![]() ![]() She demonstrated no intimidation while happily playing and talking to the other kids in the class. I noticed Caryn’s behavior in class and I knew she was an outgoing, eager learner. In addition to applying an evidenced based approach during my interaction with Caryn, I applied Carper’s aesthetic way of knowing by grasping the nature of this specific encounter and acting according to what I believed was appropriate (Johns, 1995). The training provided evidenced based methods for language development in children and the results of implementing those methods as early as infancy. Through the training, I learned the importance of engaging children as soon as they’re born as our language partners and promoting language nutrition within the family. Approaching our encounter empirically, I acquired some background knowledge through the Talk with Me Baby training that my service learning coordinator organized. Few kids even spoke to me and here was one that was sounding out a word that some elementary school kids rarely use.Įmpirically knowing according to Carper’s fundamental ways of knowing involves scientific, evidenced based practice (Johns, 1995). She sounded out the word and within minutes, she was calling every dinosaur in our bucket a Triceratops. ![]() She repeated the word “dinosaur” with ease so I proceeded to say Tri-cer-a-tops. I pointed to the dinosaur and said di-no-saur slowly and clearly. The bus had a Triceratops dinosaur on it and I thought it would be worth a try to see if she could pronounce the word Triceratops. She came and sat at the station with me and we began to play with a green bus. On any given day, few kids even respond to my over-the-top excitement and enthusiasm, but Caryn thought it was so funny. When I came into class on a Thursday morning, I sat down by the cars and train playing station and began talking with the kids. There was a stipulated schedule for each day and play time was the first item on the list. The room was equipped with playing stations that included cars, blocks, a play kitchen, books, and a large box filled with treasures buried in dried black beans. She played with all the children and chatted away as she moved from station to station. She would come into class and made sure all the volunteers saw how pretty she looked that day. I had the privilege of working with the young toddler class and the ease with which they pick up words boggled my mind at times.Ĭaryn, a young toddler from Vietnam was one of the more social kids in her group. Encouraging mothers to engage their babies and children as their conversational partners can be difficult when a language barrier already exists between the volunteer and the family. My service learning group was delegated the task of encouraging language nutrition amongst refugee mothers and children as a part of the Mommy and Me family literacy program. The encounter I had with Caryn happened at the International Bible Church in Clarkston, Georgia. Ariel McKenzie, BSN Candidate 2018, BUNDLE Scholar
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