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REFLECTION ON A COMMUNICATION DIFFICULTY (BARRIERS (AGE (Language level,…
REFLECTION ON A COMMUNICATION DIFFICULTY
FUTURE STRATEGIES
SKILLS
Language integration
Cultural integration
LEARNING
Culture
Personalities
Non-verbal communication
How children express emotion through language
CHANGE
Outdoor play
More children
A variety of equipment
INTRODUCTION
DEFINITIONS
THESIS
The knowledge of culture and ones society greatly impacts the way that individuals communicate.
IMPACTS
THEIR IMPACTS
Misunderstandings
Household items
"R.N' didn't know what a wok was
'E.L' didn't know what a coffee machine was
Language
'E.L' counting in Thai
'E.L' very shy and quiet
'R.N' frustrated that 'E.L' is using 'made up' words
Verbal
Screaming
Yelling
Singing
Chatting/discussing
Making sounds : beeping oven, stirring pot, coffee machine
Non-Verbal
Touching arm to gain attention
Pointing
Waving
Clapping
Smiling
Jumping
Dancing
Shaking head
Nodding
REACTIONS
Resorting to non-verbal communication due to language barrier
Louder/quieter when misunderstood
Slower explainations
Clearer and simpler wording of instructions
MY IMPACTS
Verbal
Singing
Laughing
Bridging Thai and English
Non-Verbal
Mime: cooking, stirring pots
Arm movements
Facial movements
EMOTIONS
Anger
Fear
Confusion
Frustration
Entertained
Joy
BELIEFS
BELIEFS AND VALUES
Assumptions
I assumed that the children knew what each of the appliances were
My teaching philosophy lead me to assume that the students needed to be allowed agency to interact with one another with only minimal guidance from an adult
Stereotypes
'R.N' stereotyped as an un-empathetic child was very good at communicating with 'E.L' even when they didn't understand eachother
'mums make the food, dads make the coffee'
That 'E.L' didn't want to play because she wasn't outwardly as enthusiastic as 'R.N'
Perceptions
They could distinguish cultural differences (that I am Caucasian like 'R.N')
I perceived them to be natural learners that want to know about each other and their environment.
BARRIERS
NOISE
VOICE
one loud child, one quiet child
ENVIRONMENT
not much room to move
not much room to expand on play or invite others
PSYCHOLOGICAL
Personality
Quiet versus loud
CULTURE
Thai versus Caucasian.
AGE
Language level
Coordination
Space needed
Comprehension
HEIGHT
kneeling and sitting to combat height difference
SITUATION
Who
Girl 'E.L' 3 years old, Thai
Boy 'R.N' 3 years old, Caucasian
Me, Educator
Where
Indoors (preschool classroom)
When
Mid Morning
What
Imaginative Play: coffee shop
Child directed
REFERENCES
Beebe SA, Beebe SJ & Redmond MV 2014, Interpersonal Communication: Relating to Others, 7th Pearson New International Edition, Pearson, Essex. ISBN: 9781292040318 / 1292040319.
Petress 1999, 'Listening: A vital skill', Journal Of Instructional Psychology, 26, 4, p. 261, Psychology and Behavioral Sciences Collection.
Mohan, B. and Helmer, S., 1988. Context and second language development: Preschoolers' comprehension of gestures. Applied Linguistics, 9(3), pp.275-292.
Gertner, B.L., Rice, M.L. and Hadley, P.A., 1994. Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech, Language, and Hearing Research, 37(4), pp.913-923.
Kristin Bourke
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