COMMUNICATION GOALS: CHILDHOOD PROFESSIONALS
Early childhood educationalists have a better understanding of complexity in child development. The early childhood place is that where the development of children takes place and also increases the experience of the professional educationalists. The three insights I got from it are:
Being the early childhood educationalist, the advantage I gain from it that is the better understanding of child emotions and warmth of feeling. My experience in this field as an educator helps me in understanding the development of practical skills, behaviors, and knowledge to tackle the early childhood problems. Developing practical skills to understand the children’s behaviors helps me on the personal level of better understanding and clear vision.
Being an early childhood educationalist, I learned a lot from my colleges and many families about their childhood issues; this gives me a clear road to understand the situation according to the child sense of mind. This helps me in developing professional and informal practices to involve in such type of activities are always good.
I also learned from the chapter that, beyond the theory work or understanding issues in a theoretical way, it is good to understand the real life situation with real life coaching and training. This is not only for consultants or educators; people should adapt many strategies like feedback, direct and indirect solutions, keen observation, and innovative collaborative study to develop the childhood communication (Hirschland, 2008).
COMMUNICATION GOAL THAT WOULD HELP TO WORK AS CHILDHOOD PROFESSIONAL
Childhood educationalist must seek children attention before they talk to them. Seeking attention by talking in an informal way or fun way is the key to start talking to the children. This helps the children to express themselves when they are more attentive; this will also give experience to professionals to work better (Bronson, 2011).
We should know that communication is more productive when talking to the person of the same level. Educators should sit beside the child and talk to them by making eye-contact. They must try to give real life situations to the students to excite them to talk.
Educators must listen to children politely while communicating with them. They must try to speak to them by asking many questions and watch how they are answering to their questions. The educators may try different strategies like facial expressions, different gestures, physical appearance, language tone or pitch, etc. to talk to the kids. Using different gestures, facial expressions and ask questions on that will improve the thoughtful imaginations of the children to think uniquely (Hirschland, 2008).
Educators can make use of different pictures of cartoons; god or any other super-hero picture to relate their thoughts with them. This will give them an idea what they think about different things and whether they like it or not. They may use various technologies like to watch movies with them to make them comfortable to sit and talk. One can ask the child what they have learned from the movies and what they would do if they were there in that particular character (O’Dowd, 2013).
Educators must have clear vision and ability to understand the child’s sense of thinking and perception. They must know how to handle the children by using different strategies according the one’s sense of thinking and perception. They can use different strategies like graphic symbols, pictures of the favorite character, face-to-face communication (Welford, 2005).
Educators must have the ability to know every child is a different and has different sense of understanding. They may face the strategy which is suitable for one child may be not good for other. They must talk to the children politely as a friend to have better understanding with them (Nastasi & B.K & D.H, 2002)
CONCLUSION
An effective communication between the childhood professional with the child or his family is very important for building effective relationships by the means of sharing information and observing activities of the child. We can learn a lot from every child we educate, it gives us more experience to tackle more complex situation in both real and professional situation. Beside the theoretical knowledge, multi-dimensional methods are very important to understand the children’s sense of understanding. When the practical learning is added to the theoretical learning, it enhances the capability of both educator and children to learn and teach effectively.
REFERENCES:
O’Dowd, M. (2013). Early childhood education. Childhood Professionals, 0(21), 85.
Hirschland, D. (2008). Collaborative intervention in early childhood. New York: Oxford University Press.
Welford, H. (2005). How to tackle child continence. Problems of Children, 2005(12).
Bronson, M.B. 2011. The right stuff for children birth to 8: Selecting play materials to support development.
Nastasi, B.K., & D.H. Clements.2002. Research on cooperative learning: Implications for practice. School Psychology Review 20: 110–31.