As we are well into the second half of the PK year, we have noticed tremendous social growth in our students and their ability to begin to express their feelings, wants, and needs not only to teachers, but to their peers as well. Learning to communicate in appropriate ways is a process. In toddlers and young threes, children often use their body and hands to express their needs, i.e grabbing a material from a peer who is using it, or pushing a child out of the way when he/she is blocking the view of the story. As preschoolers’ language grows, along with their self confidence, they add words to their toolbox. While they still may be using their hands to move a peer over during story time, they now add a statement or question, such as, “I can’t see!” or “You’re in my way.” This is progress, but there is still more to go.
Our classroom community is finding ourselves at this crossroad. We have a lot to say - specifically to each other - about our wants, needs, and wishes, but we don’t quite have the tools developed to express it in appropriate ways. Frustrations and emotions often mask our desires and instead of peaceful, considerate language and actions, a child might yell, whine, or cry as they try to communicate to their peers. As teachers, we have taken this opportunity to consider the child’s Zone of Proximal Development. In simpler terms, this describes the difference between what a child can do without help and what they can do with help. We wondered, with the right tools, how can the children communicate their sentiments in a more socially acceptable manner? Also, was there a way for a child to not only communicate his/her feelings, but also guide a peer in the appropriate direction?
Our classroom community is finding ourselves at this crossroad. We have a lot to say - specifically to each other - about our wants, needs, and wishes, but we don’t quite have the tools developed to express it in appropriate ways. Frustrations and emotions often mask our desires and instead of peaceful, considerate language and actions, a child might yell, whine, or cry as they try to communicate to their peers. As teachers, we have taken this opportunity to consider the child’s Zone of Proximal Development. In simpler terms, this describes the difference between what a child can do without help and what they can do with help. We wondered, with the right tools, how can the children communicate their sentiments in a more socially acceptable manner? Also, was there a way for a child to not only communicate his/her feelings, but also guide a peer in the appropriate direction?
We developed a very simple mediator, or tool, to use in the classroom. Hanging around the classroom are small book rings that include a photo of a bug and a photo of a wand. These visuals can be used to help our students find considerate language to aid in their communication. Let’s take the example of the child that cannot see because a peer is standing in front of her during story time. With the visuals hanging nearby, the child can grab the photos as a reminder to tell her peer, “It bugs me when you stand in front of me. I wish you would sit down so I can see the book.” Not only does the child have the power to express her feelings, but the other child is now given explicit guidance from a peer. This communication is powerful.
As the language becomes modeled and implemented in the classroom, the visuals eventually become no longer necessary, as the children will have added a new skill to their communication repertoire, and expanded their Zone of Proximal Development.
As the language becomes modeled and implemented in the classroom, the visuals eventually become no longer necessary, as the children will have added a new skill to their communication repertoire, and expanded their Zone of Proximal Development.