Communication and Collaboration in the ECE Field

Effective Communication and Conflict Resolution: The Case for Nonviolent Communication and the Gerber’s Relationship-Based Model

Nonviolent communication centers on compassionate interactions and peaceful conflict resolutions (The Center for Nonviolent Communication, 2012). The concept goes beyond collaborating and compromising. Applied to early education, the concept prompts us to evaluate the traditional view of the teacher as vessel of knowledge and student as a recipient. It gives way to equal partnership between teachers and students in creating the optimal opportunities for growth and academic success. Likewise, it enhances child-centered curriculum. Here, children are respected and empowered to advocate for their needs and the needs of others. Likewise, it can lay the foundations for internal working models based on respect and acknowledging the needs and values of others. It promotes positive relationships between children, families, educators, among other stakeholders, which are the cornerstones of successful early care and education programs. Ultimately, we are urged to create win-win situations for all the parties involved in disputes (Conflict Resolution Network, n.d). The Conflict Resolution Network (n. d), suggests we can create win-win situations by (a) going back to underlying needs, (b) recognition of individual differences, (c) openness to adapting one position in the light of shared information and attitudes and (d) attacking the problem, not the people.
I am an avid advocate and enforcer of the respectful, reciprocal, and responsive relationships model (3Rs) (Gonzalez-Mena & Windmeyer Eyer, 2007). I have seen it done wonders with children, families, and colleagues. The 3Rs and nonviolent communication both stress the importance of the practitioner to acknowledge diverse perspectives. More than anything, they build a strong foundation for trust and therefore enhance communication and ease conflict resolution. When children feel their educators respect them and have their best interest in mind, they are more likely to cooperate and less likely to revolt. Furthermore, when challenging behaviors and disagreements are handled with respect, the outcomes will not damage the relationship (Corso, 2007). The 3 R’s create healthy relationships between children families and colleagues which can promote children’s social-emotional development and prevent challenging behaviors (Corso, 2007). Likewise, the 3 R’s can build a strong foundation for collaboration and cooperation between program and staff and families. When teachers and parents know that their contributions are valued, they are more likely to take ownership of the well-functioning of programs.

An important caveat to note is that early childhood education is emotional in itself. As educators, administrators, and parents we have to learn to avoid emotional contamination. We have to avoid letting others dictate the way we feel. Equally important is our awareness of the ways our cultural beliefs, perceptions, and temperament influence the ways deal with conflict. It is also crucial that we learn to to receive negative and hostile messages without giving in or losing self-esteem. The challenge of effective communication can be individualism and power relationships. Some argue, “In a world based on domination the options for strategies to meet needs are drastically narrowed” (Kashtan, 2007, para. 5). When individual interests and needs are heightened, it can be hard, often impossible, to consider other people’s needs. Likewise, licensing regulations and value differences can also constitute challenges to implementing a successful conflict management. Furthermore, as much as we want to create healthy communication climates, individual differences, perceptions of power and dominance can hamper successful communication. Nonetheless, nonviolent communication, the 3Rs reinforce one of our basis human rights: To be treated with respect and consideration even we disagree.

References

Conflict Resolution Network. (n.d). CR Kit. Retrieved from Conflict Resolution Network: (http://www.crnhq.org/pages.php?pID=12#skill_3) CR kit

Corso, R. M. (2007, Summer). Practices for enhancing children's social-emotional development and preventing challenging behavior. Gifted Child Today, 30(3), 51-56.

Gonzalez-Mena, J., & Windmeyer Eyer, D. (2007). (7th ed.). New York, USA: Mc Graw-Hill.

Kashtan, M. (2007). Transforming Power Relations: the Invisible Revolution. Retrieved from The Center for Nonviolent Communication: http://www.cnvc.org/what-nvc/articles-writings/transforming-power-relations/transforming-power-relations-invisible-revolution

The Center for Nonviolent Communication. (2012, January 26). what is nvc. Retrieved July 24, 2012, from The Center for Nonviolent Communication: http://www.cnvc.org/about/what-is-nvc.html