Synchronizing Communication: What Links People to People

Chapter 9 from Guiding Children’s Social and Emotional Development: A Reflective Approach; Katz, Janice Englander; 2014

Communication

• “a process by which information is exchanged among individuals” (Katz, 2014)• Expressive communication is the manner in which we convey

information to others• Receptive communication is receiving information others express to

us.

Interaction of Communication and Social-Emotional Competence

• Ability to communicate and ability to regulate and control emotions work together• Caregiver behaviors that support development of both• Consistency• Clarity of expectations• Positive guidance and corrections• Support and modeling conflict resolution

Complex Communication

• Components of effective communication• Language is one aspect of communication; communication may occur through

nonlinguistic methods• Inference and theory of mind• At least 2 people who are competent in both expressive and receptive

language• Ability to recognize multiple layers of meaning

Expressive Communication

• Verbal includes speaking, writing, and signing• Talk to those babies and young children because there is a…• “high correlation between verbal skills, literacy, and academic success” (Katz,

2014)• Prosodic features of speech are learned before children actually use words.

They include• Intonation• Rhythm• Stress

• The appropriate levels may need to be taught directly (think whining, inside voice)

Nonverbal Expressive Communication

• These may include gestures and other body language, facial expressions, and proximity• They may be reflexive or the result of emotions• May be expressed through art, make believe, and other play

opportunities• Best understood through careful observation, analysis, and reflection

Receptive Communication

• Provide judgment free environments• Practice those listening and observing skills• Toddlers have much larger receptive communication capacity and

vocabulary than expressive communication skills and vocabulary• 4 listening styles (p. 173) – Which are you?• People-oriented• Action-oriented• Content-oriented• Time-oriented

Communication in the Classroom

• Discuss (in class) or respond to DB (online) “Looking in the Mirror” on p. 175.• Support conversation and practice extended discourse• Provide opportunities for rich symbolic play• Use emotional vocabulary often and in natural teaching and learning.• Discuss the scenario on p. 178 – What skills does a teacher need to

have to get results as heard between Ryan and Jackson?• Review expectations for communication in ECERS and ITERS

Communication in the Classroom (cont.)

• Provide materials for writing (and pre-writing)• Plan targeted activities (Simon Says, Going on a Picnic, etc.)• Choose stories and books that allow repetition and familiar phrases• Dialogic reading – “A process of reading with individual children or

small groups of children during which children participate in the telling of the story. The adult reads and shares pictures and then pauses to invite input from the children”. (Katz, 2014)• Play with words and sounds• “Looking in the Mirror” on p. 181

References

Katz, Janet Englander. (2014). Guiding Children’s Social and Emotional Development: A Reflective Approach. 162-183.