Diverse Learners

A quality early childhood program values daily interactions with parents. We may see parents at arrival and dismissal. Then, there are phone calls and emails. We understand the value of connecting with families and caregivers because we know that these connections are essential for everyone’s success.

We have all experienced the parent or caregiver who is unhappy. They don’t understand the work we are doing, appreciate the curriculum, or see that their child is learning and growing. They claim they have no idea what is happening in the class, that no one tells them what is going on. Though we feel that we are doing our best, this parent is unhappy and is threatening to take their child out of the program.

If we have a child who seems unhappy, disconnected, or uneasy, we know what to do. We know that children are individuals, each with a unique way of approaching the world. We know that children have learning styles. What we also know is that parents and caregivers have learning styles, too. Are we communicating at some parents instead of communicating with them? The good news is that it is relatively easy to figure out someone’s learning style. Carefully observe what the person does and says as carefully as you observe and listen to a child.

These learning styles are: visual, auditory, tactile/kinesthetic, and mixed modality.

Visual learners learn by seeing.

They:

• want photos and visual demonstrations,
• read the articles you give out on development and curriculum,
• want a visually stimulating classroom environment filled with children’s work,
• make eye contact and can be impatient if they must listen for too long,
• write things down,
• and/or may not express emotions, but their facial expressions are usually good indicators of their feelings.

Auditory learners learn by hearing. They thrive on conversation and group discussion and do best when they can talk a problem out.                                                                             They:

• remember what was discussed,
• may not make eye contact, but they’re listening,
• will ask a lot of questions, enjoy listening but also need to talk,
• brainstorm and negotiate,
• verbally express their emotions and may seem loud and aggressive,
• will, when given time to speak (and when someone is really listening) will calm down and be open to a discussion,
• and/pr may have little awareness of the aesthetics of the classroom.

Tactile/Kinesthetic learners learn by action and touch.

They:

• will remember best what was done or experienced, not necessarily what they have seen or heard,
• need multi-dimensional presentations,
• need something in their hands during presentations or discussions,
• when speaking, may fidget and use their whole body to communicate,
• will touch your arm, give you a hug, or even stamp their foot,
• and/or their emotions show in their body language.

Communicating with parents and caregivers with an understanding of their different learning styles has implications for every aspect of school communication:

Consider that and take a step back. Take the time to really get to know them. Have a face-to-face meeting. Tone of voice cannot always be accurately conveyed in an email. When you meet, don’t interrupt. Let the person speak. Listen and observe. Ask for clarification and allow them to elaborate on their thoughts and feelings. Ask what they need.

There can be many reasons parents are not as connected with us as we would wish. We don’t need to make it more difficult. We are all here to do this sacred work together, in partnership. It is the only way we will succeed.

Written by Idie Benjamin and Dale Side Cooperman for TABPP, a Torahaura Production, Edited by Dale Sides Cooperman for ECE-RJ UNITE

Director of Early Childhood Education

Congregation Albert Early Childhood Center

Albuquerque, MN