Observation of a Playground

   It was play time when I arrived at my grandson’s preschool. It was a nice day so all the children played outside. My grandson played like a madman. He first started out climbing on the jungle gym; he climbed all the way to the top. My grandson is four years old and thinks he is the leader of the pack. After the jungle gym he and a couple other boys jumped around and they tried to balance on one foot while holding the other one with their hand. They swung their arms around like a windmill trying to keep their balance. They only succeeded at this for a couple seconds at a time. They soon got bored and my grandson moved on the swing. The swing is a seat swing and holds about three kids at a time. He patiently waited his turn and joined two other kids on the swing.  After the swing he joined a group of kids playing “super hero”. They acted out Spiderman and Superman and they definitely had very active imaginations. While playing the “super hero game”, he started to run down the sidewalk, and running is not allowed on the side walk, but it was too late to remind him, he fell and skinned his knee. He got hurt, and ran to me because he started to cry. I consoled him and the teacher and I took him inside the classroom to doctor him up. After his attachment to me wore off, he started playing with his “girlfriend”. He grabbed her hand compassionately and helped her climb on the jungle gym. It was very sweet to see him treat the girl differently from the boys. He was more delicate with her. Soon after, it was time to go inside the classroom. He noticed he got his new outfit dirty and was a little upset and concerned. He is very particular about his clothes, especially new ones.

   The children were communicating with each other through play. In my observation this week I watched as the kids patiently (some more than others) stood in line, waiting to swing on the swing. It was a swing that held three children, one got on and one got on. I watched as the children made up games to play and pretend they were “Spiderman and Superman”. They definitely do not lack in the imagination category. They all acted out characters in their little play group. Also, a couple of children became distracted by something else going on in another part of the playground and decided to leave the “super hero” group. The children also communicated not only verbally, but with their bodies and body language.

Observing Communication

   When creating an anti-bias environment in your classroom, it should not just be culturally consistent for children, but for all who walk into your classroom (Derman-Sparks, & Edwards, 2010). When designing the classroom it is a good idea to represent every child in the room. This means a teacher needs to be able to change their classroom accordingly throughout the year when children change.

   In the video segment "Welcome to an Anti-Bias Learning Community", Adriana Castillo has numerous ideas to an anti-bias classroom setting. She has pictures of the children’s families that she has posted on the wall for all of the children to see. Another good idea Adriana has is “Sharing time”, which I too, plan to incorporate into my curriculum. This time could become an open forum for all of the children to share anything they want. I would encourage topics such as food, dress, language and family. Another thing I would like to do is have guest speakers from the children’s families and they could share many cultural stories of their own. I am in the process of writing short, children’s stories which will address all of the ism’s, culture, diversity and many other things children might have confusion with.

   I want to create a classroom environment that will give every child the sense of self worth. If we always keep in mind the four goals of anti-bias education which is to provide a safe, supportive learning community for all children (Derman-Sparks, & Edwards, 2010). We all must be willing to value and celebrate diversity in developing curriculum and classroom practices.

   In my virtual classroom I want there to be an open line of communication at all time. Good communication takes special skills in listening, kindness, respect, language, empathy and understanding the dynamics of all involved. Good communication skills are behavioral routines based on social understandings such as maintaining a relationship and being a team member (O'Hair, & Wiemann, 2012). When communicating we need to send messages, receive messages and break down any obstacles that rise during communication. The messages we send can be verbal, nonverbal, and make sure what you are saying is important enough for the receiver to listen. When receiving a message it’s a good idea to listen, with your ears and eyes, and pay attention to the speaker’s feelings and words. By using these communication skills for not only children, but all who enter the classroom, it will create an open environment where all can speak and communicate without reservation.

References

Derman-Sparks, L., & Edwards, J. O. (2012). Anti-bias education for young children and    ourselves. Washington, DC: NAEYC Books.

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:    Bedford/St. Martin's. Chapter 1, "Communication: Essential Human Behavior" (pp. 3-   27)

"Welcome to an Anti-Bias Learning Community" (approximate length: 24minutes)
   Adriana Castillo gives you a guided tour of her warm and caring family child care    home, which exemplifies an intentional approach to anti-bias learning and community    building. Offers insights on how to create a physical environment that cultivates an anti-   bias.