Laura

-First of all, I think that any daddy good-byes go smoothly compared to mommy good-byes.  From my experiences with infants, and by personally having to go through drop-offs and good-byes, I can say that majority of the parents who do drop off are mothers.  The bond between a mother and an infant is unbreakable, which causes good-byes to be that much harder between mothers and infants.  On the other hand daddy goodbyes are less dramatic and often times, as I have observed, daddies seem to have an easier time to hand their infants to the caregiver and leave.  

In this instance though, I believe that Laura's good-bye with daddy went smoothly because daddy included Laura in the good-by transition.  Laura was given time to enter into the classroom and engage in the conversation and transition between daddy and her caregiver.  When Laura was given this transition she was able to gage what is going to happen.  And as was mentioned in the passage, it seems as if Laura has gone through the routine, so she was able to predict the good-bye.  

-All the little actions the father acted communicated to his Laura that he was going to leave, and that he is going to give her to her caregiver, whom he trusted to care for her.  He helped Laura transition from daddy to her caregiver, from being, presumably, at home to the classroom.           

When daddy and the caregiver comes into contact, Laura is still in the hands of her dad, and she can see and hear the information being shared, probably about what happened at home.  The passage says that daddy helps Laura take off her jacket and hat, which signifies that Laura is getting herself ready to go in the classroom, and since daddy didn't take anything off it signifies that he is not staying.  More conversations continue and just the fact that Laura is present, in the conversation, it tells Laura and shows Laura the trust that daddy has with the caregiver.  By just saying bye and kissing Laura it tells Laura that he is going to leave.  And by handing her to the caregiver, and not just sitting her on the ground, tells Laura that the caregiver will care for her and be there for her wants and needs.  

-Teacher Ivetta was "surprised" with the good-bye because  "it has only been a few days since Laura has started experiencing the departure of her mom positively, (p.37)."  Since this was dads first time dropping Laura off, it was a positive first drop off.  Laura didn't cry at or fight either daddy or Ivetta.   

Ivetta probably thought that the kiss was significant because Laura initiated the kiss.  Since Laura initiated the kiss, you can tell that she understands the symbol of the kiss.  "I gave the kiss because  I know that my dad is going to go."   

-I don't think that Laura is fully adjusted to the classroom only because it takes more then just a successful drop off for an infant to fully adjust, each routine should be a success, the infant should be able to anticipate what will happen next.  The infant may cry as a fight to not go according to the routine, but if the infant cries because he is not comfortable with the classroom and the caregiver then I would say that he is not adjusted.  

I would say that Laura is adjusted to her caregiver enough that she trusts her with giving her her wants and needs.     

-Laura has recognized parts of herself.  Has she recognized herself?  I would say, no.  I don't think that she has recognized herself as a whole body.  The main part of her body that she has recognized is her hands.  She sees the reflection of what her hands can do, that it extends from her body, that her hands are moving.  She can see that her hand can grab an object, and bring the object to her body.  Laura talks to herself, probably, to assure or reassure herself that, "hey this is mines, this is on my body, this on my body is moving."      

 

**My daughter Lyna at about 6 months.  

 

-Teacher Ivetta and mother, together, might talk about Laura's body in regard to this episode.  They may touch on issues of recognizing parts of her body.  They may talk about body part vocabulary to share with Laura.  Also in this episode Laura seems to enjoy expressing herself through babbling and exclaiming herself.  Teacher and mother could talk about labeling her expressions and guide her through her surprises by talking about what is happening.  Through conversations with Laura teacher and mother can help her build vocabulary to use during her day to day routines.

By:  Jadelynn Davis

What's in your lens?

"The nearsighted image we see all around us, framing most textbooks and curricula for children, says children are born empty, that they need to be filled up with information (mostly facts) so they can take on the work of the world, (Clemens, 54-55)"

These were my exact thoughts in 2010, before I had began college and dove into early childhood education.  Prior to college I was a babysitter for children in my community.  I placed those children in front of the television to pass time, I took them to the park but only watched them, I would make them be nice to their other sibling with out any explanations given.  I thought I was the coolest babysitter ever, and that I had everything under control, I was the big boss, I made the children sing songs, I made them draw and write, I made them read books to one another, not knowing the damage that I may have caused them.  Yes, I was not an educator and it wasn't my role to educate these children, but I am at fault for not caring, respecting, listening, playing and nurturing these children to the best of my capabilities.

Is this how all people view our children?  what a horrid culture we live in...

Do we all have a common lens?

Is this lens societies fault?

How do we change it?

Do we even want to change the lens?

Children are not empty vessels, they are full with imaginations that far exceeds their wildest minds, and it's people like my 2010 self who destroys children and their capabilities.

Seeing children in a lens that respect them, that value them, that sees their capabilities and possibilities, to read and observe their every language because they are speaking to us through their words, actions, art, interactions, and so forth, its through this type of lens that we can bring out the utmost brilliance of a child.

"Your task is to figure out the most respectful, least-interrupting ways you can assist children in their intellectual, social, and emotional development, (Clemens, 56)."

Children especially in this day and age are portrayed on social media as naughty, the worst bunch of children because they lack disciplined parents, or for whatever cause, why is that?

Does this have any significance to the lens we wear as educators?

At a site I observed, I spoke with a non early childhood teacher, and she notices "naughty children" "the spoiled child" "the troubled child" "the shy child" all of these labeled children, and she explained it to me one day that "this child is the only child so he's spoiled and doesn't get disciplined!" or "this parent is young I don't think she knows too much about children because she's always working and so on."  Such a troubling lens (assumptions) this one teacher has about children, yet she couldn't see the wonders that this individual as him self has.  All these outside factors just contribute to her overall lens of her children, rather then seeing the individuals strengths and imagination.

So how are we supposed to change our lens?

Where do we buy this "NEW" lens?

Is it even new?

How do i get a pair of these lens?

"I want them to find out about Laura from Laura herself, instead of depending on GENERALIZED KNOWLEDGE about her stage of life, learned from a textbook.  We must respect and attend to the child in front of us, and never depend solely on abstractions or generalizations.  The documentation process guides us toward a more mindful, targeted response that has a greater potential to fulfill the child's intention than any instant, immediate reaction could, (Clemens, 82)."

From my perspective, it seems that we need to start today with our own children, either at home or in the classroom.  As we begin to trust the children and allow them the respect that they deserve, then that's where our changing of lens would occur...

But is it ever just that easy??? 

  

Created-->Tuesday August 26, 2014 12:17am

Clemens, Sydney G., and Gleim, Leslie.  Seeing young children with new eyes: what we've learned from Reggio Emilia.  Sydney Gurewitz Clemens, 2012.

Life in 2014

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