Communicating with Diverse Children

EDUC6358: Strategies for Working with Diverse Children
“Communicating with Young Children”
Program Transcript

[MUSIC PLAYING]
NARRATOR: Sensitivity, respect, acceptance, reflective
listening, and providing the space for
each child to be her unique self, Lisa Kolbeck, director of Little
School of Family Childcare, shares
her philosophy and suggestions with regard to communicating
with children.
LISA KOLBECK: In my experience working with children, the
way I know a child is to see their
play. And the way I can find out about their play is first watch
them, and then ask them questions
about where they are in their play-mind. So what we saw Luna
being today, being an owl, is a
metaphor for a deep part of herself. The first clue that I had this
morning when she first came in,
she said, what are these named? And she pointed to the owl's
talons. And I said, talons. And she
said, I have talons.
So that was my clue for that was going to be Luna's play
metaphor for the day. Children don't
always keep such a strong one idea. Many children bounce
between many play ideas. But you
can always count on Luna to hold onto one play idea. As an
experienced teacher, I know I can
use Luna's play idea in my curriculum. She had really become
an owl, because she had the
wings on, and she had the face painting on.
So her internal owl self was kind of coming out. So my first job
is to help children communicate
with each other. And to do that, they have to feel listened to and

seen. And for Miley, what I knew
is that it was a perfect place for her, because there were no
other children. It wasn't noisy. She's
a very quiet child. And her voice gets lost. And Luna's a very
quiet, receptive player. Somebody
says something to her, and she always listens and takes it and
responds. That's a wonderful
quality she has.
I felt my job was to kind of create a safe play-listening space at
that moment, so that the owl and
the cat could relate. And then I'm always also interested in
pulling in the science that they've
learned and what they know about the real world, about real
owls and real cats. That's what I was
doing in that play scenario. And just asking a few questions--
do you need a nest? what do you
eat?-- helps them imagine and move to their next action, play-
action. And my goal is to have
them play together without needing an adult to be there.
She's painting her strong, sharp talons. Luna, do you remember
on the owl that you had, how
many talons did they have?
FEMALE SPEAKER: Three.
LISA KOLBECK: Three.
FEMALE SPEAKER: And I got five.
LISA KOLBECK: It has five. They look great. You look good.
It looks like you need a branch to sit
on, because that's what the talons do, don't they? They hold on
to things. Perching.

FEMALE SPEAKER: Hoo hoo.
FEMALE SPEAKER: Hi.
Page 1
LISA KOLBECK: Hi.

FEMALE SPEAKER: Hi, cat. I'm owl from Little Bear.
LISA KOLBECK: You're owl from Little Bear.
FEMALE SPEAKER: Mmm-hmm. You're cat from Little Bear.
LISA KOLBECK: Luna, so you're a boy owl, and this is a kitty
cat. And what shall we play? What
do you guys want to play?
FEMALE SPEAKER: Owl and kitty cat.
LISA KOLBECK: Owl and kitty cat. What color ears to you
want, Kitty? Pink ears. So Owl, here's
my question. If you're an owl and you're an omnivore-- do you
remember what that means?-- --do
you hunt little animals?
FEMALE SPEAKER: Uh-huh.
LISA KOLBECK: Uh-huh. And is that part of your game,
hunting? Because that's something that
owls do with their talons.

FEMALE SPEAKER: They try to get them.
LISA KOLBECK: They try to catch little animals.
FEMALE SPEAKER: Uh-huh, like house mouses.
LISA KOLBECK: Like house mouses.
FEMALE SPEAKER: And what else?
LISA KOLBECK: Think. What's another small mammal?
FEMALE SPEAKER: A panda.
LISA KOLBECK: Really?
FEMALE SPEAKER: Well, a baby panda.
LISA KOLBECK: Well, a baby panda's smaller.
FEMALE SPEAKER: Or a baby kitty, a kitten.
LISA KOLBECK: Probably, I'm guessing that Miley won't want
to play that game if you're going to

hunt her.
FEMALE SPEAKER: OK. Then I will be a nice owl that doesn't
eat anything, just fruit.
LISA KOLBECK: Oh, kind of like a fruit bat, like Stellaluna
but different. So do you want to go fly
away and fetch some fruits? OK, here's your nest material. Pull
it out.
FEMALE SPEAKER: It's going to be ready in no time.
Page 2

LISA KOLBECK: I think, Kitty, she might need your help. Pull
it out, your nest-making material.
Pull.
FEMALE SPEAKER: Owls are very strong.
LISA KOLBECK: No kidding.
FEMALE SPEAKER: And my wings can reach all the--
LISA KOLBECK: OK, can you form it into a nest? Make room
for Kitty. Oh, there's the nest.
It's almost like children have a play being and a real being. And
they're both real, of course, but
children's play being is like a metaphor for their real being. I'm
always aware, being around
children, of how fast the adult world moves, and how noisy it is.
And so one of the things I was
doing is I was trying to go slow. I was trying to be receptive to
what the children were saying,
particularly Miley, and not jump in and take her words out of
her mouth. Let them feel what the
flower of their idea was, letting it come out of them. And
children need to feel that, to know who
they are, and to bring who they are into a school. They need to
feel respected, and they need to
feel grounded in themselves and accepted for who they are, and
heard.
I think I would like to say to people who are starting to work
with children how important it is that
we not close children off with the walls of our assumptions. We
leave ourselves open to surprises,
because children have so many surprises inside we can learn
about it if we're quiet enough to let

them come to us with it. And in terms of real practical advice,
since children live in their
imaginations, anything that people can talk about that's
something imaginative is-- Well, instead
of interrogating children, one can make it, say, an I statement.
And then just see. You can tell by
children's body language.
Often, if I say, I really like cats, a child will fall down on all
fours and go, mew, mew, mew, and
you can tell that child likes cats. Children communicate, really,
all different ways and use their
bodies so much that if you're sensitive, you can really pick up
cues about how to communicate.
Page 3
Moderator Guide Aligned by Research Objectives
Participant Screener
1. Patients list provided by HOSPITAL
2. Must meet one of the following criteria:
a. Must have had organ transplant surgery performed at
HOSPITAL
b. Must be listed (waiting list) for organ transplant surgery
performed at HOSPITAL
c. If patient is pediatric, questions must be answered by
caretaker with confirmation
Research Objective #1: Understand how patients who had or are
waiting for organ transplant surgery at HOSPITAL, made their
decision
1. Let’s start with the initial consultation. Was HOSPITAL your
first choice? PROBE FOR OTHER CHOICES. Were you (or
your child) listed with other hospitals? Which ones?
2. How did you start the contact? IF PATIENT DOES NOT

UNDERSTAND, READ CHOICES: Email / Phone / Personal
visit? PROBE: Did you make the initial contact or did someone
else make it for you?
3. Q6 Why did you decide to list (your child) with the
HOSPITAL for your surgery? PROBE: What made you decide?
Was distance a consideration? Where did you travel from for
this surgery?
Research Objective #2: Understand the Experience and First
Impression of patients who had or are waiting for organ
transplant surgery at HOSPITAL, on their first point of contact
and visit
1. How would you describe your first consultation to learn
about the services of the HOSPITAL? PROBE: Was the person
who explained the services at the HOSPITAL, clear and
thorough about their services? Did they explain the process and
what to expect? IF THE PATIENT IS A PEDIATRIC PATIENT,
did they explain how they deal with pediatric patients?
2. Did you schedule a visit to the HOSPITAL facilities?
PROBE: How would you describe the visit? How were you
treated? What was your first impression? IF PATIENT IS
PEADIATRIC, did you take your child to the visit?
Research Objective #3: Understand the Experience of patients
who had or are waiting for organ transplant surgery at
HOSPITAL, when they decided to list and their waiting period
with HOSPITAL
1. How would you describe the process to get listed (or your
child) for your surgery at the HOSPITAL? PROBE: Was the
process easy or difficult? How did the personnel handle the
listing process?
2. How long did you have to wait to get your (or your child)
surgery with the HOSPITAL?
3. How do you feel you (or your child) were treated during this
waiting period? PROBE: Do you feel you were informed while
you waited for your (or your child) surgery? Was the

communication too little, too much or about right/sufficient?
Did you call them or did they call you during this waiting
period? How frequent did you communicate with them?
Research Objective #4: Understand the Experience of the
hospital stay and surgery among patients who had organ
transplant surgery at HOSPITAL
1. How long were you (or your child) in the hospital following
your surgery?
2. How would you describe your (or your child) stay after
surgery at the HOSPITAL? PROBE: How would you describe
your interaction with the doctor/s who performed the surgery?
the nurses who took care of you while you stayed in the
hospital? IF PATIENT IS PEDIATRIC, how did your child
adapt to the hospital stay?
Research Objective #5:Understand the Experience of the
hospital discharge process among patients who had organ
transplant surgery at HOSPITAL
1. How would you describe the discharge process when you (or
your child) were scheduled to leave the hospital after your
surgery? PROBE: Was the process easy or difficult? How did
the HOSPITAL personnel handle the discharge process?
2. How would you describe the clarity of medical or post-
surgery care instructions of the HOSPITAL contact assigned to
conduct your (or your child) discharge process
3. How would you describe the clarity of administrative
(hospital invoice, balance, resources available) instructions of
the HOSPITAL contact assigned to conduct your (or your child)
discharge process
Survey Questionnaire Aligned by Research Objectives
Screener Questions (based on Screening Criteria)
1. Please select your zip code from the list – (QUOTAS WILL
BE PROPORTIONATE TO ZIP CODE BY POPULATION IN
MIAMI-DADE COUNTY. NOTE THAT WE WILL BE ABLE

TO RUN CROSS TABULATIONS BY ZIP CODE)
2. Which category describes your age?
3. Are you a full-time resident Miami-Dade County?
Research Objective #1: Understand the General Awareness of
Hospitals and Health Care Systems in Miami-Dade County
1. When you think of hospitals or health systems that serve your
area, which one comes to mind first? (ONLY ENTER ONE
HOSPITAL OR HEALTH SYSTEM FOR THIS QUESTION.)
2. What other hospitals or health systems in your area come to
mind? (YOU MAY ENTER MULTIPLE HOSPITALS OR
HEALTH SYSTEMS FOR THIS QUESTION). ALLOW 10
RESPONSES
3. Which hospitals or health system, in Miami-Dade County do
you think is best for the following: (PLEASE ENTER ONLY
ONE HOSPITAL OR HEALTH SYSTEM PER CATEGORY)
(ROTATE) - Heart care / Cancer treatment / Maternity care /
Children’s health care/pediatrics / Weight-loss surgery / Organ
transplants / Prostate surgery / Urgent care
Research Objective #2: Understand the Awareness of Specific
Hospitals and Health Care Systems in Miami-Dade County by
specific zip codes and regions
1. There are a number of hospitals in the HOSPITAL system.
Please name as many of those hospitals as you can. ALLOW 10
RESPONSES
2. Did you know HOSPITAL System includes a hospital named
HOSPITAL North Medical Center?
3. Based on what you know how would you rate the quality of
care at HOSPITAL North Medical Center where 1=poor and
10=excellent? (Don’t know will be an option)
Research Objective #3: Assess recall of Hospital Aided and
Unaided Advertising and Messaging
1. Unaided Awareness - When you think of hospital advertising
and messaging, which one can you remember?

2. Unaided Awareness - Do you recall seeing or hearing any
advertising for HOSPITAL System or any of its hospitals?
3. Aided Awareness - Which hospital or health system in
Miami-Dade County uses the slogan or tagline “Miracles made
daily”?
Research Objective #4: Understand the overall Experience (UX)
of patients who have received treatment at Miami-Dade
Hospitals and Health Care Systems in Miami-Dade County
1. Based on what you know, how would you rate the quality of
care at HOSPITAL System for the following services where
1=poor and 10=excellent. (ROTATE) Heart care / Cancer
treatment / Maternity care / Children’s health care/pediatrics /
Weight-loss surgery / Organ transplants / Prostate surgery /
Urgent care
2. Using the scale of 1 to 10, indicate if you agree or disagree
with each of the following statements where 1=completely
disagree and 10=completely agree.
· HOSPITAL is the best hospital in Miami
· HOSPITAL is for people without insurance
· HOSPITAL facilities are outdated and not clean
· HOSPITAL is improving
· If I go to HOSPITAL, I will get treated by a HOSPITAL
doctor
[removed]
3
Research Brief for eBay
By (Name)

Why eBay needs rebranding, realignment, and repositioning
Background and History
Since its launch in 1985, eBay has acquired 168 million active
buyers and 6.7 million sellers. One of the advantages of buying
on eBay is that it has a global reach and is accessible to many
active buyers (eBay, 2020). However, the company faces issues,
including negative customer feedback. The negative reviews
affect eBay, which cannot be denied since a bad review means
the products are bad. Product reviews play a big role in buying
decisions of eBay customers. eBay needs its own identity to
enable them to communicate to a specific audience (Shippit,
2019). This advertising needs to have the ability to humanize
data to have a true understanding of the customer in how their
shops emphasize their focus on people and their passions. The
company has experienced customer disputes regarding added
fees from online sellers when they purchase products. This
affects the brand image and reputation, leading to a loss of
profitability because of customer dissatisfaction (eBay, 2020).
While the company knows that the seller's reputation is an
essential factor in a successful business, the seller's
performance rating needs to reflect the services the buyers
offer; hence, the company needs realignment. Additionally, the
company has experienced stiff competition from well-
established companies such as Amazon and Alibaba, affecting
its market shares as customers buy commodities from the
companies with cheaper deals.
Research Objectives
This research aims to;
1. Assess the impacts of customer satisfaction on eBay
performance
2. Evaluate ways in which eBay products can be rebranded
3. Assess the leading age group of eBay products purchasers for
repositioning
4. Determine the customer preference for the design and logo of
the company
5. Compare the marketing strategy of eBay and other

competitors for strategizing
Methodology/ Study design
The research will use qualitative research, relying on in-depth
individual interviews and online questionnaires. The study will
use an ethnography qualitative research design which includes
immersing the target participants in their goals, cultures, and
motivations hence collecting data through interviews then make
conclusion about how the individuals and society functions.
Target Markets
The study will target California and Florida customers while
targeting major eBay stores. This is because the leading
customers prefer buying from eBay. Since eBay values culture,
the study will conduct inclusive research regarding races such
as African Americans, Asians, and Whites.
Target Participants
The research will focus on the Generation Z and Generation X
cohort since it is the largest demographic that uses eBay. The
research will select the participants from eBay customers'
profiles and use random sampling to select those the study
thinks will provide the best information. The composition of the
respondent should be a person between the ages of 18 and 49
who made purchases on the eBay website in the past six months.
This will be followed by a telephone screening stating, "If any
of the following apply to you, you do not qualify to be in the
research."
Specific Deliverable: Outcome of the research project
References
eBay. (2020).
Seller performance and feedback policy. EBay.
https://www.ebay.com/help/policies/selling-
policies/seller-performance-policy/seller-performance-defect-
removal-policy?id=4352
Shippit. (2019, February 19).
7 Challenges eBay Sellers Face and How to Solve
Them. Shippit. https://www.shippit.com/blog/2019/02/19/7-

challenges-ebay-sellers-face-and-how-to-solve-them/
Module 3
Intro to Research
Qualitative and Quantitative
Week 3 Topics
Conducting Qualitative Research - Focus Groups and
Interviewing
Using projective techniques and exercises in qualitative
research
Moderating focus groups and conducting individual interviews
Condensing, Reporting and Formatting Research Findings
The Art and Science of Compelling Insights
2
To-Do this week
Study uploaded course materials
Complete Deliverable #2 – see formatting examples
Recruit participants and set up qualitative interviews according
to data collection timetable
3

Deliverables for this week
Blog #2 – complete by Sunday 9/11 @11:59 – textbook needed
to complete
Upload Deliverable #2: Research Instruments by Sunday 9/11
@11:59pm
4
Research Timetable
Finalize Research Brief: w/o 8/29
Finalize Research Instruments: w/o 9/5
Qualitative Participant Recruitment: w/o 9/5, 9/12, 9/19
Data Collection: w/o 9/12, 9/19
Finalize Data Collection: finalize by 9/25
Data Analysis and Final Report due: w/o 9/26 by Sunday 10/2
@11:59pm
Early Warning!
YOU NEED TO RECORD YOUR QUALITATIVE
INTERVIEWS!
RESEARCH PROOF IS MANDATORY AFTER COMPLETION
REPORT FROM QUALTRICS OR SURVEY MONKEY
SCREENSHOTS OF QUALITATIVE INTERVIEWS
RECORDINGS FROM QUALITATIVE INTERVIEWS

Research Participant Quotas
Quotas:
Quotas for qualitative – 10 participants interviewed with at
least 1 focus group (3-5 screened participants)
Quotas for survey completions – 20 completions
RESEARCH QUOTAS
MUST complete 10 Qualitative Interviews:
Can combine with Focus Groups with Individual Interviews to
complete your quotas
You can do interviews with 1-2-3-4+ people
Pairs are called Dyads and 3 people are called Triads
Participants can be related. For example, couples or parents
with kids, if making purchase decisions together is significant
or made jointly. Understand the purchasing dynamics.
Your team MUST complete 20 Quantitative Surveys with the
right participants
RESEARCH DESIGN
Building your Questionnaires
Recruiting Research Participants
Key Steps in Research
Define the problem, issue or key area to understand

Understand who is the best target to research
Define best methodologies
Develop a research brief with sound research objectives
Develop a survey questionnaire and moderator guide (based on
research objectives)
Recruit participants
Collect Data
Analyze Data
Discover the insight for development of strategy
Full Research Brief
Survey Questionnaire: responding to research objectives and to
include participant screening question/s
Close-ended format
Open-ended questions – 2 questions max.
Qualitative Questionnaire: for Focus Groups or Individual
Interviews – Discussion or Moderator Guide
Open-ended questions
Can include exercises such as: “complete this question” or
“write down what comes to mind when you think of XXXX….”
Research 101 – Basic Documents
Recruitment and Field Work
Do not recruit the wrong participants – stick to your screening
questions
Remember that you are doing “casual sampling” meaning
recruiting from people you know and their networks – they still

have to fit the screening criteria and you have to be realis tic
Garbage in, garbage out
Correct interviewing and moderation – format and ask questions
the correct way
Manage participant time expectation to increase participation
Research Objective Alignment to Questions
Questions Structure
Right questions with sequence and build up
General Questions Habits, Media Use,
Behaviors
Category Use, Motivations
Brand Specific Questions
Creative A/B Testing

Alignment of Research Objectives with Journey Mapping
Example
Waiting for Surgery
Developing Research Objectives:
Understand how patients needing organ transplants research
options – Doctor referrals, online, call
Assess the geographic areas where patients needing organ
transplants are coming from – how far are they willing to travel
Understand experience of patients needing organ transplants
when contacting JHS MTI – website and physical
Diagnosis
Research Options
Point of Contact
Visit
Listing Process

Waiting Period
Alignment of Research Objectives with Journey Mapping
Example
Had Surgery
Developing Research Objectives:
Understand the hospital experience of patients who went
through organ transplant surgery with JHS MTI
Understand the hospital discharge experience of patients who
went through organ transplant surgery with JHS MTI
Assess the in-home recuperation experience of patients who
went through organ transplant surgery with JHS MTI and their
personnel – coordinator, therapist, nurses, etc.
Contact for Surgery
Hospital Onboarding
Hospital Stay / Surgery
Hospital Discharge
Administrative and Medical

Home Recuperation
Doctor Visits and Follow ups
Alignment
Research Objective
Qualitative Questions
Open-Ended
Probing or Follow Up Questions
Quantitative Question
Close-Ended
Answer Options Given
QUALITATIVE
When you received your
diagnosis, how did you start
research options?

Probe:
What did you do first?
Did you visit websites? Which ones?
Did you ask anyone for advice?
QUANTITATIVE
When you were given your diagnosis, how did start researching
options?
Check top 2 that apply to your experience
Doctor referrals
Went to website
Called
Saw an advertisement
Friend or family referral
Other (open field)
RESEARCH OBJECTIVE: Understand how patients needing
organ transplants research options – Doctor referrals, online,
call
SURVEY QUESTION – QUANTITATIVE EXAMPLE:
When you were discharged from the hospital, how would you
rate the instructions you were given to follow your specific
treatment at home by the JHS MTI personnel in charge of your
case? CHOOSE ONE AND TALK ABOUT YOUR
EXPERIENCE IN THE OPEN FIELD (optional)
Excellent
Good
Fair
Poor
Terrible
OPEN FIELD: Write about your experience (optional)
MODERATOR GUIDE QUESTION – QUALITATIVE

EXAMPLE:
When you were discharged from the hospital, how would you
rate the instructions you were given to follow your specific
treatment at home by the JHS MTI personnel in charge of your
case?
Probing questions: Was the personnel who assisted you clear?
How would you rate the experience? How do you think they
could have assisted you best? Were the instructions on how to
follow your treatment clear?
RESEARCH OBJECTIVE: Understand the hospital discharge
experience of patients who went through organ transplant
surgery with JHS MTI
SURVEY QUESTION – QUANTITATIVE EXAMPLE:
When you were discharged and went home after your surgery,
how would you rate the communication with JHS MTI personnel
during this period? CHOOSE ONE AND TALK ABOUT YOUR
EXPERIENCE IN THE OPEN FIELD (optional)
Communication was excellent
Communication was good
Communication was Fair
Communication was Poor
Communication was Terrible
OPEN FIELD: Write about your experience (optional)
MODERATOR GUIDE QUESTION – QUALITATIVE
EXAMPLE:
When you were discharged and went home after your surgery,
how would you rate the communication with JHS MTI personnel
during this period?

Probing questions: How often did the JHS MTI personnel
contact you during your recuperation time from surgery – daily,
weekly, monthly – how many times? Were their instructions
clear? Did you feel assisted during this period? How do you
think they can improve? Were they accessible if you had to call
them?
RESEARCH OBJECTIVE: Assess the in-home recuperation
experience of patients who went through organ transplant
surgery with JHS MTI and their personnel – coordinator,
therapist, nurses, etc.
Moderator Guide
Your Moderator Guide or Qualitative Questionnaire must
include:
Calculate time for each section depending on how many people
there are
Align questions responding to each research objective along
with additional probing questions – probe for competitive, list
of must-have features and functionalities, motivation of usage,
etc
Include Net Promoter Score (likelihood) question, even in
qualitative:
on a scale of 0-10 how likely are you try a product like XXX,
Follow up with “why or why not”
Right questions with sequence and build up
Projective Exercises, do not be afraid to test techniques:
“complete this sentence” or “write down what comes to mind
when you think of XXXX….”

Survey Questionnaire
Your survey questionnaire must include:
Screening questions at the beginning to “weed out” wrong
participants
Disclosure statements– thank you for participating beginning /
end, approximate time to completion
Align questions responding to each research objective
Right questions’ sequence and build up – do not mention brand
prematurely
Include Net Promoter Score (likelihood) questions – likelihood
of trial
NPS Calculation
“How Likely are you to…
N (sample size) = 30
NPS = +23 (50% promoters – 27% detractors = +23)
Promoters (9-10): 15 (15/30 = .50 x 100 = 50%)
Passives (7-8): 7 (7/30 = .23 x 100 = 23%)
Detractors (0-6): 8 (8/30 = .27 x 100 = 27%)
The Art of Asking Questions
Conducting Qualitative Interviews
Be ready and have participants ready
Active Listening – the art of probing
Probing to get to the WHY and MOTIVATION
Mix of emotive questions (feel) and functional questions (think)

Lack of probing can lead to incorrect assumptions and missed
opportunities
Asking questions correctly so it does not influence the response
Do not be afraid to test techniques – have fun with the process!
In focus groups, engage everyone
Work with a partner – the work of a moderator can be intense
Check Out CANVAS Examples
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48 Young Children • March 2011
®
1, 2, 3
Issue
Your attitudes influence if, when,
and how you communicate with
babies. You may be unaware of the
value of talking to babies directly.
Maybe it has not occurred to you to

use language to include the babies
in communication. When you ignore
babies, you tell them they are not val-
ued. When you do not talk to babies,
they are unlikely to understand what
is happening with them.
Rationale
Talking about babies instead of to
babies discounts them as individuals.
Babies need to be part of the com-
munication process. When you com-
municate with babies, it validates
their self-worth. They will also have a
better chance to understand what is
occurring. Language provides a model
for babies about how to communicate,
and it serves as a vehicle to convey
thoughts and feelings.
Communicating
with Babies
Beverly Kovach and
Denise Da Ros-Voseles
Goals
what is happening

to others in the baby’s presence
How many times have you watched
this scene unfold? As you approach
two women and a baby, you overhear
one woman say, “What a precious
baby! Isn’t she cute! How old is she
now? Does she sit up yet? Oh! Look at
those bright blue eyes.” The woman
takes the baby’s hands in hers and in
a high-pitched voice exclaims, “Aren’t
you the cute one.” She then talks with
the mother about her baby.
You may have witnessed this scene
countless times. Most adults talk to
other adults about the baby in front
of the baby. The problem with this
is that even though the baby is the
focus of the conversation, he or she is
being described as if she is not there.
Although it’s probably not deliberate
on the part of the adult, by not talking
directly to the baby, the baby is dis-
qualified on a personal level. Repeated
encounters like this tell the baby she
is insignificant. Acknowledging and
speaking directly to the baby by name
tells the baby he or she is respected
as an individual. Magda Gerber used
to tell the story of how her mentor
Emmi Pikler first impressed her. When
Dr. Pikler came to Magda’s home to
visit her sick child, Dr. Pikler talked
to Magda’s daughter using her name

and getting information she needed
directly from the child. This amazed
Magda as it never occurred to her that
her young daughter could give the
doctor that information (Gerber 1978;
Gerber & Johnson 1998). For many
adults, it might not occur to them to
talk directly to a child, let alone a baby.
It can be difficult to get into the
habit of talking with babies. There is
Beverly Kovach, RN, MN, is a consultant to infant/toddler
caregivers, providing support
to parents and center-based staff. She is a mentor, teacher, and
trainer in Magda Gerber’s
RIE approach, and program coordinator for a birth to 3
Montessori training center.
Denise Da Ros-Voseles, PhD, is an associate professor of early
childhood education at
Northeastern State University in Broken Arrow, Oklahoma. She
teaches undergraduate
and graduate infant and toddler development courses.
[email protected]
This article is reprinted, by permission, from B. Kovach and D.
Da Ros-Voseles, Being
with Babies: Understanding and Responding to the Infants in
Your Care (Silver Spring,
MD: Gryphon House, 2008), 72–75. This is chapter 15 of the
book.
Being with Babies is available from NAEYC. Illustration ©
Michael J. Rosen.
Young Children • March 2011 49

Supporting the Many Ways Children Communicate
©
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a vast difference between how babies
communicate and how adults commu-
nicate. Babies use gestures and bab-
ble, which requires close observation.
Also, most adults are better talkers
than listeners. They are better at giv-
ing information than receiving it. Some
adults think that babies do not have
the ability to learn to comprehend. If
you believe that, it’s easy to under-
stand why you do not address or talk
to babies directly. These differences
get in the way of responsive communi-
cation between adults and babies.
Repeated social encounters that are
rich and spontaneous are what fosters
the relationships between babies and
caregivers. Relationships are the most
important ingredient that fuels the
baby and assures the baby’s optimum

health in his first year of life.
What you believe and think about
babies influences how you act. When
you evaluate what you think about
babies, you may decide it is worth-
while to talk with them. There are
approaches to communicate with
babies that convey a personal, respect-
ful, and responsive message to them.
Talking to a baby requires you to
baby’s response in your next message.
and include those responses.
The above suggestions allow you to
experience an enriched dialogue with
a baby. Sharing information provides
more accurate and tuned-in communi-
cation where preferences and choices
maintain a sense of who babies are as
people.
Scenario
Sharon is feeding 14-month-old
Allison peas and potatoes for
lunch. Allison turns her head away
from the spoon of peas after her

first taste. Sharon, her caregiver,
says, “Allison you don’t like the
way these peas taste? You turned
your head. Does that mean you
don’t want anymore?” Allison con-
tinues to turn away from the peas.
“Okay, let’s try some potatoes for
now.” This form of communica-
tion shows that the caregiver and
the baby both are in tune to each
other’s behavior and watch each
other’s responses to continue more
accurate communication together.
This way of being together
tells the baby her responses are
acknowledged and included.
Sharon may think peas are good for
Allison but does not force Allison
to eat them. By talking directly to
Allison about what is happening,
Allison is heard and respected for
her preferences.
Eating peas is less important than
the acknowledgement and acceptance
of Allison’s behavior about her pref-
erences. As behaviors are repeated,
Allison and Sharon learn and know
more about each other, which devel-
ops trust and reliability in a mutually
satisfying relationship.
Telling the baby what you are doing
together during caregiving times is
another important communication
issue. Describing your actions with
words helps the baby to understand

and anticipate your next move. Telling
the baby what you are doing together
during caregiving times is another
important way to communicate.
Maria, the caregiver, began to put on
14-month-old Isabella’s sweater to
go out doors. Maria showed Isabella
the sleeve of the sweater, saying,
“I’m going to put your right hand in
the sweater.” Maria then touched
Isabella’s right hand, saying, “I’ll
start here.” Isabella was prepared for
Maria’s signal and attempted to push
her right arm through the sleeve of
the sweater. Maria’s words and actions
signaled Isabella about what was
going to happen, enabling Isabella to
understand and cooperate with Maria.
Telling the baby what
you are doing together
during caregiving times
is another important
communication issue.
Knowing what comes next can reduce
anxiety. Telling babies what will hap-
pen, showing them the steps along the
way, and touching them to give them
clues about what is happening is a
powerful and wonderful way to give
the baby a chance to understand your

actions and intentions. These behav-
iors offer a rich dialogue between you
and the baby that is a nice way for the
baby to stay involved with you.
A few behaviors that help you give
the baby clear messages include the
following:
you are focusing on
want to address
the baby will help
baby for his or her
cooperation when it
occurs
Maria’s gentle
touch signaled
Isabella to par-
ticipate. Touching
gently is a wonder-
ful way to show a
tender response
while communicat-
ing with babies.

Touch can give the
baby a warning that
something is about
to happen. A caregiver who gently
touches a baby before picking her
up by placing her hand on the baby’s
shoulder gives that baby a beautiful
message of respect and appreciation.
A caregiver who gently
touches a baby before
picking her up by plac-
ing her hand on the
baby’s shoulder gives
that baby a beautiful
message of respect
and appreciation.
There are so many small ways that
you can communi-
cate a message of
worth to each baby.
All you need to do
is to stop, appreci-
ate, and believe
that your acknowl-
edgment makes a
difference. Trying
these behaviors
provides a valuable
form of communica-
tion and a time to
enjoy each others’
company.
Key Point

Each baby needs to be acknowl-
edged personally by name and given
the opportunity to communicate. This
ensures that babies understand what
is happening. It also acknowledges
their behavior and personal prefer-
ences as important.
Solution
s
can contribute to an interaction or a
relationship.
other adults how important it is to
acknowledge and include babies in
conversations.
t babies’ likes and dislikes

when you communicate with them.
ask for participation.
References
Gerber, M. 1978. On Their Own with Our Help.
Video. Los Angeles, CA: Resources for Infant
Educarers (RIE).
Gerber, M., & A. Johnson. 1998. Your Self-Con-
fident Baby: How to Encourage Your Child’s
Natural Abilities—From the Very Start. New
York: Wiley.
Copyright © 2008 by Beverly Kovach and Denise Da
Ros-Voseles. For permissions, contact Gryphon House,
Inc. at 800-638-0928 or www.gryphonhouse.com.©
J
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Copyright of YC: Young Children is the property of National
Association for the Education of Young Children
and its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright
holder's express written permission. However, users may print,
download, or email articles for individual use.
1, 2, 3®

istening to children seems
so simple. But when you’re fetching
water to clean up the paint area, won-
dering where the CD has disappeared
to, and waving to a mother coming
in the door, trying to listen to a child
following behind you can become
challenging. It is easy for listening to
become just one more task that a busy
teacher must tend to.
I spent several months in a child
care center talking with and listening
to young children as part of a research
project. This experience taught me
lessons in how much children are
telling us, if only we can hear them. In
particular it taught me about the art of
“stepping back.”
Reading the work of others helped
me prepare to conduct the research.
Dahlberg and Moss describe the sig-
nificance of listening, within the peda-
gogy of the schools of Reggio Emilia,

as involving “an ethical relationship
of openness to the Other, trying to
listen to the Other from his or her
own position and experience and not
treating the Other as the same” (2006,
15). Cannella speaks of accepting that
children “can speak for themselves”
and of searching “for ways that we can
learn to listen” (1997, 166). Gonzalez-
Mena (2001) describes a strategy of
finding the “third space” in conversa-
tions across cultures, the space that is
beyond both your culture and my cul-
ture, where we can listen to each other
openly. Here the space I was looking
for was one that moved beyond the
expectations of what it was to be
either adult or child, either expert or
novice. From such readings the image
of stepping back emerged.
For me, stepping back meant not
only slowing down and really listening,
but also consciously shifting my mind

from the immediacy of the conversa-
tion to consider it from other perspec-
tives. Being prepared to do this, and
to relinquish my own narrow agenda,
allowed me to hear other messages,
messages that were often not related to
the questions I had been considering.
Exploring the hidden
curriculum through
conversations with children
My research explored the scope
of what children learn in a child care
center. While the starting point was
the teachers’ planning, the central
focus was on the indirect learning
(what some call the “hidden curricu-
lum”). This kind of learning includes
what children learn from one another,
and the implicit messages conveyed
by the teachers and by the environ-
ment’s structure and resources. As
the researcher, I was committed to
focusing on the children’s voices and

keeping them at the forefront at every
stage of the research.
These are the voices that Cannella
(1997) has called the “most critical
Conversations with a 2-Year-Old
Alison Stephenson, MEd, Dip Tch, is an
early childhood program director at Victo-
ria University in Wellington, New Zealand.
She has written on a range of curriculum
areas, including young children’s outdoor
play. [email protected]
Photos © Ellen B. Senisi.
Alison Stephenson
Stepping Back to Listen to Jeff
L

voices,” the voices that have so often
been missing from research about
early childhood education. Focusing
on the children’s voices was also a
way of interrupting my own patterns
of thinking, of seeing things in another
way. Early on I wrote a list of ques-
tions to guide me in interacting with
children, and rereading these was a
useful reminder of the kinds of inter-
action I wanted to have with the chil-
dren. The questions included,
• How can children engage with this
topic in a way that interests them?
• How open am I to following the chil-
dren’s lead?
I found that many children were
eager to spend time with an adult
who was keen to listen to them. The
challenge was to search for ways of
talking with them that they would find

engaging and that would allow them
to share their ideas.
I asked families for permission for
their children to participate in my
research. There was also a consent
form for children. I asked parents to
decide if their child would understand
My starting point was to spend time with children, listen-
ing to and talking with them down at their physical level. I
enjoyed the interaction because I was genuinely interested
in them and in their ideas. In this study, I used the following
strategies with children ages 2, 3, and 4. They would work
for any teacher or researcher talking with children.
• To focus conversations about the environment, I shared
a folder of photographs of places both inside and outside
the center, including adult spaces such as the office and the
kitchen.
• To allow children to express their likes or dislikes, I used
a chart with photographs of different activities and events in
the center, plus counters with happy faces and sad faces.
I asked the children to show me which activities they liked
the best, but also asked if there were activities they didn’t

like. Because there were more photographs than counters,
children had to make choices.
• To show which places were most significant to them
during photo tours of the center, the children used a digital
camera. After I asked the children, “Show me your favorite
place,” they took photographs (or asked me to take photo-
graphs). I gave prints of the photos to the child photogra-
phers on my next visit, which offered a chance for a further
conversation.
• To engage children in focused discussions about their
learning in the center, I invited them to photograph their
favorite pages in their learning portfolios as we looked at
them together. A portfolio includes ongoing documentation
of a child’s learning recorded in words, photographs, and
artwork. Each family receives their child’s portfolio at the
end of the year, when the child leaves the classroom.
• To elicit more of the children’s ideas about aspects of
center life, I asked individuals or small groups to help me
work on unfinished storybooks. One of the storybooks con-
cerned a new child who started at a center and then asked
children and teachers to teach her so that she could be like
them. This was designed to let children share their ideas

about what children learn from one another, as well as from
teachers.
• To get more direct answers on some issues, I helped chil -
dren complete a questionnaire. The questions included,
o What do you like doing at your center?
o What are you really good at?
o What are you learning to do?
o Whom do you like to play with at the center?
o Is there anyone you don’t like to play with?
Along with these particular research strategies, I spent a
great deal of time observing the children and writing notes,
talking with children either individually or in groups, and
joining them in their play when invited. At times, and with
the children’s permission, I tape-recorded conversations
and episodes of play. At other times I kept field notes.
Listening to the answers
Listening is paramount. I found that how I listened gov-
erned what I heard. When I consciously stepped back from
the interaction, from my own expectations of what I might
hear, and listened with an attitude of respect, with open-

ness, and in the anticipation that I might hear answers
to questions that had not been asked, I was sometimes
rewarded with new insights of what it was like to be a
young child in a center setting.
Strategies I Used in Talking with Children
I was committed to
focusing on the chil-
dren’s voices and
keeping them at the
forefront at every
stage of the research.
• How can I avoid children giving me
the answer they think I want to hear?
• What are the power dynamics in this
data-generating situation?
the process; many helped their child

complete the form.
What I learned by stepping
back and listening to Jeff
While there were 35 children
involved in the research, this is the
story of 2-year-old Jeff and what I was
able to learn from him. Jeff was a quiet
boy with a mass of curly hair. My first
impression of Jeff was his solemn
smile and big, watchful brown eyes, as
he sidled up alongside me to listen to
what was happening. Later, as I got to
know him better, I came to appreciate
the scope of his knowledge and the
thoughtfulness of his responses.
I used my folder of photographs
of different parts of the center as a
focus for informal conversations with
children. Talking with children about
the photos of indoor and outdoor play
areas and adult spaces, like the office
and the kitchen, provided a way of

finding out the names children used to
refer to different places at the center
and on the playground. Even quite
young children with little language
were drawn into this activity and
seemed to enjoy identifying familiar
places. However, listening to what
children said about the photographs
taught me far more.
Exploring children’s ideas about
different spaces at the center
When Jeff looked at the picture of
the room where the dress-ups and
the family play equipment were kept,
he called it “the girl room,” but then
after some thought, he amended this
to “the girl room and the boy room
and the pretend babies,” which sug-
gested he might be juggling different
messages he had received about who
dresses up, and perhaps even who
plays with dolls and cares for babies.

Children’s problem solving
Unexpected moments of interac-
tion offered me insights into Jeff’s way
of thinking and what his experience
of child care might be. One day a
younger boy asked me to watch him
spinning a hoop around his waist.
I tried to take a photograph of the
moment the hoop whirled before it
dropped to the ground, but each time
I was too slow and only captured the
hoop hitting the grass. I laughed about
the problem and asked him to try just
one more time—but still no success!
Jeff watched and listened, and when
it was his turn to have a photo taken,
he held the hoop high above his head
waiting for me to take the photograph.
Puzzled at first, I soon realized that he
had solved the problem of the hoop
hitting the ground. Working within
my own frame of thinking, which was

focused on capturing the whirling
hoop, meant it would have been easy
to dismiss his solution. Seeing the
problem from his perspective allowed
me to acknowledge he had found a
creative solution to a problem I could
not solve.
Children’s relationships
at the center
Another day, Jeff was on the play-
ground beside me as I watched the
children play. He looked across to see
4-year-old Evie sitting on a wooden
ride-on truck. Jeff often used this truck,
so I was not surprised to see him
watching her. I was surprised, however,
by the conversation that followed.
Jeff said to me, “That girl’s having
it.” I was curious about his use of the
words that girl, as Evie was a child who
attended the center five days a week.

When I asked him if he knew the name
of “that girl,” he said no. Because Jeff
had been coming to the center three
days a week for several months, I was
astonished that he did not know her
name. However, his response high-
lighted for me another assumption I
had made as an adult: Because I knew
every child in the center, I expected
that the children would also know
each other. Yet when I watched indi-
vidual children, I saw how infrequently
their paths might cross during a day.
I used my folder of pho-
tographs of different
parts of the center as a
focus for informal conver-
sations with children.
A tour with Jeff

Inviting children to give me a tour
of the center and take photographs of
their favorite places was a strategy I
used for talking with children about
the environment. I gave the children
the option of taking the photographs
or of being in the photos in places and
with people they nominated. Jeff was
one of the youngest children who took
me on a photo tour, and like most of
the other 2- and 3-year-olds, he chose
to have me take photographs with him
in them. A description of Jeff’s photo
tour provides the final example of
what I learned by stepping back in my
listening.
Research on Talking with Children
While there is only limited research that focuses on the ideas of
children
younger than 5 (for example, Carr 2000; Clark & Moss 2001;
Wiltz & Klein 2001;
Sumsion 2003; Godfrey & Cemore 2005; DeMarie & Ethridge

2006; Clark 2007),
such studies suggest a number of ways of talking with children.
This research
can provide a useful starting point for teachers or other
researchers who want to
pursue more conversations with children. Here are some areas
of consideration.
Group size and setting. The informal interview, for either
individuals or small
groups, is a well-established approach. Discussions in the
research include the
effectiveness of interviews with single children, pairs, and
small groups (Smith,
Duncan, & Marshall 2005), and provide thoughts on the
potential benefits of
group interviews (Graue & Walsh 1998; Ring 2000; Lewis
2001) as well as the
challenges they present (Dockrell, Lewis, & Lindsay 2000; Ring
2000; Hedges
2002). Some researchers comment on the setting for talking
with children and
the benefits of using a separate room (Nespor 1998; Dockrell,
Lewis, & Lindsay
2000) or of talking with children while they are engaged in

classroom activities.
Questions. Examples of the kinds of questions researchers ask
children are
useful. These include questions about what children like and
dislike about
their classrooms (Lewis 2001) and their teachers (Godfrey &
Cemore 2005);
what they like doing best (Wiltz & Klein 2001; Farrell, Tayler,
& Tennent 2002);
and why they come to the center/school (Ring 2000; Godfrey &
Cemore
2005). In exploring children’s engagement in learning, Smith,
Duncan, and
Marshall (2005) asked questions about why children were
involved in an activ-
ity and whether the activity challenged them.
Tools. Researchers have used a variety of tools when talking
with children.
Carr (2000) used the structure of a partially completed book as
a focus for
conversations about learning. Ring (2000) used smiley faces on
question-
naires about what children liked doing. Godfrey and Cemore

(2005), stress-
ing the importance of play-based conversations, used props to
represent the
child care setting. Dockrell, Lewis, and Lindsay (2000) reported
on ingenious
devices used as rating scales with children. Drawing has also
been used for
children to express ideas in interviews (Wiltz & Klein 2001).
Researchers increasingly use photographs. Photographs of
recent activities
in the setting were used as a focus in individual and group
interviews (Wiltz &
Klein 2001; Smith, Duncan, & Marshall 2005; DeMarie &
Ethridge 2006). Chil-
dren also photograph their favorite places or activities in the
setting (Clark &
Moss 2001; Clark 2004; Cremin & Slatter 2004; Greenfield
2004; Einarsdottir
2005; DeMarie & Ethridge 2006). A number of researchers use
video to record
interactions, and both adults (see Wiltz & Klein 2001) and
children (Clark
2004) have used tape recorders for this purpose.
the mountain flat. During this process

I twice suggested that we take a photo,
and he agreed both times. He said I
should push the quick view and show
him because his hands were sandy.
After moving to another part of
the sandbox, Jeff began another sand
mountain. A 3-year-old girl came
along, and Jeff invited her to help.
“Katie’s gone,” he commented to me
when, a few moments later, she left
and dug elsewhere. In this mountain
he introduced rabbit holes—he dug
one on his side and told me to dig one
When Jeff approached me, I asked
him if he would like to show me his
favorite places so we could take photo-
graphs of them, and he seemed keen.
On the way out to the playground, he
paused at a table where stamps and
stamp pads (equipment that was not
often available) had been set up. He
chose this as his first “favorite” expe-
rience. After a few minutes of using

the stamps, he then led me outside to
the sandbox. Here he decided that we
would build something together rather
than take a photograph.
At his suggestion we made a sand
castle, which he later called a moun-
tain. He dug out the side of the moun-
tain, and then said he was making a
waterfall with the sand. He picked up a
truck, rolled it down the waterfall sev-
eral times, then stood up and stamped
Inviting children to give
me a tour of the center
and take photographs of
their favorite places was
a strategy I used for talk-
ing with children about
the environment.

on my side. We excavated until the
holes linked.
An older boy arrived, and Jeff also
invited him to join us: “Do you want to
help us, Aidy?” By this stage we were
at our third site and Jeff had found
us two buckets and two scoops. The
three of us used the sand, buckets,
and scoops to make “dinner” and
“cake.” While we “cooked,” Jeff told
me his nana was picking him up that
day with his new booster seat, and
that he had scrambled eggs and bacon
the night before for dinner.
Soon Jeff left the sandbox and made
his way over to a ride-on truck with a
trailer attached. He got on the truck,
and had some difficulty turning and
backing it up with the trailer attached.
When the trailer became detached, he
climbed off and reattached it. He told
me he was driving off “to get a load.”
I wondered aloud if it would be a load

of blocks (the plastic blocks were
nearby), but he returned with some
bark chips and told me he had “a load
of books for the library.” I reacted
enthusiastically, and he said he would
get a big load. I reminded him about
taking photos of favorite places, and
I asked if he wanted me to take one of
him and the truck. He agreed.
I took the photo and then explained
that I had to leave soon. We arranged
that I would wave when I drove away.
Ten minutes later, when I drove past
the fence, Jeff was still in that area of
the playground, and he looked up and
waved.
What I learned from Jeff
I could have driven away that day
thinking that the last hour had been
wasted and how little I had learned
about Jeff’s favorite places. But step-
ping back from my research agenda

and thinking outside the framework
of my planned activity allowed me to
hear other messages from our inter-
action. What did I learn about Jeff? I
learned that his motivation was not
to take photographs, or to be photo-
graphed, or even to show me favorite
places. Rather, it seemed he was
happy to spend time with an inter-
ested adult, suggesting that for him it
might be the company rather than the
place that was significant.
Moreover, while my earlier obser-
vations had often showed that he
usually played independently, here I
found that he initiated contact with
other children and invited them into
his play, at least when an adult was
there. While he accepted my plan, it
was an aside to his agenda of using his
own experiences in his play and incor-
porating others into that.
Jeff offered me a glimpse into the

wealth of experiences that he drew on
in his imaginative play—the mountain,
the waterfall, the rabbit holes, the
cooking, the trip to the library—which
reminded me yet again not to make
age-based assumptions. Recalling that
he had shared with me details of his
family and his home life, I reflected on
the significance of the link between
center and home. While this link is a
fundamental tenet of early childhood
education, I was struck yet again by
just how strongly this emerged as a
significant area of interest for Jeff, and
I wondered how effectively teachers
support this focus on the home.
While the hour with Jeff had given
me little quantitative data to enter in
a table of favorite places, it had chal-
lenged my thinking about the concept
of choosing favorite places and about
the knowledge and experience of
2-year-olds. It provoked me to think
again about what might constitute a
child’s interest.

Stepping back from
my research agenda
and thinking outside
the framework of
my planned activity
allowed me to hear
other messages from
our interaction.
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