Observing Communication

        I Observed a communication among  teachers and preschoolers on an activitity "Pick a Job" at the circle time. The teacher asked children questions to direct them: "if your names start with letter A, go to get your job." "If your names start with T and Z, go to get your job. If your name starts with J, go to get your job." "if your name starts with S, go get a job." When a child reported to the teacher "I am book helper, I am book helper, I am book helper," there was no response. Another child said: "I am book-pack helper," there was no response from the teacher. The teacher was continuing to call the children to pick a job.

The first question come to my mind is the same as Rainer (2010) states "what is the teacher's purpose in asking these questions?" Then come to other question: how might the teacher promote children's thinking and encourage their participation in authentic conversations? "Teacher talk is a powerful classroom tool. Language has cultural and psychological functions-communication and thinking." (Rainer Dangei & Durden, 2010) I saw the teacher's talk did provide direction or instruction, correcting/redirecting behavior, which stated in Rainer's work as the functions of teacher language. However, I think something was missing, which is the types of questions and statements teacher use with children that have an effect on children's thinking and extends children's language.(Rainer Dangei & Durden, 2010). Rainer suggested a preschool teacher using language to communicate with children for seven primary functions: 1. encouraging participation; 2. responding to children's needs and ideas; 3. managing the class or providing the necessary instruction; 4. fostering children's language, 5. conveying ideas, 6. assessing children's knowledge; 7. promoting children's thinking. The teacher's language used in the "pick a job" activity has missed some these functions. It did not encourage participation; did not respond children's needs and ideas; did not foster children's language; did not assess children's knowledge.

I believe the activity is good for children develop in many dimension especial in language. In my view, this activity is for teacher to help children learn speak and letters by asking short questions in conversation such as "what is the first letter of your name?" "Can you spell your name?" "Can you find your name here?" "What do you like to do today?" also, for teacher to help children learn classroom environment, as well as role players. There would be a lot of dialogues that promotes children's thinking and learning.

I believe the children like the activity; they are interesting in a job as a role player and excited about their roles. They could have learned more about each job through conversation with the teacher. For example, when a child said, "I am book help." the teacher would have responded "you chose the book helper, you like book, which book would like to choose for us to read?" these questions would support children self-identity. Stephenson's idea "Stepping back" refers to a way of communication between an adult and a child. The adult allows the child leading/starting the activities that attracted child. The adult focus on the child's voice and keeps the child at the forefront at every stage. "Stepping back” strategy benefits a adult listening/hearing children voice/interesting (Stephenson, 2009). The teacher would have used stepping back strategy to listen children when a child run away from group and was not listening. The teacher might have asked what was the child going to do, Which would have helped the child with conversation.

I have learned a lot through this week course materials. The functions of teacher language will guide me in using appropriate language in the classroom. The "stepping back" way will remind me of listening to children, which is important to support their learning and developing.

References

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95.