An Infant/Toddler Teacher's Examination of Her Role With Infants/Toddlers and Their Ways of Communicating

• In Event: Early Childhood Teacher Research for Professional Development: Teacher Inquiry Projects in Diverse School Contexts

Abstract

Communication, as tricky as it is, is even harder for an infant and young toddler. Infants and young toddlers use various means (verbal and nonverbal) to communicate their needs, desires, emotions, frustrations . . . just about everything. Often times, their actions, misbehaviors, and communication are misunderstood as challenging behavior. The presenter has come to understand that challenging behavior is mistaken behavior (Gartrell, 2013), due to misunderstanding the child and what s/he is trying to convey. The presenter uses teacher research as an approach that “provides a set of tools and habits of mind that help teachers to stop reacting and begin to deepen and clarify the professionalism of their role as early childhood educators” (Meier & Henderson, 2007, p. 8).
In this study, an infant/toddler teacher examines her role in supporting and guiding infants and young toddlers as they discover their abilities in communicating with their caregivers and peers through various means. Salinas-Gonzalez, Arreguin-Anderson, and Alanis (2018) state that, “Children’s language development is enhanced by intentional support from teachers, interaction with peers, and opportunities to practice their new communication skills.” Varying perspectives exist regarding what communication looks like and how it sounds. The presenter focuses on the different forms of communication that infants/toddlers use so that they may be understood, and she explains different teaching strategies to support infants/toddlers’ ability to communicate.
The findings indicate the value of effective teaching strategies in discovering ways to help foster communication with infants and young toddlers – including using nonverbal techniques; developing relationships between caregivers and peers; and modeling empathy. Through this study, the presenter understands that young children use various, physical forms of communication (including crying or a hand gesture) to engage in conversation, gain affirmation, or simply be understood. Teacher research “benefits teachers, other professionals, and the field of early childhood education as a whole by providing an inside view of the diversity of teaching and learning in early education settings” (Perry, Henderson, & Meier, 2012, p. 9). Keeping in mind that behavior is a form of communication (Brault, 2018), this self-study not only paves a way for the presenter to evaluate and reflect on her role as a teacher and how she can support infants and toddlers, but also redefines others’ perspectives on whether and how infants and toddlers communicate meaningfully.

Author

• Julie Yip, San Francisco State University