This case study explores the topic of early childhood education and care in a long day care setting. It discusses the diverse group of children, communication strategies, behavior management, and ways to identify and cater to children's interests. The study also provides suggestions for decision-making and involving children in the process.
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Running head: EARLY CHILDHOOD EDUCATION AND CARE CASE STUDY TWO - LONG DAY CARE Name of the Student Name of the University Author note
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1EARLY CHILDHOOD EDUCATION AND CARE 1.The group of children is diverse in terms of age, socio – cultural background, family financial status, physical and cognitive abilities as well as behavioural variations. These are also factors that will influence the language use by the teachers in the classroom. The staff will have expectations that the children will be responsive to their directions and will provide appropriate feedback for the communicative stimuli. 2.Respectfulverbalcommunicationstrategiesincludegreetingtheclassatthe beginning, asking about the children’s day, how their previous night/weekend was, what they wanted to do that day, informal and interesting small talk. Respectfulnonverbalcommunicationincludeusingappropriatepositivebody language, proper use of positive and playful gestures, nodding, smiling and leaning forward to show interest. 3.a.JelenacouldtellSandrathathercommentsaredirectedtowardsthe abilities/disabilities of a child in an inclusive classroom and therefore this type of selective targeting is not appropriate. b. Jelena could explain to Sandra that the use of words like shame, genius or phrases like ‘poor little love’ etc negatively impact the child by highlighting their superiority or inferiority to them. c. Jelena could tell Sandra that her choice of words impact the mentality of a child and they might either get attached or detached from her. In either case, it is detrimental for the other children as it might indicate bias towards/against one or a few children in the class. 4.In such cases where the cultural differences are highlighted, I could tell the children that the other ‘friend’ of theirs ‘talk’ or ‘dress’ different because both of them belong to two different cultures. I can try to signify the importance of cross cultural communication by telling them that the world is a very big place and there are many
2EARLY CHILDHOOD EDUCATION AND CARE different and interesting things like cultures. I would tell them that they are very lucky to be friends with someone who is from different cultures. Depending on the frequency or intensity of the interactions, I would also use multimedia technology to showcase the rich global cultural diversity. 5.The first strategy that the staff can use is to showcase appropriate behavior in class to the children by using media. Secondly, these behaviors can also be made to identify with the children through the use of positive reinforcement by highlighting the positive aspects of behavior to them. Finally, instead of punishing a student for negative behaviour, tell them that their actions will reap better reward if they did like this… or like that… 6.Reward – by providing rewards for positive behaviour Engage in activities like ‘good behaviour game’ where good behaviour is the expected outcome. Provide positive reinforcement by telling the children what kind of behaviour is ‘good’ and what kind is ‘bad’. 7.The factors that the staff must take into account while dealing with these kinds of behaviour are the students’ social, economic, cultural, familial as well as behavioural backgrounds and characteristics. The staff could apply limits to the behaviour management policy by highlighting which aspects of behaviour is appropriate in a classroom based on the factors identified above. Negative reinforcement and punishment should not be used as they negatively influence the children’s mentality and can instil fear, dislike or even aggression towards the educators or education n general.
3EARLY CHILDHOOD EDUCATION AND CARE 8.The staff can identify the children’s interests by engaging them in a variety of tasks that highlight specific areas of interest for the children and finding who performs better in which task. The staff can regularly consult the children about what they would like to do by introducing a series of newer tasks every day to the class and asking for opinions. The staff can encourage the children to express their interests and develop new ideas by introducing less scaffolded activities for the children to partake in. 9.a. I would suggest that all children be first showed a video of a bunch of children having fun at a beach, followed by asking them what they think of the video and whether or not they would want to go to the beach to play one day. I will write all their points on the board indicating that all their suggestions are acknowledged. I would use targeted questions like pros and cons of playing in a beach to help the children reach their decisions. b. The first thing I will do is to prepare an alternate feasible plan for every suggestion that has been given by the children. If something turns out to be out of the league that will be explained to the children in terms of stating the alternative as a better option. For instance, if a child suggests that there should be one beach ball for everyone to play with, I would suggest that if there is one beach ball, everyone can play ‘who gets the ball first’ and then everyone would have fun. This would also take care of the alternative activity to the one suggested by the child. In order to show that the child’s decision has been acknowledged, I would try to create a poster or a chart where everyone’s opinions and ideas will be listed and provided a pictorial form. If I provide every child a copy of the poster, it would show that all their ideas have been taken into count regardless of the final decision.