners whose participation and involvement in the child care centre’s activities benefit their children as they discover more about their little ones.

Another learning partner in the child care centre are my colleagues: co-educators who are passionate about what they do, but are critical thinkers and critical partners with whom I grow as we learn different approaches and strategies in working with children and their families. We work together in “creating contexts for learning through exploration, play, and inquiry” (Ministry of Education, 2014, p. 35) so that the children in our care are engaged in their activities. My colleagues and I also communicate with each other openly as we “foster communication and expression” (Ministry of Education, 2014, p. 41) in children, which are a foundation for their learning.

In collaboration with families and colleagues, and with the children as focus, I suspect that cultural diversity will open up more opportunities for everyone to be more accepting of others. It will lead to new avenues of learning as we all discover and understand different cultures through “intentional, planned program[s] [that support] learning” (Ministry of Education, 2014, p. 10) and “respect for diversity, equity, and inclusion” (Ministry of Education, 2014, p. 10).

References

Ministry of Education. (2014). How does learning happen?: Ontario’s pedagogy for the early years. Ontario: Queen’s Printer.